TESA RESEARCH PROJECT Christopher M. Gray Physical Education: Grade 8 Ada M. Cosgrove Middle School
Introduction Educators Expectations = students achievement levels. Creating a positive learning environment. Increase personal fitness levels and participation. “Connect then Expect” / Cosgrove High Five Not a classroom management change. TESA = deeper understanding pf expectations for overall classroom expectations/fitness levels.
Definition Participation of PE activity while maximizing personal heart rates and fitness levels. Creating clear expectations. Ownership in personal fitness levels.
Past Practice One on One’s with Physical Education Teacher Participation Rubric “What happens to repeated offenders”? Grade = Performance levels.
Research Question Is there a correlation between the student’s physical education participation/fitness levels and the physical educator’s positive interaction that illustrates clear achievable learning benchmarks and expectations? What can I do??
Research Hypothesis Is there a correlation between the student’s physical education participation/fitness levels and the physical educator’s positive interaction that illustrates clear achievable learning benchmarks and expectations?
TESA Research “Teacher interactions with students that are influenced by these expectations, particularly how the teacher asks questions, gives feedback, and expresses personal regard” (Good and Brophy, 1987 p.A-1) creates a positive learning environment for students thus increasing personal fitness and assessment scores in Physical Education. As stated by the ERIC Digest 116 July 1997, Expectations for Students, “the expectations teachers have for their students and the assumptions they make about their potential have a tangible effect on student achievement” (Eric Digest, 1997). Physical educators that “connect then expect” from their students create a positive interaction between the educator and student thus creating higher achievement levels and assessment scores.
Action Plan “Connect then Expect” Room for improvement. Currently I have made teacher-student interaction adjustments in the following ways: More “one on one” interactions with students about low fitness levels. Create an action plan for individual students to increase fitness levels. Taking a professional and teacher friendly interaction with low achieving fitness level students. Involve parents in the students learning process and action plans. Providing more redirection to students of lower achieving levels. “Connect then Expect” philosophy. Differentiated lessons and learning objectives that allow students to achieve Clearer expectations for students and having these expectations written on the white board for student to reference. Allowing students to take ownership in learning thus creating motivation to learn and achieve higher levels of personal health and target heart rates. Advise students with lower participation grades a change to increase grades by being involved in after school fitness activities.
Observation Results After reviewing the observation results, the conclusion displays room for improvement but also illustrates positive results to student interaction, expectations while creating the right conditions for learning in a physical environment.
Conclusion What have I learned? …Well a lot with some excellent reflection.
References Expectations for Students ERIC Digest 116, University of Oregon, 1997 Teacher Expectation and Student Achievement Teacher Handbook Copy right 1987, Los Angeles County Office of Education