2. As educators we promote access to excellence and strive to inspire through education that
emphasizes the power of discovery and the foundation of critical and analytic thinking. We should
foster creativity, and challenge the boundaries of knowledge by cultivating independence of
thought through unique opportunities of learning that allow our students to grow to their fullest
potential.
3. Five Components Is the teacher transiting from one activity to the Student learning is relevant because it provides
Rules next with minimal instructional time? students with the skills necessary to perform
(Program Selection) different tasks.
Goals
Assessing the teacher’s ability to provide multiple Allows student to show interest in activities and
Teaching Philosophy/Performance participate in active learning to encourage a sense
types of activities if the need arises.
Program Selection of accomplishment and enjoyment.
Does the teacher seem to enjoy what she/he is
Motivation teaching? Rules are relevant to keep students safe plus it
encourages success and positive self expression.
Target Points /evaluation what teacher is doing? Motivation
Learning environment is relevant because it
Rules Does the teacher’s language express motivational teaches students to work cooperatively with one
The ability to explain rules in a way that students verbiage? another.
can understand Is the teacher providing positive feedback? Teaching the student’s knowledge about physical
Meeting the required goals of the activity. Instructional Relevance Part II education is relevant to overall good health.
Goals The instruction is relevant because it demonstrates Teaching physical education in a manner that takes
Maximizing allotted time for physical activity and proper sequence of instructional material into consideration the grade level of the student.
less instructional time Addresses all students needs and takes into Appropriate dress is relevant because it teaches
Assessing preparedness of the teach Ex. Equipment consideration those who are not athletically gifted. the students to adhere to a professional and ethical
set up standard.
The classroom management and organization is
Teaching Philosophy/Performance relevant because it meets the required NASPE Personal presentation is just as relevant as dress,
standards. it represents yourself in a positive manner, and
Identifying teacher’s Instructional behavior, how maintains a structured environment while
does it improve student achievement and Section two is important because it provides both
performing assigned duties.
motivation? types of competitive and noncompetitive activities.
4. In order to meet the needs of a diverse student population, I’m committed to assure
a learning experience that will assist my students to achieve their greatest potential; to
adapt, and adjust to a diverse and ever changing society. This will be accomplished through
continued cooperation between school, community, parents, and students. As a teacher I will
foster a climate that is safe and supportive of individual students, enabling them to become
a successful adult through continued community involvement.
Parental encouragement refers to obvious verbal or nonverbal forms of
encouragement for a child to be active. There could be direct efforts to get a child to play
outside or to reduce TV viewing, or indirect efforts to promote interest and involvement.
Numerous studies have confirmed that young children rely heavily on adults (especially
parents) as sources of information regarding their physical abilities. A child's perception of
physical competency has consistently been found to correlate with physical activity
involvement. Adult encouragement indirectly influences a child's level of vigorous activity by
enhancing his/her perception of competence.
5. The goal of any physical education program to expose children to stimulating physical
activities that encourage an active and healthy lifestyle, to accomplish this goal it is important
that students abide by the rules to protect themselves, other students, and the teachers. I
believe in the three strikes and you’re out rule as it applies to violations of the schools rules and
regulations, with the exception of fighting which will result in direct dismissal to the office. The
first strike is a verbal warning and an explanation by the teacher about the violation. The second
strike will lead to a detention. A third strike will lead to a formal office discipline form and a
conference with the student’s parents.
As students pursue their own interests, occasionally those interests are at odds with
the interests of another person. Students can learn important skills to resolve conflicts
peacefully. By mediation program approaches, discussing current events or problems they face
in school and good communication is one way to help resolve conflicts before they escalate.
6. The mediation program approach Disagreement
This approach trains select students in the principles of conflict Argument
resolution; and in the mediation process, to help them become a Dispute
neutral third-party so that conflicts that do arise can be resolved.
They help students to see the others’ point of view, and do not Verbal threats or intimidation
tolerate disrespect for others, but rather demonstrate a respectful Threatening postures and facial expressions
ways to convey opinions and attitudes.
Verbal and psychological attacks and abuse
This approach reduces the use of traditional disciplinary actions
Physical acts of aggression and abuse
such as suspension, detention, and expulsion; instead encouraging
effective problem solving, and decreasing the need for teacher After identifying the stage of each conflict, divide the students into
involvement. Mediators are understanding, and give students space three groups corresponding to each conflict on the board. Ask each
to deal with emotions, but also set boundaries and limits so that they group to identify the actions by each or either party that contributed
are not victims of outbursts and everyone is protected from clouded to the escalation of the conflict. Ask each group to propose possible
judgment. solutions that do not fix blame on either party to the conflict. If the
conflict cannot be resolved at its current stage without affixing
Discussing Conflict blame, how can the students de-escalate the conflict? If they can de-
Identify a current conflict in your school, community and a world escalate the conflict, can they find a resolution?
conflict. Write each on the board. Determine the stage of conflict for
Discussing conflict as a group allows the entire class to be involved
each conflict identified. Write the following 10 steps of conflict
in helping to solve a conflict. It gives different points of views as to
escalation on the chalk or white board:
what is deemed important and how to make the necessary changes
Lack of clarity, awareness or information to fix the problem as whole. Second it encourages students to use
Misinformation problem solving skills and analytical skills to reach a democratic
decision.
Differences of opinion
