The document discusses the author's positive experiences with physical activity as a child and how it shaped their attitude. It also examines stereotypes of physical education teachers, challenges they may face such as time constraints, and how the author aims to overcome these challenges through cross-curricular teaching and ensuring all students enjoy physical education. The author believes their sporting background and positive attitude make them well-suited to be a PDHPE teacher.
Rules for instructors teachers of Aikido martial arts bounouhmiloud
These rules could be a great help for teachers and instructors of aikido martial arts and for life of human to develop personnality and to for preparing great leaders of society
Rules for instructors teachers of Aikido martial arts bounouhmiloud
These rules could be a great help for teachers and instructors of aikido martial arts and for life of human to develop personnality and to for preparing great leaders of society
Teaching is an art and science. teaching skills are to be acquired. Nobody is a born teacher. But the skills are acquired over many years of learning the art. How do you recognize a Great Teacher ?
This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
A teaching portfolio based on a variety of teaching strategies that I have found to be effective in my experiences teaching at every level in Middle School.
Presenting at Maidan Summit 2011, Mr DK Bedi shared his views on the delivery of sport and physical education in schools. From a school administrator’s perspective, he put forward his view that the Indian education system aims for an all-round personality development and child-centered education, but in reality there is more emphasis on academics, on exam results, which translates into a lack of participation in sports.
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Teaching is an art and science. teaching skills are to be acquired. Nobody is a born teacher. But the skills are acquired over many years of learning the art. How do you recognize a Great Teacher ?
This portfolio reflects my student teaching and entry level skills. It outlines my personal information, and professional teaching skills as mandated in the state of Michigan, and my personal beliefs about teaching.
A teaching portfolio based on a variety of teaching strategies that I have found to be effective in my experiences teaching at every level in Middle School.
Presenting at Maidan Summit 2011, Mr DK Bedi shared his views on the delivery of sport and physical education in schools. From a school administrator’s perspective, he put forward his view that the Indian education system aims for an all-round personality development and child-centered education, but in reality there is more emphasis on academics, on exam results, which translates into a lack of participation in sports.
He said that sport makes a person physically, emotionally and mentally strong, adding that a sportsperson learns to accept failures and doesn’t give up. He also said that sport helps develop thinking skills, social skills and makes a balanced and strong person.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
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3. • As a child I participated in lots of different physical
activities during Sport and PE. As I grew up in a small
country town after school sports were very limited, so
during school we played a variety of games and sports
that we wouldn’t have been exposed to otherwise. These
games included hockey, tennis, soccer, basketball and
my favourite ultimate frizbee. The physical activities which
were offered outside school were cricket and swimming in
summer and netball and AFL in the winter.
• I chose to play all the sports offered outside school. I
played AFL and cricket with the boys up until I was 10. this
was influenced by the boys in my class as I was the only
girl. Netball later became my choice of sport and this was
because of my sister and the limited choices I was given.
4. • My choice of physical activities changed
with age. As I matured I chose to favour the
sports that were stereotyped as being
feminine. I stopped playing the ‘boy sports’
and started playing games that were more
female based.
• Physical activities are a great way for
children to meet others who have similar
interests. It was a fun and enjoyable way to
spend my weekends and was very
community minded in my home town.
5. • Because of these experiences and memories I have as a
child, I have a very positive attitude towards physical
activities. It is not only a fun way to meet new friend but
also helps fight obesity among children.
• As I have a very positive attitudes towards physical
activities, I would try to incorporate it into everyday
teaching within my classroom. I would like my classroom to
experience and be introduced to many different types of
physical activities, this is to ensure all students likes are
being met. By hopefully fulfilling all the students interests in
regards to physical activities, my students will have a
positive attitude towards it. By passing on my positive
attitude to my students I hope in return that can pass it on
to their children in the future to help fight obesity within
Australia.
6. • Ideal PDHPE Teacher Characteristics
•Dress
•Like this picture an ideal PDHPE
teacher should look sporty – have
joggers on, trackies or shorts, t-shirt
and a hat
•Accessories
•Accessories which I associate with an
ideal PDHPE Teacher depends on what
activity or sport we are doing that day.
The accessories include: stop watch,
clip board, sunscreen and a pen.
•Body Type
• A body type of an Ideal PDHPE teacher
to me is one that is fit looking not
overweight. They don’t have to be
muscular or extremely skinny, just have
the body type of someone who looks as
if they can participate within the
chosen sport/activity.
7. How does the Ideal PDHPE Teacher Act
• What might they be doing:
– An Ideal PDHPE Teacher would be involved within the
sport/activity the class is doing. They would be helping the
students which may not be fully understanding the skill
base and encouraging them to keep on having a go.
They would be challenging the students which are more
competent at the sport by tagging or going against them.
But most of all the ideal PDHPE teacher would be making
the lesson fun and enjoyable for each student. The
posture of an Ideal PDHPE teacher would be very warm
and inviting to ensure students aren't frighten to ask for a
little extra help developing their skill base. They have to be
very approachable and interact well with others to ensure
all students are getting the most out of very PE or Sport
lesson.
8. • Speech of an Ideal PDHPE Teacher
– An Ideal PDHPE Teacher would speak in a voice
which could be heard easily but didn’t have an
angry tone to it. An Ideal PDHPE Teacher to me
wouldn’t say drop and give me 10 push ups but
rather would be a kind person who would offer
their help and encourage all students and
pushing them to reach their potential. Such
things as ‘keep going your doing great,’ ‘wow
your really good at this task can you try this one
now,’. These would be said to ensure all students
feel confident enough within the PDHPE
classroom to give anything a go.
9. • Skills/Abilities
– An Ideal PDHPE Teacher should have good sporting
abilities and be well rounded in a few different sports. A
student is more likely to take direction off a teacher they
have seen do the activity or sport well rather then
someone just telling them how to do it from the sideline. A
skill that a PDHPE teacher would need is to be able to
perform the require skills well in front of the class.
• Knowledge
– An Ideal PDHPE teacher should have a wide and sufficient
knowledge of the sport or skill they are teaching their
students. A knowledge of the rules for the sport is a must I
personally think. This shows the students that are
knowledge about the sport and in return would make
them listen more as they now knowledge the teacher
really knows their sport.
10. • Activities/Movements
– An Ideal PDHPE Teacher would concentrate on one
sport a week roughly. They would break each sport
down in to the core skills required and teacher these
skills before the students actually play the sport. For
example if the chosen sport for the week was tennis,
before a game of tennis was played the students
would learn the correct way to serve, their grip,
forehands and backhands etc. Once majority of the
students have the finer skill under control they would
then move on to a new skill and finally a actual
game. By taking the time on each skill allows those
students who may not have played tennis before to
get an understanding of what is need and help them
to join in, in the game later on.
11. •Stereotypes of a PE Teacher
• Stereotypes of PE teachers exist,
these include:
•Big and buff
•Male
•Authoritative
•Angry/mean
•Favours students due to sporting
abilities
12. • Stereotypes and self worth
– Many students have a negative attitude
towards physical education and it is due to their
past experience with their PE Teacher. The
different stereotypes also contribute to these
negative attitudes. As PE Teachers can be seen
as mean and favour students with sporting
abilities, these stereotypes would give a student
who maybe less sporty then other students to
have a negative view on physical activities. As
PE Teachers it is our job to overcome these
stereotypes to ensure all students have a positive
attitude to physical activities to help fight
obesity.
13. I think I am a lot this ideal PDHPE teacher and one of the
main reasons is due to my positive experiences with PDHPE
which in return give me a positive attitude towards it. I see
my self as a very sporty person and have a pretty extensive
knowledge base on different sports. I know my knowledge
base is limited compared all the over sports out their but in
order to be a great PDHPE teacher I would research every
sport to ensure I was confident in it before I taught it to my
students.
Over all I think I rate reasonably high on the scale of my ideal
PDHPE teacher. One of the reason I think I rate high is
because of my attitude towards it, my sporting abilities and
what I want to achieve with all students. I just don’t want
them to be good at sports I want them to have a positive
attitude towards physical activity.
14. I feel very confident about teaching PDHPE in the K-6
context but one of my main concerns is pointed out by
Morgan and Bourke (2004), ‘Insufficient time was the
most common cited impediment to the delivery of PE
programs.’
This is one obstacles that I would need to overcome to
ensure that I am fulfilling my obligations in the rest of the
KLA’s as well as PE. I would address this problem by
cross curriculum teaching. Cross curriculum teaching
would allow me to cover two KLA’s in the one time
period. I know that successful cross curriculum teaching
is hard but I think the time and effort put in to make it
successful is worth it. Students need to have PE in their
day to day school lives and cross curriculum teaching is
the only way to achieve this.
15. Hastie & Martin 2006 state ‘Teachers feel they lack confidence, training & time to
teach PE effectively and subsequently may avoid teaching PE although.’
One attribute that a teacher needs to justify this finding is to have better time
management and want to teach PE. Me as a teacher would love to teach
PE so I would find time with cross curriculum teaching and seek training or
help for the sports and skills I was unsure about. Research in to the sports
would not only make the teacher comfortable in teaching them but also
show the students that they know what they are taking about.
Hastie & Martin 2006 also found a problem that most PE teachers faced and until
reading this article I didn’t know that this would also affect me as a teacher.
‘Teacher’s emphasised the areas of fitness, games & sports skill and
organised sport, while the areas of gymnastics, aquatics and adaptive
physical education received minimal attention due to the limited expertise of
teachers, legal liability issues and time restrictions.’ Such sports as gymnastics
and aquatics never crossed my mind and I think a lot of other teachers
would be the same. Another problem with these sports is that it would be
harder to cross curriculum teach. So in order to teacher PE confidently I
would have to make sure I cover all areas and chosen sports of the
curriculum, use cross curriculum teaching when I can and ensure all students
are enjoying their PE and me as a PE teacher.
16. Graham 1943 stated ‘the first step is to become aware of
our stereotypes.’ and this is correct in PE teaching. By
first identifying the stereotypes of PE teachers that the
world already has, it now emphasises to me what not to
do as a PE teacher. I think the stereotypes of PE
teachers don’t need to represented in my PE teaching.
This is because the reason we have these stereotypes of
PE teachers is because of experiences that have
happened to us in the past in PE, and its because of
these experiences that people have a negative
attitude towards physical activities. So in order for all
children to see physical activities and PE in a positive
light we have to shed the stereotypes of what a PE
teacher is and start from scratch.
17. http://www.aare.edu.au/04pap/mor04509.pdf
P.J. Morgan & S.F. Bourke, 2004 (Accessed 27th March 2012)
Graham, George (1943), Teaching Children Physical Education: Becoming a Master
Teacher, 3rd
ed. Pp. 37-39
Hastie, P., & Martin, E. (2006). Teaching elementary physical education. San Francisco:
Pearson
Benjamin Cummings.
Webster, Peter John, Teachers’ perceptions of physical education within the K-6
personal
development, health and physical education key learning area, Doctor of Education
thesis Faculty
of Education, University of Wollongong, 2001. http://ro.uow.edu.au/theses/978
(Accessed 27th
March 2012)