chapter 1 Successful Teaching

Complexity of Teaching Content knowledge –Knowing what to teach –Knowledge of subject matter Pedagogical knowledge –Knowing how to teach –Skills and techniques of teaching

Teacher’s Questions to Self

Analogies of Teaching Eye of the hurricane Three-ring circus Composer and conductor Artist Carpenter Successful teachers orchestrate multiple teaching skills and develop interesting and beneficial lessons.

Pedagogy Tool Box Successful teachers possess a repertoire of abilities from which they select to consistently and intentionally provide children with developmentally appropriate experiences in physical activity (Graham et al., 1992; Stork & Sanders, 1996). The use of teaching skills is situation- specific and varies according to the content taught and the grade level.

Obstacles 7 to 12 classes a day Large class sizes (PE classes are often larger than regular classes.) Limited class time (once or twice a week) Limited time between classes Wide age range (5 to 11) Physical abilities ranging from poor to excellent Inadequate space (outside; hallway) Limited budget and resources Lack of support

Benefits Joy of being around children—humor, naive curiosity, honesty, joy of participating, appreciation for your efforts Satisfaction of making a difference Seeing children learn and improve movement skills Helping children develop a positive attitude about physical activity Helping children develop healthy habits and a physically active lifestyle

Characteristics of a Physically Educated Person (NASPE) Has learned skills necessary to perform a variety of physical activities Is physically fit Participates regularly in physical activity Knows the implications of and the benefits of involvement in physical activities Values physical activity and its contributions to a healthful lifestyle Moving Into the Future: National Standards for Physical Education, 2nd. Edition (2004) reprinted with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA

Questions to Ask About Becoming a Physical Education Teacher Do you like physical activity? Do you like being around kids all day long? Do you need to make a lot of money? Are you willing to work in a profession that requires a career-long battle for recognition and support?

Battles to Fight for Improved Physical Education Convincing other teachers and administrators of the value of PE Obtaining more and better equipment Attaining realistic teaching loads Arranging teaching schedules to provide reasonable transitions between grades Lobbying for daily PE for every child Limiting class sizes to 30 or fewer students Securing facilities designed for PE

Challenges of Teaching

Successful Teaching Children learn skills and knowledge and develop positive attitudes; they learn to become physically educated. Teachers derive satisfaction from their work. Physical education programs are consistent with the overall focus of the school.

Assumptions About Teaching Teaching is too complex to reduce to a simple formula. Years of experience do not automatically make someone a successful teacher. It is possible to describe effective teaching skills, but teachers use these skills in artistic ways. Content (what we teach) and the teaching process (how we teach) are inseparable, but it is possible to separate them artificially on paper or video. (continued)

Assumptions About Teaching (continued) A master is an individual who is very skilled or proficient at his or her profession—an expert. The only way to identify master teachers is to observe them actually teaching. When the teaching context is understood, sample lessons provide reasonable and accurate glimpses into a teacher’s abilities. Quality physical education teachers, both current and future, must be able to continue to improve their teaching skills and techniques. Working together, teachers can make a difference—for themselves and for others.