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Philosophy, Expectations, and Rules
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Philosophy Physical Education is a unique subject in the sense that we learn through movement and control of our bodies while manipulating a variety of equipment. Most activities involve a chance of injury to ourselves and/or others. I try my best to plan and arrange activities using thought-out spaces, cues, and rules to minimize risk. One of the largest things I try to teach is Kinesthetic Awareness- the spatial relationship between your body, space, and other objects/people in a variety of planes. This takes a lot of time and repetition utilizing different activities. Our learning involves dodging, running, jumping, changing directions, using equipment as extensions of arms (bats, raquets, clubs), throwing, tossing, kicking, rolling, climbing, blocking, catching, bouncing, and dancing. We begin teaching this in ECE, but need to continue throughout high school because of their changing bodies. Other important skills I integrate into my curriculum is communication, teamwork, and sharing. After our activity is introduced and we begin working, I encourage students to have open lines of communication between each other. Social skills are highly important, and they don't just appear developmentally. They too have to be taught, practiced, and put into play. Unfortunately, I see them not given the proper attention in the classroom because there is just too much needing to be covered in other subjects by classroom teachers. We work hard in PE to instill positive communication, problem-solving, learning how to fail, learning how to handle success, perseverance, listening and respecting others ideas, piggy-backing (ideas- and sometimes each other), taking turns, trial and error, brainstorming, setting goals, and teambuilding. Practice, practice, practice. For other important skills necessary to you child's development, I'd encourage you to view my PE advocacy page. Many of the articles I collect show scientific research and proof regarding the need for organized (PE) and unorganized (recess) physical activity as well as the after school team sports component. Many of the articles I have posted, and many others equally as interesting, originate from the National Association for Sport and Physical Education (NASPE) and it's archives. Rules and Expectations My rules and expectations in the gym are fairly simple. These are my posted rules. I haven't yet found anything I couldn't somehow relate to these rules. Rule #1- safety Rule #2- respect - yourself
- classmates
- teacher
- equipment
Expectation #1- students try and participate in all activities and dances. Expectation #2- students give their personal best. Expectation #3- students use positive words and actions between each other and with adults. Expectation #4- students wear appropriate clothing to participate in PE (shoes, tops, dresses) (I've attached a really cool sneaker reminder to print out to hang on your refridgerator at the bottom of the page. Also attached is a specials schedule.)
Follow the 3 R's
- Respect for self
- Respect for others
- Responsibility for all of your actions
The Hellison Levels of Awareness Charts give a great insight for examples of unacceptable behavior (level 0), acceptable behavior (levels1-3), and top notch behavior (level 4). Downloadable versions at bottom of page Level 4: Caring Students who act and behave responsibly toward others by cooperating, giving support, showing concern, and helping. They consider the feelings of others and treat others with dignity and respect. EXAMPLES · Being willing to work with any other student · Asking others (not just friends) to join an activity or group · Helping a new student to feel welcome · Offering help to someone who is having difficulty · Standing up for the rights and feelings of someone who is being picked on · Offering encouragement or complimenting others · Cheering for your teammates . Congratulating others for a job well done Level 3: Self-Responsibility Students who take more responsibility for their choices and for linking these choices to the kind of person they want to be. They are able to work without direct supervision. They take responsibility for their actions and their intentions. They make good choices without needing to be told, reminded or prompted. EXAMPLES · Cleaning your room or doing your chores without needing to be told or reminded · Doing your personal best and following all rules without being told or reminded · Practicing skills after school, at recess, or on weekends without being told · Working on the assigned task even when others around you are not staying on task · Being active at school or home for enjoyment . Making good choices when no one is watching
Level 2: Involvement Students who are willing to take part in or participate in the day’s activities. They are willing to try, follow the directions, and accept challenges. They are able to work with other students. They do all of these things without complaining. EXAMPLES · Helping to clean up or doing chores · Trying your best while participating in a game · Completing all of the class work or homework that the teacher assigns · Participating in activities that are not your favorite or that you are not good at · Trying new or difficult things without complaining or saying “I can’t” · Coming to class prepared (i.e. proper clothing and shoes, using restroom before coming) · Following all PE/Wellness/Dance rules (may need reminders) Level 1: Self-Control Students who are able to control their behavior enough to not interfere with or disrupt learning and/or teaching. They respect other students’ right to learn and the teacher’s right to teach. They don’t allow the irresponsibility of others to cause them to be irresponsible. EXAMPLES · Waiting for the appropriate time to talk with classmates · Being a good listener by looking at the person talking and not talking, making noise, or wiggling · Controlling your emotions or anger when others do something to upset you · Being in control of your body by not falling down or bumping into others (i.e. moving safely) · Not bothering other students who are trying to listen, practice, or participate in an activity Level 0: Irresponsibility Students who are unmotivated and undisciplined. They make fun of other students and try to discredit other students’ effort. They disrupt learning and teaching. They interrupt, intimidate, manipulate, and even verbally or physically harass students and teachers. They deny personal responsibility for what they do or fail to do. EXAMPLES · Blaming someone else for something you did · Lying to your parents, teachers, or classmates · Using inappropriate language, calling other students names or laughing at others · Interfering with teaching or learning (i.e. Talking to friends when the teacher is giving instructions or refusing to follow directions) · Pushing, shoving, bumping into others, or fighting with other students · Being unsafe with your body and/or equipment
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Physical Education, Health, and Wellness
Denver Public Schools
Steele Elementary School
320 S. Marion Pkwy.
Denver, CO. 80209 720-424-3740
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