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Chapter 1

Chapter 1. C H A P T E R. 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.

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Chapter 1

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  1. Chapter 1 C H A P T E R 1 Successful Teaching

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

  3. Teacher’s Questions to Self

  4. 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.

  5. Pedagogy Toolbox • Successful teachers possess a repertoire of abilities from which they select the right tools 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.

  6. Obstacles • 7 to 12 classes a day • Large class sizes (physical education classes are often larger than regular classes) • Limited class time (once or twice a week) • Limited time between classes (continued)

  7. Obstacles (continued) • Wide age range (5-11, 11-14, 15-18) • Physical abilities ranging from poor to excellent • Inadequate space (outside; hallway) • Limited budget and resources • Lack of support

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

  9. Characteristics of a Physically Literate Person (SHAPE America) The goal of physical education is to develop physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. (continued)

  10. Characteristics of a Physically Literate Person (SHAPE America) (continued) To pursue a lifetime of healthful physical activity, a physically literate individual: Has learned the skills necessary to participate in a variety of physical activities Knows the implications and the benefits of involvement in various types of physical activities (continued)

  11. Characteristics of a Physically Literate Person (SHAPE America) (continued) To pursue a lifetime of healthful physical activity, a physically literate individual: • Participates regularly in physical activity • Is physically fit • Values physical activity and its contributions to a healthful lifestyle Reprinted from SHAPE America 2014.

  12. Questions to Ask About Becominga Physical Education Teacher • Do you like physical activity? • Do you like being around students 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?

  13. Battles to Fightfor Improved Physical Education • Convincing other teachers and administrators of the value of physical education • Obtaining more and better equipment • Attaining realistic teaching loads • Arranging teaching schedules to provide reasonable transitions between grades (continued)

  14. Battles to Fightfor Improved Physical Education (continued) • Lobbying for daily physical education for every student • Limiting class sizes to that of a regular class • Securing facilities designed for physical education

  15. Challenges of Teaching

  16. Successful Teaching • Students 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.

  17. 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. (continued)

  18. Assumptions About Teaching (continued) • Content (what you teach) and the teaching process (how you teach) are inseparable, but it is possible to separate them artificially on paper or video. • 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. (continued)

  19. Assumptions About Teaching (continued) • 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.

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