Effective practices of a general physical education teacher

1. Effective practices of a general physical education teacher An Effective Teacher is one whose students learn

2. Attitude • They intend for students to learn • Positive climate- Can do • Enthusiastic about subject and students • High yet realistic expectations

3. CLASSROOM MANAGEMENT AND STUDENT ENGAGEMENT • Roles of each clearly defined • Routines established at start of school • Rules established and enforced • In effect, management allows for increased learning time • Have a working format-Five “P’s”

4. The 5 “P’s” • Pertinent: Appropriate lesson for the abilities, interests, and experiences of the group. • Purposeful: Keeping on task in a safe and challenging act. • Progressive: Has order and progression.

5. Paced: Space between activity and next is large enough to be challenging, yet small enough for success. • Participatory: As many active as much of the time as possible.

6. MEANINGFUL PACED TASKS AND HIGH SUCCESS • Related to objectives of class, challenging but yet highly achievable • Tasks typically broken down but quickly moved through • Short effective demos followed by guided practice with frequent teacher feedback

7. When appropriate, independent practice but still actively supervised • Maintains on task atmosphere and provides help when needed or observed • Expected to complete tasks • Clear presentationsand information given

8. A typical teaching routine of an effective teacher • A lead in or warm up • An objective(s) • An input phase of teaching the skill • A Guided practice phase (Drills) with comprehension checks for understanding • Independent practice time • A closure/review of the lesson

9. So what about the Effective Special Physical Education Teacher? • The same as those above! BUT--- • Applied to each individual in class • Can that be done? • YOU BET!! But it requires work!  • But what else is critical for a special physical educator?

10. A genuine positive attitude toward disabled students-you care about them! Establish a rapport! • Patience-it takes time • Ability to Smile, laugh and have a sense of humor

11. Creativity, as they are all unique • Ability to put all your past learning to use. Put no knowledge away for good. • Cooperative nature- Willingness to work with others, ask for help, and listen to those who know.

12. So what can you do now in your lab setting and in the future? • Smile  • Make personal contact with all of them—It’s a key for them and you • Model the right ways-mature ways • Be a real listener-hear what they say* • Really be there-make eye contact • Provide good and helpful feedback

13. Feedback-no problem? • The ability to provide meaningful feedback at appropriate times is one of the most important abilities a teacher possesses--- • Many consider it the single most important help in learning a motor skill---BUT–

14. What is meaningful feedback to a special student? • It’s more than recognition-”Good job” is just recognition • But recognition is needed too • Doesn’t have to be just verbal • Also includes visual and kinesthetic • Visual Gestures-thumbs up, a smile • Kinesthetic-touching the area that did it correctly

15. Stay away from the negatives about skills performance- they’ve had so many negatives thrown at them it’s a killer. • The Exception—an improper behavior • Feedback has to be correctly timed-listen and watch these two balance beam examples-which is what we want? • Watch the amount of verbal you give-overload here doesn’t build bigger brains • Listen to these:

16. There is a Hierarchy of Feedback • Highest level is verbal • Next is visual • Lowest is physical or kinesthetic • Use them all on a personally correct basis-a lower functioning student may need the lowest level for sure.