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Influence of the teacher

Influence of the teacher . KNR 364.

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Influence of the teacher

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  1. Influence of the teacher KNR 364

  2. I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous, I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized. (HaimGinott, 1972)

  3. Values • What are they and where do they come from? • Think about your daily life and identify a kind of “time” that you value. How do you make decisions about how to use that time? What happens when you are unable to use that time the way you planned? • How might we apply this to teaching physical education?

  4. What did they do? • 42 teachers previously identified as placing a high value on pa and fitness or a low value on pa and fitness based upon VOI results • Classes were observed using SOFIT (measures both teacher behaviors and student activity levels simultaneously) • What did they find? • Values did not have an impact on the amount of time teachers’ classes spent in MVPA; most class time (65%) was spent on instruction; other variables seemed to be more influential on use of time (such as?); only 16% of class time was spent on fitness

  5. When actions don’t match our values in teaching physical education • So What? • Lack of pedagogical knowledge related to maximizing physical activity • Lack of content knowledge related to fitness • Class size, student motivation, allotted time all may influence the ability or willingness of a teacher to enact their values. • Now how might you use this information in your career?

  6. PCK and teaching dribbling • What is PCK and why is it so important? • What did they do? • Describe what teachers (N=4)knew about teaching dribbling and how they actually used that knowledge to make instructional decisions. Used interviews and observations • What did they find? • Approached teaching dribbling as a network of connected movements and tactics • Taught dribbling in a variety of conditions and contexts • Connected movement to tactics and to other contexts • Taught dribbling as a skill of value not connected solely to basketball • Helped students link new information to what they already knew. • Made cognitive processes explicit: they taught them

  7. PCK and teaching dribbling • So What? • Learning is better achieved when taught with relation to prior knowledge • Experts teach movement skills with the big picture in mind (not in isolation) • Experts place an emphasis on cognitive skills and teach students how to think and what to think about with reference to becoming a more skilled mover • How can you use this information?

  8. Assignments • Respond to week 3 prompt • Read Lynn, et. al, ch. 11 for Tuesday: jot down some notes: hopefully you are starting to get the idea that I want you to understand and apply the knowledge you learn from the readings • Read O’Sullivan and Dyson: Rules, Routines, and Expectations • Read Stroot, Faucette, & Schwager article

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