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Physical education strategies teaching style
Classroom observation examples
Observation in a classroom
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The third physical education class I observed was taught by Lisa Celeski. She teaches at the McKean Elementary School. The class was held from 1:20-2:00 p.m. and the students were in kindergarten. I observed this class on April 7, 2016. Ms. Celeski's lesson plan did not follow the four part lesson plan we learned about in class. This might have been because the students were supposed to go outside, but they were not able to due to weather. The students entered from the hallway in a line and then sat down on the base line on the gym floor. Her class did have an entry routine which is something that we practice when we are performing our lessons in class. Ms. Celeski picked partners for the students and then started their warm up activities.
Masters, Lowell F., Allen A. Mori, and Ernest K. Lange. Adapted Physical Education: A Practitioner's Guide. Rockville, MD: Aspen Systems, 1983. Print.
The textbook mentions curriculum trends and changes as it relates to physical education. Listed below are those changes compared with the current SHAPE National Standards:
Wright, S., Grenier, M., & Channell, K. (2012). UNIVERSITY SUPERVISION WITHIN PHYSICAL EDUCATION TEACHER EDUCATION. Education, 132(4), 699-707.
As we were sitting there waiting for the kids to come in for class, I had very little expectations for a 2nd grade PE class. I expected it to be madness with the kids running around and not listening to Mr. Howard, their teacher. However, when they stepped into the gym, they surprised me greatly. I did not expect to see what happened and as the class went on, I was amazed by how the class was ran.
Boston: Benjamin Cummings, 2012. Print. The. Pangrazi, Robert P., and Paul W. Darst. Dynamic Physical Education for Secondary School Students: Curriculum and Instruction.
Kelly, L. E., L. Kelly, and V. Melograno. Developing the physical education curriculum: An achievement-based approach. Human Kinetics Publishers, 2004. Print.
Speregen, Kathy. “Physical Education in America’s Public Schools”. University of Michigan. SiteMaker, n.d. Web. 26 April 2014
Gabbard, C., LeBlanc, B., & Lowy, S. (1994). Physical Education for Children: Building the Foundation, 2nd edition. New Jersey: Prentice-Hall, inc.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The insight that I took away from my observations was that the teacher was extremely caring. She truly cares about each student’s learning ability; however, she is very tough on them when she feels they are giving less than what is expected and what they are capable of. One thing that surprised me during this observation is just how patient she was with her students. There would be times where the class would be talking and disruptive to her teachings, but she would stop what she was doing until she had everyone’s full attention. There was also an incident where Student A was being disruptive to the classroom, so Mrs. Harmon calmly told him to stop what he was doing or else he would not get an “Aggie” card.
JOPERD--The Journal of Physical Education, Recreation & Dance 78.7 (2007): 6+. Student Resources in Context. Web. 10 Jan. 2014. "
Graham, George. Children Moving: A Reflective Approach to Teaching Physical Education. Palo Alto, CA: Mayfield Pub., 1980. Print.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,