507- TWS 4&5

TABLE OF CONTENTS

Contextual Factors and Student Knowledge Pages 3-6

Learning Objectives Pages 7-12

Assessment Plan Pages 13-14

Design for Instruction Page 18

Instructional Decision Making Pages 19

Reflection and Self Evaluation Pages 20-22

REFERENCES & BIBLIOGRAPHY Pages 23-24

Contextual Factors

TWS Standard:

The teacher uses information about the learning –teaching context and student individual differences to set learning goals and plan instruction and assessment .

Community, School, and Classroom Factors

Friars Point Elementary School is a public school located in Friars Point, MS. It has 164 students in grades PK, K-6 with a student-teacher ratio of 16 to 1. The mission of the Coahoma County School District is to provide students with a quality formal education to each child in a safe and orderly environment which will enable them to graduate from high school ready for college, or enter into the workplace as productive, contributing members of society. This school is rated below average in school quality compared to other schools in Mississippi. Students here perform below average on state tests, are making below average year-over-year academic improvement, and this school has below average results in how well it’s serving disadvantaged students. Friars Point Elementary School has the smallest elementary school student body size in the Coahoma County School District. Racial makeup is: African American (94.1%), White (3.9%), two or more races (2%). One-hundred 100% of students are receiving a free or discounted lunch. This is the lowest percentage in the Coahoma County School District. The student/teacher ratio at Friars Point Elementary School is 14, which is the 2nd best among 4 elementary schools in the Coahoma County School District.  In 2019, Friars Point Elementary School ranked worse than 79.6% of elementary schools in Mississippi. It also ranked 3rd among 4 ranked elementary schools in the Coahoma County School District. The classroom is arranged with 23 students’ desk, a promethean board at the front of the classroom and a teacher desk and white board in the back. Students have Chromebook in the classroom so the teacher is able to engage the student with technology. Mrs. Florence Brown is the Principal at the school.

Student characteristics

I have a total of 39 students, but for references I will only be using my homeroom students; I have twenty-three (23) 3rd graders in my homeroom. Some of my student have a negative attitude towards learning. I came up with a theme for my classroom if you score 80 or above; the students will say, “High 5, Level 5!” which means you are aiming for a Level 5 on the 3rd grade End of the Year Assessment. I planned a lot of interactive activity / lessons, so I can keep my student engaged. I also have three (3) student that are in special education, and require longer time to complete his/her assignments with the help of the special education teacher. Needless to say, I keep my students highly motivated and ready to learn.

Students’ varied approaches to learning

My 3rd Grade students age range from 8-10; 9 of which was held back and supposed to be in the 4th grade. Out of my 23 students I have two (2) advanced, four (4) proficient, nine (9) basic, and nine (9) minimum. My students love working with hand on activities, and sharing information with the students in the group. All of my lessons are interactive and incorporate whole-group, small-group, collaborative-grouping, and intervention instructions.

Students’ skills and prior learning

Friars Point Elementary School we use programs called the Star Assessment, Tri-Weekly Assessment, Benchmark Assessment to gather data to drive instructions. Star Assessments have become the leading computer-adaptive tests administer, giving me more time to do what we love and that’s to teach. It also adds new tools, new content, and new reports, so I can get a broader range of data with which to drive their daily instruction and practice. Tri-Weekly Assessment is given every three (3) weeks, to gather data as well and drive instruction. Benchmark Assessment is given three (3) times a year to check student’s growth, and also drive instructions. Benchmark Assessment 3 is help you prepare for the End of the Year Assessment.

Some teachers do not permit students to take home textbooks because they fear that the textbooks will be lost. In the 2011-2012 school year the school passed out older textbooks on government stating that George H. W. Bush was the President of the United States when the current president was Barak Obama Carr said that "students like" LaToysha Brown, a Gentry student quoted in Carr's 2012 article, said that "the poor scores are at least partly because the school lacks the resources it needs to be successful." Reading this information made my eyes water because I know that I received a quality education in the mid 90’s and it’s sad that teachers like Mrs. Teresa Williams, Mrs. Ella Townes, Mrs. Easter Sharp, Coach Herman Smith, Coach Herman Love, Mrs., Henry, and Mr. Benjamin Davis are no longer around to instill in our young people today, what was instilled in my peers and I back then. Sure there was a struggle, but teachers like the ones listed (and others that are not listed) refused to let students fall by the way-side. It wasn’t just a job for them, it was a calling. I am answering my calling!!!

Instructional Implications

My students become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print/digital materials. Students will read purposefully and listen attentively to deepen their understanding of content. Students will be engaged, open-minded, critical readers and listeners. They will refine and share their knowledge through writing and speaking with an authentic audience. I will be primarily teaching Physical Education and Health, the primary contributing factors for developing an instructional package suitable for activity would be focused on the student’s commitment to demonstrates highly active participation while being self-motivated, demonstrates great behavior while maintaining a positive attitude, demonstrates and actively engagement during class and demonstrates the ability to understand rules associated with the activity or game. Instructional strategies will include but not limited to group exercises, team building, demonstrating and actively engaging in assigned activities. The students will be encouraged to constantly set and reset goals directed towards promoting and living a healthy lifestyle. In my classrooms, a Schedule is used as the framework for instruction.

Instruction is based on the following sequence:

Explicit Teaching - The teacher demonstrates, models, and explains the focus of the lesson, skill, or concept.

Guided Instruction - Students are supported by the teacher in Guided Reading Groups, which are a necessary, daily component of the literacy block. Students are selected for their guided reading group according to their reading level, not skill deficiencies. Guided Reading groups are the setting for students to learn about all areas of literacy in an integrated way.

Collaborative Learning - Students work with peers in small groups or with partners to practice skills with support. This is the beginning of the transfer of responsibility from the teacher to the student.

Independent Learning - Students have dedicated time each day for Independent Reading. Students read self-selected texts that are appropriately leveled. Teachers devise accountability measures to ensure that students are reading and comprehending.

Some effective accountability measures are:

· Response Journals/ Reader’s Notebooks/Blog Entries

· Quick Conferences

· Teacher Listen-ins (in which teachers provide feedback on oral reading)

· Accelerated Reader (when used only as an accountability measure)

· Partner reading within the groups

· Turn and Talk

Learning Goals

Adventure Education

1. Demonstrate the ability to set and achieve personal and group goals.

· Essential Learning: Demonstrate the ability to set and achieve personal and group goals.

· Learner Objectives

The learner will . . .

· work effectively with a partner or group to complete a task or to achieve a common goal

· explain and identify strategies in goal setting gain a knowledge and understanding of the reasons for and importance of the activity

2. Apply knowledge of safety precautions, strategies, and appropriate behaviors in a variety of

adventure related activities.

· Essential Learning: Apply knowledge of safety precautions, strategies, and appropriate behaviors in a variety of adventure related activities.

· Learner Objectives

The learner will . . .

· demonstrate care and use of equipment in a safe and proper manner

· display behaviors of acceptance of others, willingness to help others, and courteous interactions

· recognize potentially high risk situations in rock climbing and adventure activities in order to prevent accidents

· adhere to safety rules in daily activities

· develop positive communication skills that will contribute to the safety & success

of self and others

3. Recognize a positive self-image and desirable character traits which contribute to effective

human relations.

· Essential Learning: Recognize a positive self-image and desirable character traits which contribute to effective human relations.

· Learner Objectives

The learner will…

· exhibit the behaviors of self-discipline

· develop an attitude reflecting responsibility and good moral character

· develop a sense of belonging in groups

· develop the ability to lead as well as to follow

4. Demonstrate knowledge and understanding of health and skill related fitness.

· Essential Learning: Demonstrate knowledge and understanding of health and skill related fitness.

· Learner Objectives

The learner will . . .

· define and give examples of the health-related components of fitness: muscular endurance, muscular strength, cardiovascular endurance, flexibility, and body composition as they relate to the fitness activity

· perform muscular strength and endurance skills (push-ups and sit-ups)

· define aerobic and anaerobic fitness

· understand the target heart rate zone and calculate his/her own target heart rate

Individual Fitness

1. Demonstrate knowledge and understanding of health and skill related fitness.

· Essential Learning: Demonstrate knowledge and understanding of health and skill related fitness.

· Learner Objectives

The learner will . . .

· define and give examples of the health-related components of fitness: muscular endurance, muscular strength, cardiovascular endurance, flexibility, and body composition as they relate to the fitness activity

· demonstrate correct flexibility techniques and incorporate flexibility exercises into the fitness activity

· perform muscular strength and endurance skills (i.e. push-ups and sit-ups)

· engage in continuous aerobic activity for a minimum of 20 minutes or more to achieve fitness benefits

· define aerobic and anaerobic fitness

· understand the target heart rate zone and calculate his/her own target heart rate

· define the four parts of a workout (heart warm-up, stretch warm-up, vigorous exercise, and cool down) explaining the importance of each

· define and give examples of the skill-related components of fitness: agility, balance, coordination, power, reaction time, and speed as they relate to the fitness activity

· define, discuss and apply the principles of training (specificity, overload, progression, and individuality) to a specific fitness activity

· improve fitness level through participation in the activity

· define the F.I.T.T. principle: frequency, intensity, time, type as it relates to the fitness activity

2. Develop attitude, knowledge, and skills to maintain physical fitness and for the enjoyment of

lifelong activities.

· Essential Learning: Develop attitude, knowledge, and skills to maintain physical fitness and for the enjoyment of lifelong activities.

· Learner Objectives

The learner will . . .

· demonstrate the ability to set and achieve personal goals

· develop appreciation for personal performance

· understand “how” and “why” the body functions and its relationship to physical activity

· develop the ability to have fun while participating in a variety of fitness activities

· develop an awareness that relaxation can be achieved through exercise

· develop awareness that tension and stress can be released through exercise

· develop an understanding of the benefits of physical activity

· understand the relationships between weight control, exercise, and good health

Recreation Games

1. Demonstrate the knowledge of physical fitness and apply that knowledge while performing

everyday recreational activity.

· Essential Learning: Demonstrate the knowledge of physical fitness and apply that knowledge while performing everyday recreational activity.

· Learner Objectives

The learner will . . .

· define and give examples of the health-related components of fitness: muscular endurance, muscular strength, cardiovascular endurance, flexibility, and body composition as they relate to the recreational activity

· demonstrate correct flexibility techniques and incorporate flexibility exercises into the recreational activity

· perform muscular strength and endurance skills (i.e. push-ups and sit-ups)

· perform continuous aerobic activity for a minimum of 20 minutes

· define aerobic and anaerobic fitness

· understand the target heart rate zone and calculate his/her own target heart rate

· define the four parts of a workout (heart warm-up, stretch warm-up, vigorous exercise, and cool down) explaining the importance of each

· define and give examples of the skill-related components of fitness: agility, balance, coordination, power, reaction time, and speed as they relate to the recreational activity

· improve fitness level through participation in warm-up exercises, skill development drills, lead-up games, and organized competition

· demonstrate skill related fitness necessary to perform the skills of the recreational activity

· develop the skills necessary to participate in the recreational activity

· define the F.I.T.T. principle: frequency, intensity, time, type as it relates to the recreational activity

2. Demonstrate knowledge of the history and origins of a variety of recreational activities.

· Essential Learning: Demonstrate knowledge of the history and origins of a variety of recreational activities.

· Learner Objectives

The learner will . . .

· explain when the recreational activity originated

· identify and explain the cultural, ethnic, and historical role of the recreational activity

3. Demonstrate the application of rules, strategies, and appropriate behaviors in a variety of

physical activities and sports.

· Essential Learning: Demonstrate the application of rules, strategies, and appropriate behaviors in a variety of physical activities and sports.

· Learner Objectives

The learner will . . .

· demonstrate knowledge of specific rules, safety measures, etiquette, scoring procedures, terminology and proper use of equipment as it applies to the recreation activity

· develop strategies and techniques used in organized recreational activities

· develop an appreciation and respect for self-discipline and people

· demonstrate the ability to follow directions

· demonstrate safety conscious practices

· demonstrate positive social interactions

Rhythmic Activities

1. Demonstrate knowledge and understanding of health and skill related fitness.

· Essential Learning: Demonstrate knowledge and understanding of health and skill related fitness.

· Learner Objectives

The learner will . . .

· define and give examples of the health-related components of fitness: muscular endurance, muscular strength, cardiovascular endurance, flexibility, and body composition as they relate to the rhythmic activity

· demonstrate correct flexibility techniques and incorporate flexibility exercises into the rhythmic activity

· perform muscular strength and endurance skills (i.e. push-ups and sit-ups)

· engage in continuous aerobic activity for a minimum of 20 minutes or more to achieve fitness benefits

· define aerobic and anaerobic fitness

· define the four parts of a workout (heart warm-up, stretch warm-up, vigorous exercise, and cool down) explaining the importance of each

· understand the target heart rate zone and calculate his/her own target heart rate

· define and give examples of the skill-related components of fitness: agility, balance, coordination, power, reaction time, and speed as they relate to the rhythmic activity

· improve fitness level through participation in the activity

· define the F.I.T.T. principle: frequency, intensity, time, type as it relates to rhythmic

2. Demonstrate the knowledge and physical skills necessary to perform a variety of rhythmic

activities.

· Essential Learning: Demonstrate the knowledge and physical skills necessary to perform a variety of rhythmic activities.

· Learner Objectives

The learner will . . .

· recognize and move to various beats and tempo changes (aerobics, social dance)

· continuously move to the beat of the music and follow the cues of the instructor (aerobics, social dance)

· demonstrate a variety of skills in gymnastics and tumbling (i.e. drills, lead-up activities, and competitions)

· demonstrate the basic steps of a variety of social dances (i.e. line dances, folk dance, square dance, contemporary dance, ballroom dance, and Latin dance)

· develop self-expression and creativity by demonstrating a routine, dance or series of skills using movements learned in class

Weight Training

1. Demonstrate the ability to set and achieve personal goals.

· Essential Learning: Demonstrate the ability to set and achieve personal goals.

· Learner Objectives

The learner will . . .

· develop realistic goals in the areas of personal strength, body composition, and athletic performance

· develop the knowledge to plan a safe and effective strength program to reach personal goals

· develop appreciation for personal performance

· develop a healthy self-concept by accepting one’s individuality and limitations as well as those of others

2. Demonstrate knowledge and understanding of health and skill related fitness.

· Essential Learning: Demonstrate knowledge and understanding of health and skill related fitness.

· Learner Objectives

The learner will . . .

· define and give examples of the health-related components of fitness: muscular endurance, muscular strength, cardiovascular endurance, flexibility, and body composition as they relate to the fitness activity

· demonstrate correct flexibility techniques and incorporate flexibility exercises into the fitness activity

· perform muscular strength and endurance skills (i.e. push-ups and sit-ups)

· define aerobic and anaerobic fitness

· understand the target heart rate zone and calculate his/her own target heart rate

· define and give examples of the skill-related component of fitness: agility, balance, coordination, power, reaction time, and speed as they relate to the fitness activity

· improve fitness level through participation in the activity

3. Demonstrate the knowledge of proper technique and weight room safety.

· Essential Learning: Demonstrate the knowledge of proper technique and weight room safety.

· Learner Objectives

The learner will . . .

· identify and apply weight room safety rules and proper lifting techniques

· develop a respect for the weight room environment

· develop safety conscious practices

4. Demonstrate knowledge of principles of weight training.

· Essential Learning: Demonstrate knowledge of principles of weight training.

· Learner Objectives

The learner will…

· understand the proper progression of a weight training program

· define, discuss, and apply the principles of training (progression, specificity, overload, and individuality) to a specific strength training program

· define and apply the F.I.T.T. principle: frequency, intensity, time, type as it relates to strength training.

Assessment Plan

Daily Performance Grade: (70% of grade) Majority of the student’s grade is compiled from their everyday participation in the classroom, gym or outside of the classroom setting. This encourages students to participate in each class to earn necessary credit as part of their daily participation portion of their grade. Students must be dressed out accordingly in physical education attire (shorts, tee shirt, sweat pants/top and proper foot wear). Students are encouraged to maximize their daily grade through consistent participation, volunteering in skill development and showing proper behavior towards teacher, self and others.

10-7 points

· Demonstrates highly active participation while being self-motivated

· Demonstrates great behavior while maintaining a positive attitude

· Demonstrates and actively engagement during class

· Demonstrates the ability to understand rules associated with the activity or game

6-4 points

· Demonstrates some participation in class with encouragement

· Demonstrates decent behavior while maintain a positive attitude

· Demonstrates some willingness to actively engage during class

· Demonstrates the ability to understand most rules associated with the activity or game

3-1 points

· Demonstrates little or no participation and needs frequent encouragement to engage in activity

· Demonstrates poor behavior and attitude, disruptive during class and shows lack of respect

· Demonstrates limited to no willingness to actively engage in class

· Demonstrates limited or no knowledge to understand rules associated with activity or game

0 points

Student does not come due to unexcused absence or cutting class. No make-up is possible and daily points are forfeited

Performance Assessment: (30% of grade) This portion of the student’s grade will come from assessment of a specific skill covered. Students will get these points only by attempting to perform these skills in-class. Grades will be assessed via rating scales, video, student interview and questioning.

10-7 points

· Demonstrates the ability to self-assess and peer-assess

· Demonstrates the ability to give positive feedback to self and others

· Demonstrates the ability to analyze feedback to promote skill improvement

· Demonstrates the ability to use time to promote skill improvement

6-3 points

· Demonstrates basic knowledge of how to self-assess and peer-assess

· Demonstrates basic knowledge to assist in skill improvement

· Demonstrates basic knowledge of how to use information to promote skill improvement

· Demonstrates some ways to use time to promote skill improvement

2-0 points

· Demonstrates little or no participation and needs frequent encouragement to engage in activity

· Demonstrates poor behavior and attitude, disruptive during class and shows lack of respect

· Demonstrates limited to no willingness to actively engage in class

· Demonstrates limited or no knowledge to understand rules associated with activity or game

Design for Instruction

These activities can last anywhere form 2-5 minutes and sets the tone for the rest of the week’s lesson. Introductory activities serve several purposes in the lesson format, as follows:

· Students engage in immediate activity when they enter the activity area. Students want to move immediately rather than have to sit down, be quiet, and listen to instructions.

· First offer a vigorous activity, then give instructions or discuss learning objectives for the lesson focus while student recover from the vigorous activity.

· This part of the lesson can be used as an anticipatory set to pre-focus the students on the skill and cognitive objectives of the lesson (Pangrazi, 2007).

These lessons and routines should be used to start the lesson as well as finishing it. The activities are listed individually so the physical education instructor can pick and choose which may apply or best fit that day.

DAY 1-5: JUMP ROPE STATIONS (Forward, backwards, Double Dutch and Jogging/Jumping)

Day 1

Activity: Jump Rope Stations (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: Students should have the ability to jump rope

Materials: 4-6 cones (stations) Jump Ropes (1 per student)

Description: The teacher should demonstrate action to be performed

1. Jump rope forward

Special Needs: Special Needs students can be included by letting them hold the rope on Double Dutch.

Day 2

Activity: Jump Rope Stations (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: Students should have the ability to jump rope

Materials: 4-6 cones (stations) Jump Ropes (1 per student)

Description: The teacher should demonstrate each action to be performed

1. Revisit jumping rope forward

2. Jump rope backward

Special Needs: Special Needs students can be included by letting them hold the rope on Double Dutch.

Day 3

Activity: Jump Rope Stations (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: Students should have the ability to jump rope

Materials: 4-6 cones (stations) Jump Ropes (1 per student)

Description: The teacher should demonstrate each action to be performed

1. Revisit Jump rope backward

2. Double Dutch

Special Needs: Special Needs students can be included by letting them hold the rope on Double Dutch.

Day 4

Activity: Jump Rope Stations (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: Students should have the ability to jump rope

Materials: 4-6 cones (stations) Jump Ropes (1 per student)

Description: The teacher should demonstrate each action to be performed

1. Double Dutch

2. Jogging and Jumping

Special Needs: Special Needs students can be included by letting them hold the rope on Double Dutch.

Day 5

Activity: Jump Rope Stations (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: Students should have the ability to jump rope

Materials: 4-6 cones (stations) Jump Ropes (1 per student)

Description: The teacher should demonstrate each action to be performed

1. Revisit jump rope forward

2. Revisit jump rope backward

3. Revisit Double Dutch

4. Revisit Jogging and Jumping

Special Needs: Special Needs students can be included by letting them hold the rope on Double Dutch.

DAY 6-10: Basketball Drills (Lay-up, jump-shot, free-throw, 3-pointer)

Activity: Basketball Drills (Achieves and maintains a health-enhancing level of physical fitness)

Objective: To engage students in immediate activity and increase their heart rate (physiological warm-up).

Prerequisite: The students should know the proper technique for the following:

1. Lay-up

2. Jump shot

3. Free throw

4. Three point shot.

Material: 1 basketball for each student or 1 basketball for each goal 4-6 basketball goals

Description: Each student performs a different task at each goal. Students should make a designated number of shots at each goal rotating.

***Note: The number of made shoot given the same number of shots, should increase each day because of repetition alone.

Instructional Decision Making

Example One: Jump Roping

In the first activity, jump roping, there were several points that were emphasized. The teacher would always demonstrate the task to be performed. The gives each student an idea of what the activity is, how to perform it and a comfort level. Students began engaging in the activities and immediately increase their heart rate (physiological warm-up). They are getting valuable cardio workout and burning as much if not more calories than they would if they were jogging. There are studies that have been done that show that more people are going to jumping role for weight loss, increased cardiovascular fitness and for muscle tone.

Example Two: Basketball

In activity number two, you have basketball, which is a well know sport around the globe. Playing Basketball is a way to exercise, and to have fun doing it. Being that exercising is important in today’s schools, homes and in society abroad, getting a complete understanding of the basics (lay-up, jump-shot, free-throw and 3-pointer) only assist you I becoming more active. This activity is also meant to increase your heart rate and create a psychological edge once you have focused on you task. There are a lot of students that will not make the extra effort to exercise but will take the initiative to go play basketball or other interesting extracurricular activities.

Evaluation and Reflection

This has been quite a feat for me. I started this lesson not sure as to how much I would learn from it, to now up at 4:16am vowing to complete it. This is the first Teacher Work Sample that I have done and I have become enlightened by the eight components that make up the TWS. Granted this is a ton of material to try to rush and do at one time, I am undeterred in doing so. Using the rubric assessment as a way to assess student, especially in Physical Education, give the students and the teacher a clear, precise and uncut way of how the students will be graded. Student grades are dependent on the strategized practices of the instructor that coexists with Lesson Objective and the Assessment Goals. This detailed section gives the teacher as well as the students the concept of what will be taught as well as the ways in which they will be graded. Once the objectives have been set, students can evaluate and assess themselves or each other to continue to gain knowledge of the lesson. Being that evaluation is used to help direct teachers on path to assist students, the teaching strategies reinforce the teacher being held accountable for reaching all students.

One major reflection that I received from this Teacher Work Sample Lesson is to never stop completing one objective just because another one has you down. We never know how one assignment, one conversation or even one word can have such a huge effect on a student. I guess that’s why we have teachers that do more than just teach from a book, they teach real life lesson to real life students. Encouragement and self-assessment are valuable in a sense that when you are encouraged to pay attention to the objective so that when it’s your turn to jump rope you have seen how the teacher performed the task and the encouragement that comes from within to get it done.

EXPECTATIONS OF STUDENTS

My expectations of students and classroom management are for students to govern themselves accordingly and to follow rules so that everyone can learn. I expect for students to participate in classroom activities and discussions, be respectful to the teacher and peers, to turn in homework and assignments on or before the due date, and to keep their classroom clean. To create positive expectations, I plan to use the wall to help convey my messages by displaying student’s work, putting statements or information, and displaying the rules and policies of the classroom. I will use language effectively and make class expectations as explicit as possible. I will teach the rules and procedures by describing and demonstrating the desired behavior, rehearsal, and feedback. Each of the consequences for disobeying the rules will be inclusive of the last and will be clear and distinct from the last.

EXPECTATIONS, POLICIES, RULES & BOUNDARIES

Expectations of Classroom Climate:

My classroom will be a positive environment where children will come to learn. I will be strict and expect them to adhere to my expectations. At the same time, I will be as flexible as I can to promote a positive environment.

Expectations of students:

· I expect my students to be respectful (of me, as well as of themselves and their classmates)

· I expect them to learn. Although learning is up to them, I expect they will do their utmost to perform to their potential.

· I expect them to be a team. There is no "I" in "team" or in "Mrs. Perry's class" so they will work together to solve problems, do group projects and help each other out when it's needed.

· I expect them to come prepared in mind, body and spirit. This means having the right supplies, being ready to sit and learn for an undetermined amount of time and giving full attention to the speaker.

· Finally, I expect my students to have bad days. We are all human and life happens, but I hope they do their best to keep up with the learning done that day.

RULES/UNIFORM/POLICIES:

Rules:

· Be Prepared

· Athletic shoes only!

· No dresses!

· Long hair pulled back into ponytail!

· Be Attentive

· Treat teacher, classmate & equipment the way you like to be treated.

· No cell phones

· No food or gum in Gym

· Be Respectful and Safe

· Follow directions!

· Stay on task!

· Be cooperative

· No rough or horse-playing

POSITIVE/NEGATIVE BEHAVIOR CONSEQUENSES

Positive Consequences

· Students who arrive on time every day each month will be rewarded by dropping their lowest warm-up activity score from their grade average.

· Students who raise their hand before speaking will be allowed to speak.

· Students who participate in class discussions will be tallied during class and this will be taken into consideration for grading. Students that dress-out, exhibit great character and works hard every day will earn a “Free Friday.” Free Friday is a day that the student does not have to dress out and still receive credit because of his/her previous dedication.

· Each day I will choose one student to receive the S.W.A.G. Award. S.W.A.G. is an acronym for Super Wonderful Awesome Great. When students follow the rules and work hard, I will notice that behavior and reward them accordingly. This is a great motivator, as each award contains a small piece of paper detailing the award, and a piece of candy is attached, too!

Negative Consequences

· The loss of part or all of recess.

· The loss of privileges

· A letter home

· Parent contact by phone

· After School Detention

· Basically, if they aren't behaving, remove them. It can be for a short period of time (a few minutes) to the entire period. If it continues they go to the office

· Suspension or other administrative action as a last resort

Uniform

The appropriate attire for this class is a full t-shirt and gym shorts, or jogging pants. Cut-offs, v-necks, tank tops and shirts with inappropriate messages will not be allowed. Shorts must be knee length. Tennis shoes are the only shoes that can be worn during this class! If anyone fails to follow these guidelines, they will not participate during class activities and other consequences will be assigned accordingly.

Students' Rights:

1. I have the right to be in a safe, supportive environment, means that we will not fight or threaten to solve problems

1. I have the right to learn, means do not disrupt your classmates by talking to them or bothering them while they are learning

1. I have the right to be respected, means that we will not dislike/favor someone because they are black/white, boy/girl, fat/thin, tall/short. We will also keep our hands and belongings to ourselves and not use them against each other.

1. I have the right to be heard, means we will not interrupt others while they are thinking or blurt out things just to get our opinion heard.

PHYSICAL EDUCATION SYLLABUS & CLASSROOM POLICY MGMT. PLAN

I have read and understand the Friars Point Elementary School Physical Education

Syllabus & Management Plan set forth for this school year.

________________________ __________________________ _________

Printed Student Name Student Signature Date

_________ __________________________

PE Period Teacher Name

________________________ __________________________ _________

Printed Parent/Guardian Name Parent/Guardian Signature Date

Parent Contact Info: # () ___________________ other () _____________

This form is due back immediately:

REFERENCES & BIBLIOGRAPHY

1 http://en.wikipedia.org/wiki/Gentry_High_School_(Mississippi)

2 http://www.localschooldirectory.com/public-school/47451/MS

3 http://censusviewer.com/city/MS/Indianolarest

4 http://www.mde.k12.ms.us/curriculum-and-instruction/curriculum-and-nstruction-other-links/response-to-intervention-teacher-support-team

5 http://www.kean.edu/~tpc/portfolio/Health-PE%20TWS%20Guide.pdf

6 Think on Your Feet, by Jean Blaydes

7 Hannaford, Carla. Smart Moves, Why Learning is Not All in Your Head, Great Ocean Publishers, Arlington, VA. 1995.

8 Healthy People, 2010.

9 Brink, Susan. “News you can use, Smart Moves”. U.S. News & World Report, May 15, 1995.

10 Quill, Scott. “Saving Generation XXL, www.menshealth.com. October 2006

11 No Standing Around in My Gym, By JD Hughes

12 Schiesel, Seth “PE Classes Turn to Video Game That Works Legs”, The New York Times. April 30, 2007.

13 Coe, Pivarnik, Womack, Reeves, and Malina. Effects of Physical Education and Activity Levels on Academic Achievement in Children, Journal of the American College of Sports Medicine, 2006.

14 ASCD, ASCD Calls for a “New Compact” to Educate the Whole Child, Education Update, March 2007, pg 1 and 8

15 Peck, Carol. Physical Education shifts from games to teaching healthy habits, The Arizona Republic, April 24, 2007.

16 Action for Healthy Kids. Building the Argument: The need for Physical Education and

Physical Activity in our schools, 2003.

17. Corbin, C.B., Lambdin, D.D., LeMasurier, G.C. (2007). Fitness for Life Middle School (5th ed.). Champaign: Human Kinetics.

18. Lund, J., Tannehill, D. (2010). Standards-Based Physical Education Curriculum Development (2nd ed.). Boston: Jones and Bartlett Publishers.

19. Meredith, M. D., Welk, G.J., (2007). FitnessGram ActivityGram (4th ed.). Champaign: Human Kinetics.

20. National Association of Sports and Physical Education (NASPE). Physical Best Activity Guide (2nd ed.). Champaign: Human Kinetics

21. Pangrazi, R. P. (2007). Dynamic Physical Education for Elementary School Children (15th ed.). San Francisco: Person Benjamin Cummings.

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