Purposeful Teaching – My Philosophy

BioPic_drawing
1997 ‘Me’ as drawn by a student   : )

Twice in the past few years, I have had to develop and refine a teaching philosophy statement (required for a tenure application and an award nomination). I struggled a bit with trying to define how and why I teach the way I do. However, I very much enjoyed the struggle and feel it is an important process for educators to go through. For what it’s worth – I thought I’d share my final product with you!

I have always believed in the importance of physical education (PE).  Movement and physical activity have been an integral part of my own life since I was a child.  As I grew up, went to school, tried to figure out my life and eventually settled on a career in education, PE was always at the forefront.  The year 2017 marks my 24th year in the field and after nine career “adjustments” over this time span (new positions, new schools, new degrees), two constants have emerged: PE and working with children and youth.  Over the length of my career, I have developed a fundamental belief in the absolute, critical, elemental, life changing and life giving need for human movement. This belief guides my teaching and provides the foundation of how I choose to support pre-service teachers in their journey towards becoming teachers of PE. ­­­­­­As well, my philosophy of teaching is rooted in my own experiences as a K-12 teacher. I pride myself on being a teacher first and have had a very diverse career. My practice in K-12 education has ranged far and wide including: a school in Peru, a Hutterite Colony in Southern Alberta, several different schools in Alberta and a school for disadvantaged children in Ecuador. These experiences have enabled me to grow and develop as an educator, refine my management and assessment skills, gain valuable insight into the social and cultural influences affecting students, families and communities and finally, helped to define my identity as a teacher. Throughout those experiences, I can see the threads of joyful, essential movement being woven into the fabric of my teaching identity. Those threads also form the basis of my relationships with students and encourage me to meet students where they are. The following quote is from an email a parent sent to me in 2002 (the name has been changed):

Thanks for making PE fun and enjoyable for Katie this year. She always comes home with good comments about gym and I am thankful, because PE was not my favourite subject. In those days, you were ridiculed if you couldn’t do the skill well. I have many scars from that experience and so I appreciate your approach. You have taught Katie the importance of trying and not to be afraid of failing. Thank you!

I share this email because it speaks to the creation of a safe learning environment, where students feel free to challenge themselves and support those around them to do the same. Sometimes PE can be a scary place – everything you do, including your body itself, can be seen to be on display. As I did in my K-12 teaching, I also strive to create a PE culture with my university students that is inclusive, safe, caring and joyful. Finally, my teaching philosophy draws heavily on John Dewey’s theories of experience and education. I base the nature of my classes at the University of Alberta, undergraduate and graduate, on this premise:

Experience and education cannot be directly equated to each other. For some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience. An experience may be such as to engender callousness; it may produce lack of sensitivity and of responsiveness. Then the possibilities of having richer experience in the future are restricted” (Dewey, 1938, p. 25-26).

In every class I teach, we dig into past experience and strive to learn from both the educative and mis-educative. My students come to PE with their own individual experiences and contexts. We take the time to explore their past as it impacts their teaching: present and future. We search for instances of joyful movement wherever they may be found and then we build on those experiences and extend them to our teaching and learning. As a teacher, I have engaged in this process as well and feel that my students reap the benefits of my own reflective practice. Therefore, I strive to ensure that each and every class I teach provides students with a truly educative experience enabling their growth, learning and understanding as pre-service teachers. Quite often, students will approach me and express their apprehension about taking a class on PE pedagogy. Their fears may be grounded in a negative experience, a misguided perception or a stereotype – it really doesn’t matter. My teaching philosophy allows me meet them where they are, provide joyful movement experiences and, help them establish an identity as a teacher of PE.

“I was really dreading the idea of having to teach PE. All of that changed this semester! The things you taught us were real life, things we can actually use and it was so much fun (so different from past classes)”

(Student letter, Winter 2014)

What the Health?

Today, on  World Health Day, I submitted this letter (but as a more abbreviated essay version) to the Edmonton Journal (I’ll let you know if and when it gets published…) regarding the place of HEALTH in our Education curriculum. Until then, enjoy it here! It is Alberta, Canada focused but hopefully the content and references can be useful in your jurisdiction as well! Onward and upward.

An Open Letter to our Premier and Ministers of Education and Health

Dear Honourable Premier Notley and Honourable Ministers Eggen and Hoffman,

As you well know, Alberta Education is currently revising the K-12 curriculum for all subject areas. According to the website[1]:

We are looking ahead to the future and working to ensure that provincial curriculum continues to give all students the best possible start in life and meet the demands of living in the 21st century. …placing a greater emphasis on 21st century competencies and literacy and numeracy across subjects and grades. This approach will help build an even stronger foundation for student success in a dynamic, global society and economy.

While literacy and numeracy are fundamental elements of any education system there is another element that is glaringly missing. Health. If we truly desire ‘student success in a dynamic, global society and economy’ we cannot afford to ignore the foundational role of health in today’s increasingly sedentary, inactive and unhealthy society. I am writing to all three of you because we should be long past the days of segregating education and health. Therefore, from both a health and education perspective, here are five reasons to re-imagine the value and purpose of health and physical education in schools.

  1. In 2002, the United Nations stated[2]: “Literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the 21st century.” What this means is that literacy is no longer limited to ‘reading and writing’. Physical literacy and health literacy are critical elements of education that help address societal challenges and teach essential life skills for effective citizenship.
  2. Therefore, physical and health literacy are just as important for the development of contributing citizens as ‘traditional’ literacy and numeracy. While Alberta students consistently score well among developed nations in PISA[3] tests (2nd in Sciences, 3rd in Reading and 14th in Math) where we’re falling down is health. Canada was ranked 17th out of 29 ‘rich nations’ for overall child wellbeing in a 2013 UNICEF report[4]. We need to pay more attention to health in our curriculum and give it equal priority with literacy and numeracy.
  3. Our kids aren’t healthy. The 2017 ParticipAction Report Card on Physical Activity for Children and Youth[5] found that of children aged 5-17: only 9% get 60 minutes a day of moderate to vigorous physical activity; only 24% meet the guidelines of no more than 2 hours of recreational screen-time per day and 33% have trouble falling asleep. Add to this what we know about deteriorating mental health (which physical activity also addresses) and decreased nutrition for kids and we are in trouble. Big trouble. Still want to marginalize health and physical education?
  4. Health and education are inextricably linked. The more educated you are, the healthier you are. And, the healthier you are the more educated you’ll be! Over and over again, the data says that if you add more physical education in the day it won’t lower your academic scores[6]. As an example, girls who had physical education for 70 or more minutes per week attained significantly higher reading and mathematics scores than did girls with 35 or fewer minutes per week[7]. Alberta has surpassed the $20 billion mark – almost 40% of our provincial budget – in health spending[8]. Now more than ever, we need to invest in our future – a healthy future. Investing NOW in healthy schools, including prioritizing health and physical education, can save millions in future health costs[9].
  5. The whole child. In health and physical education we teach students to understand and take care of their own bodies, to make informed decisions and lead healthy active lives. This knowledge and application is essential to becoming a contributing citizen of Alberta and the world. In physical education, we teach students to move with confidence and competence in a variety of environments. As well, movement is essential to who we are as human beings; it is absolutely critical to growth and development across the lifespan. The health and academic benefits of physical education are important, but are truly just an extension of how movement is part of our human identity and helps us negotiate the diverse terrain of life. Therefore, education should not be considered “whole-child” unless it includes education of the physical. “…physical education is important because movement is joyful, pleasurable, provides intrinsic satisfaction, and can be personally meaningful and central to the human experience”[10].

Premier Notley, Minister Eggen and Minister Hoffman, as we continue down the road of curriculum re-design, I challenge you to follow the evidence and prioritize health. Implementation of a quality health and physical education curriculum is the BEST way to ensure that ALL students have the opportunity to be well: now and for the future.

[1] https://education.alberta.ca/curriculum-development/why-change-curriculum/

[2] http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/un-literacy-decade/un-resolutions-and-other-related-documents/

[3] http://www.cmec.ca/508/Programs-and-Initiatives/Assessment/Programme-for-International-Student-Assessment-(PISA)/PISA-2015/index.html

[4] https://www.unicef-irc.org/publications/pdf/rc11_eng.pdf

[5] https://www.participaction.com/en-ca/thought-leadership/report-card/2016

[6] Sallis, J.F., McKenzie, T.L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects  of health related physical education on academic achievement: Project SPARK. Research Quarterly for Exercise and Sport, 70(2),127-134.

Shephard, R.J. (1996). Habitual physical activity and academic performance. Nutrition Reviews,   54(4), S32-S36.

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 1.

[7] Carlson, S.A., Fulton, J.E., Lee, S.M., Maynard, M., Brown, D.R., Kohl, III, H.W, & Dietz, W.H. (2008). Physical education and academic achievement in elementary school: Data from the early childhood longitudinal study. American Journal of Public Health, 98(4), 721-727

[8] http://edmontonjournal.com/news/politics/alberta-health-spending-rises-over-20-billion-even-as-province-tries-to-bend-the-cost-curve

[9] Tran BX, Ohinmaa A, Kuhle S, Johnson JA, Veugelers PJ (2014) Life Course Impact of School-Based Promotion of Healthy Eating and Active Living to Prevent Childhood Obesity. PLoS ONE 9(7): e102242. doi:10.1371/journal.pone.0102242

[10] Blankenship, B.T. & Ayers, S.F. (2010). The role of PETE in developing joy-oriented physical educators. Quest, 60, 171-183.

 

Track and Field Ramblings

trackshoes-smallI know.  My Canadian friends are thinking, “What the heck is he writing about Track and Field (T&F) in November for?”  Hey – it’s never to early to start planning your T&F or activity day for the Spring!  As well, my friend Mel (@mjhamada) and I recently had a wee Twitter flurry focused on alternate track and field events/days.  After our short exchange of ideas, we decided to collaborate on this blog post to highlight our perspectives and thoughts.  Take a read, tell us what you think and, most importantly, please contribute to the google doc we have started to share your ideas as well (link at the end of the article)!

Mel’s Ramblings! Recently I have heard a lot of comments online about how PE was very difficult and how rotten we are as a profession!  I have to say that in my High School life I adored running and so Track and Field was a joy to me as I could actually do well in something I really enjoyed.  Now, I know that PE and T&F aren’t everyone’s passion but I take from this that it is also important to respect that a T&F day should also be about allowing our athletic students a place to compete and see success. “What did you say Ms Hamada?”,  I hear you shout!

However, I also believe that we need to not exclude students who find T&F day (as well as other traditional sports days) a grind and who are ‘sick’ on these days to avoid having to participate. It is the participation and the fun that we want to ingrain in our students.  I love T&F days because they were fun for me! I will add here that I work in International schools and I haven’t had a school that has a zone or district carnival or T&F team, we just have our school carnival/day and no more.  This makes me think harder about the fun and participation of our students.

So it is important to find the middle ground.  Recently I have worked with different schools who have had varied philosophies on what should constitute these days and found that the winning formula should provide some time in the curriculum for learning about T&F concepts such as how to throw, jump and run and time to practice these with no pressure.    Maximum practice is the most important factor.  Try some of these ideas:

  • Long Jump – set up your students to jump across the pit on the side rather than the long end.  Set up stations, have 4-7 lines all jumping at the same time into the pit and then running around back to the line.  You get to see your students frequently and they get to jump a lot!  Set up tiered stations next – regular jump at one end of the pit and then add a cone 1.5m back from the sand; then add a small hurdle to promote the height of a jump (over length) then add the next line with a hurdle 1.5m back etc.  Students can then quickly get to their level and work at it and in a 60 min lesson you can have students jumping every 1 minute.  Set up student coaches to assist with visual feedback or use your fave app to assist you.

  • High Jump – use hurdles frequently in your HJ lessons to practice scissor jumps.  Set up hurdle stations and have students practice scissor jumps while waiting for the HJ bed.  Differentiate with mats, hurdles, HJ soft bars etc with lots of places for kids to practice and get maximum jumps.

  • Running – complete running drills for sprints with student pairs watching specific technique (eg. arm swing) so they can learn about correct technique and coach each other efficiently.  Set up mini relays or games for students that involve timing and sprinting for success, but limit competition.  Avoid too many block exercises or peers that can ‘watch’ or evaluate time or distance, make the emphasis fun!

Okay so coupled with these athletic pursuits, we have some fun activities thrown in for students who dislike T&F traditional events and who haven’t participated at all!  The T&F day schedule has been pretty full on with 4 sessions in the day and a lunch break.  Each Grade level had 4 sessions to complete the field activities offered: Long Jump and Shot put; Javelin; Discus;  High Jump.  The Track sessions had a separate schedule that ran all day and Field event participants went to the Track when required.  Our last school hosted: 100m, 200m, 400m, 1500m and 4 x 100m relays.  It was a struggle to get kids into the 1500m and I wondered if we were better off with 2 x 1500m, one for girls and one for boys to avoid the long waits!

I would love to see the alternative events in-between the field or during the field events.  We could then have the egg and spoon or water relay races on for Middle School while High School are completing another T&F activity and vice versa.  This would bring a nice blend to the day.  I am excited about implementing more of this at YIS this year and hope that our fun and participation values drive the day!  I am excited to hear of great alternative activities that we could do on our day to promote fun, friendly competition between Houses and generally improve this day for all concerned!

Doug’s Ramblings! I started teaching PE at a school that followed a very traditional program and T&F was run as a school wide meet.  When I took over as the male PE teacher there was actually a “passing of the starter gun” at the former PE teacher’s last meet (crazy eh!).  I started to keep stats on the T&F day the next year and realized that many kids skipped the day and many did minimal events (format was 2T and 1 F required or 2F and 1 T) or nothing at all.  Lots of sitting around, minimal activity etc.  Over my five years at that school, I slowly made a few changes but was still not really happy with how the day met student’s needs (or the PE curriculum).

When I moved to a new school I was again asked to take charge of the T&F day (which had been very traditional).  I decided to do something completely different and ran an activities based day in which the kids (grades 5-9) were mixed up into multi-grade level groups and moved throughout the day as a team to a variety of active living themed stations.  We did not do any traditional T&F events on that day although we did do them in PE class and invited anyone to join the inter-school team.  Over all I thought the day was successful but…

The next year, I taught a grade nine leadership class with a group of students that had now had a traditional TF day as well as my crazy new format.  I asked them (nuts, I know) what kind of day they would like.  They met and discussed things, I put in my two cents and objectives (essentially to have fun, learning, LOTS of activity) and we came up with a plan.  The students wanted to be able to move with their friends and choose from a variety of active living activities as well as traditional events.  But the TF “events” were not to be used to determine who went to Zone meets – that would happen separately, after school.

With the students taking the lead, our eventual T&F day looked like this: student’s chose from a menu of track, field and active living sessions (AL). Each student needed to get a stamp on their “passport” for a minimum numbers of events – no limit on how many you could choose.  My leadership students invented and ran the active living sessions, teachers ran the TF events and students were free to roam around with their friends and complete their passports in any order they wanted.  In the morning each student had to do a required 3/6 T events, 2/4 F events and 3/6 AL events. In the afternoon it was 2/4 T, 1/3 F and 2/4 AL.

The day was AWESOME! Lots of choice, lots of activity and lots of fun for all involved.  Very few behaviour issues due to the high level of autonomy and almost no absences that day.  Most importantly, the feedback from the students was amazing.  Those who wanted the athletic challenge could compete against themselves and their friends, those who wanted to take a more relaxed approach could do that all well – but all were active!

YOUR TURN! Please share what you have done for T&F days (or just activity days!) at your school.  These can be event descriptions, key resources, day overviews – whatever you like!

Click the link to share!

https://docs.google.com/a/ualberta.ca/document/d/1q5Cz881tMSDZGYsnH6fbXcODSVse9eW7rGnHhH9VpHM/edit?usp=sharing

A High Five and a Kick in the Pants

This post is for all my PE peeps out there. #pegeeks, #physed, #peplc, etc…

I was given the opportunity a few years ago to give the combined Robert Routledge Memorial Address / R. Tait Mackenzie Scholar Address at the joint HPEC – PHE Canada National Conference in Banff (Coming back to Banff, AB in 2015!). It was both an honour and a responsibility to address my PE colleagues in this manner – if you want to read the whole speech, including a summary of both men’s lives, click here (and scroll down to page 40). I feel the message is still of value today so here is the main part of the speech for your reading pleasure!

Two men.  One life cut short.  One life almost 20 years longer.  Obviously, I never knew R. Tait McKenzie and Robert Routledge died the year before I was born.  As I examined their lives and accomplishments, a few things caught my attention.  These were passionate, professional, committed individuals who stood up for what they believed.  If they were here today, I think they would have some things to say to us – I’d like to give you my interpretation…

Friends are important.  Friends love you.  Friends will tell you when you’ve made a mistake or if you are traveling the wrong path.  Lawry St. Leger told a story yesterday of a large hospital in Australia where once per week, the surgeons, interns, nurses and all staff associated with the surgeries would enter a room and discuss the week’s surgery.  No notes.  No recordings.  Honest.  Truthful.  Friends and colleagues who push each other to be the best and are not afraid to give and accept constructive criticism.  Let’s enter that room together as health and physical educators.  My role today is to be your friend in that room and talk truthfully and honestly like I believe McKenzie and Routledge would.  Sometimes we need high fives.  Sometimes we need a kick in the pants.  Today is about both.

I believe that you, my friends, are some of the most passionate teachers on the planet.  You model.  You teach.  You empower.  You love.  Your students are privileged to encounter you on a daily basis.  Your energy and enthusiasm lifts up your colleagues, energizes your students and carries you through the day.  Like a McKenzie or a Routlege, your passion begins in your subject area, but more importantly, it extends to encompass children.  I often tell my student teachers’ that if they are passionate about their subject area and love children there is no better career in the world.  If they don’t – get out!  My friends – you do both and you do it well.  High Five! (Go ahead)

Time for a kick in the pants…  Please don’t do so to your colleagues – this one will remain figurative but feel free to accept this mentally!  I am beginning to see an alarming trend in Alberta – and I think across the country.  Teachers are becoming less involved.  They are coaching less, running fewer clubs, and not stepping up when things need to happen.  Our provincial organizations sometimes struggle for participants and members.  Sometimes, we can’t even get up the energy to nominate people for awards.  Friends, we need to be involved in our professional associations.  Demonstrate to everyone that we are committed to the value of HPE and will not back down in the face of adversity.  Follow the examples of our predecessors – recognize your colleagues, advocate for HPE, celebrate success and get deeply involved in your school community.

There are over 1000 people at this conference.  When I think of HPE people, I think of people committed to improving practice and honing their craft.  Despite an overwhelming focus on literacy and numeracy, you manage to still seek out and attend PD.  You are committed to improvement and willing to work hard to find it.  Workshops, conferences, books, journals, websites – all fuel for your fire.  You know that what you do changes lives the way no other subject area can.  I commend you for your dedication to excellence and improvement – High Five!

Do you only teach the activities you are good at?  Do you avoid gymnastics and sexual health because you don’t feel competent?  Is your gymnasium a place where elitism reigns and varsity team members can train to their hearts content?  A colleague of mine encourages student teachers to ask the following question when they are planning: “Who are you planning your program for – you, or your students?”  Let me put it this way…  Say I was teaching math and I said to my students, “We really should cover long division, but Mr. Gleddie here is not so competent and it actually makes him very uncomfortable – so we’ll just skip it.”  Ask yourself the questions, “Who is NOT in my gym?”  Who is NOT engaged in my class?” Then go and work on the problem.  Kick in the pants.

Haim Ginott (1972) reminds us of a somewhat scary responsibility: “I have come to a frightening conclusion.  I am the decisive element in the classroom.  It is my personal approach that creates the climate.  It is my daily mood that makes the weather.  As a teacher I possess tremendous power to make a child’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.”  You, my friends, are instruments of inspiration.  Your work makes a difference.  You may not always see it today, tomorrow or in a year but the seeds are there.  Last night, Steven asked us to consider those kids like him – on the margin.  I received a phone call a few years ago from a girl that I taught in grade 7.  Amy had a rough life with parents in and out of drug rehab and several nights on the street.  Our school had a policy of linking staff with students at risk.  We were to smile a little more, talk if the opportunity was there and generally be there for them.  Amy called me 2.5 years later, out of the blue, and thanked me for my role in her life and wanted me to know that she was doing well, getting good grades and hanging out with good kids.  YOU make that kind of difference, whether you ever get to see the results or not.  When you get back to school – find that kid in the shadows – and begin  to do what you do best.  High five!

I’d like to finish with a creed.  Tonight’s social theme is “I AM CANADIAN”.  I’d like you to focus on, I am HPE!  When the right spot comes up – please rise and join me…

This next little portion is to be spoken to the rhythm of the ever popular “I am Canadian” rant courtesy of Molson Canadian in 2000.

Hey, I’m not a jock, Or a health nut

And I don’t give pushups for punishment, Or yell at kids, Or own a pair of short shorts

And yes, I did forget your name over the years, But I’m sure you were a really nice student

I follow the Program of Studies  – not the sport seasons, I teach physical education, not gym, And it’s pronounced HPECer, not H-P-E-C

I can proudly paint the ABCD’s on my gym wall, I believe in healthy schools not health kits, Inclusion, not elitism, And that a man can teach yoga and still hold his head high

Schlockey is a sport and a grocery bag is a juggling scarf, And yes, I teach sexual education and I’m good at it.

Health and PhysEd are the 2 core subjects that extend your life, The first choice of students, And the best part of the school day!

My name is “____” and I am H-P-E!

YOU DO GOOD WORK AND I LIKE YOU!