Grading Dilemma or Attitude Dilemma?

During a recent meeting with fellow physical education teachers, we had a discussion about grading.  The interesting thing about our discussion is that we had about three or four different grading philosophies that were shared and there were only six of us there. One thing we discussed is: what/how are we grading?  Is our grading participation based, performance based, discipline based, or even a combination.   Then we discussed what those specific styles look like for each of us.  I do not think there is necessarily a right or wrong philosophy.  However, I do think that the reason for some of the philosophies could be questioned.  As difficult as it is to develop an effective grading plan, one of the main factors should not be what is the least amount of work.  I understand it is difficult to grade and assess six hundred students, but that is a part of the job.  Physical education teachers often complain that their subject demands more respect and credibility.  If that is the consensus, then we need to advocate for ourselves in a positive way.  That is done first and foremost, by developing a quality physical education program and being a quality physical education teacher.  Going through the motions while teaching and sharing beliefs like "that's too much work" is not going to demand anything but negativity.  We need to eliminate these negative factors, if we want to change the perceptions of our profession.  It is and always should be about the kids, not what's best or easiest for the teachers.    

Research on Advocating for Physical Education

For my masters program I have chosen to research ways of advocating for physical education.  The research has given me so many great ideas to help improve my program and the ways in which I advocate for it.  If you get a chance to check it out, it would be very helpful.  Let me know if anything does not flow or make sense.
My Advocating for Physical Education Paper

The Obesity Epidemic

I found this site that is a great resource for childhood obesity.  It has some awesome articles and advise for parents, teachers, and children.  The site is http://childhoodobesitynews.com/
Within the site I saw an interesting billboard.  They ask the question whether it is shaming or a wake-up call.

My personal view is its reality.  If we don't like to see it or look at it, then we should help get our children in better shape rather than enable unhealthy choices like poor eating habits, limited exercise (cutting physical education time and programs), and increase screen time (tv, computers, etc.).  I'm curious how this add or billboard makes others feel?

Leadership in Action

The video is a great example of how a movement can take place.  Whether you are a leader (lone nut), first follower, second follower, or just a part of the movement, each person plays an important role.

Perception?

In the past few weeks I have given a survey to some of my students, colleagues, and parents.  In the survey, I asked a variety questions about physical education.  One thing that I wanted to find out was the perceptions that others have about physical education.  Generally, a person's perception is linked to their own personal experience.  For example, if a parent had a quality physical education program and teacher during their school days they generally will have a positive perception of physical education as an adult.  Contrary to that, if they were intimidated or belittled in physical education class their perception would probably reflect those negative feelings.  The interesting data from my surveys indicate that 35% of my parents and colleagues said their physical education class could have been better or was the worst.  Meanwhile, in my student survey I did not have one student check that they did not like physical education.  I wonder what the results would look like at the middle and high school levels?  If they do change, why/how is that happening?  My hope is that they continue to enjoy the programs at the middle and high school level so that their perceptions remain positive as they reach adulthood and become our future parents.

Balancing a Physical Education Class

I have a challenge balancing my fifty minute physical education class.  The difficult part for me is the lack of time.  I'll use these last couple of days as an example.  We start our class with 10-15 minutes dedicated to our fitness focus.  We then get the students together to explain their stations for their flag football unit.  In order to thoroughly explain those stations, and educate the students it takes at least 12-15 minutes.  Then the students must be divided in groups and get out to the fields that we play on.  Besides these tasks, there are always minutes that are lost during transitions.  By the time the students get out to their stations, they have about 6-10 minutes to actually work at the stations.  Of course the second day of stations is better, because we do not have to thoroughly explain the stations again.  Each segment of the class is essential and justified, I just wish each segment wasn't so rushed.