Briefly Describe How You Would Approach The Use Of Concepts-Based Practices To Improve Your Teaching and Student's Learning

Concept based learning is about big transferable ideas that transcend time, place, situation. -Content just focuses on facts while concept focuses on making sense of those facts and the world around us. -Content based teaching may not get beyond information transmission/superficial learning.
I think concept based teaching is essential for student's preparedness for the world. I believe physical education is perfect for using concept based teaching. Student's not only get to learn about the importance of health which is vital to life in itself but they also get to build their character through sport games and competition. They get to improve their social skills while working in groups and on teams. Physical education provides so many avenues for concept based learning and I believe it's important that I continue to do my best to use these practices during my classes.  

What challenges do you see with the use of concept-based approaches and current practices in your content area? Local schools? What are some solutions?

I honestly don't see many challenges with using concept-based learning in physical education. Regardless of what physical activity or sport we're doing, I emphasize the importance and benefits it has on health. I try to teach my students to understand the importance of movement and being active. I believe if students know why the concept of being physically active is important, it will impact their lives in a major way down the road. 

Case Study Two

Carla, a lively seventh grader at Hawton Valley, a middle school in the predominantly low-income mountainous outskirts of a Southeastern state, loves history class. By all apparent accounts, Carla has a gift for history that could lead to any number of career opportunities.  She excels on test and quizzes and any form of in-class work.  She regularly helps classmates who are struggling with challenging conceptual ideas. 

This makes it particularly difficult for her teacher to understand why Carla rarely turns in any out of class work (e.g. homework). Wondering whether there was an issue at home, her teacher has touched base several times with her colleagues who have Carla’s younger siblings in their classes to see whether they were noticing similar patterns. To the contrary, she learned that her younger siblings always turn in their homework.

Ms. Grady has reached out to Carla every way she knows how, from pleading with her to offering to give her more advanced work that might engage her in new ways. On several occasions she has asked Carla why she rarely turns in her homework. 

Carla typically responds. “I’ll do it next time. I promise.”

Regardless of how often she calls Carla’s parents, nobody answers. 

As a conscientious teacher, Ms. Grady wants to support Carla. On the other hand, she has roomfuls of other students who also need her attention. And, when it comes down to it, Ms. Grady’s grading policy is clear: students are allowed to turn in one homework assignment one day late without penalty—she calls this her “life happens” rule; but in every other instance, failure to turn in homework results in a grade of “0” for that assignment. 

One day after school Ms. Grady approaches Mr. Paul, a social studies teacher who had taken a particular interest in Carla during the previous academic year. 

“I know,” Mr. Paul says. “Brilliant young woman. I had the same experience with her. I didn’t know what to think until I decided to pay her family a visit at home.”

Possible Discussion Questions & Rationale 

• What assumptions is the teacher making about his students’ backgrounds, learning styles, and/or interests?

Carla is obviously a very bright student who has a love for history. She lives is a low-income community. She excels in learning at school but is obviously struggling at home with other possible responsibilities that may take away her time to do complete homework. 

• Is the teacher’s extensive use of collaborative learning just as one-sided as teaching styles that focus extensively on individualized learning?

• Why did the teacher wait so long to talk to the student and try to determine the origin of the problem? 

I think the teacher focus was on all of her students and not just Carla because she excels so much during class. 

• Is the central problem a learning style issue, a cultural issue, or something else?

I think the central problem is something else. Carla younger siblings turn in their homework but there are so many other factors that could be problem for Carla. Her parents doesn't seem to be involved or care to much since they never answer the teacher phone calls. This make me ponder on if Carla is having to take care of her sibling once they get home. There definitely must be a problem at home. I think it's wise to pay her home a visit to see whats going on. 

I would 1st try to connect with Carla on a personal level where she knows I generally care about her as a person and student. By connecting with her, hopefully she'll eventually feel comfortable talking and opening it to me about her home life. I believe in making that special connection with students so they know I truly care about them. 
I think an exception policy has to be in place for situations like this. 

What Have You Learned About The Profession Through Your Observations Of A Local School Classroom? What Do You Agree With? Disagree With? What Would You Do The Same? Differently?

I've noticed a lot working as a 1st year teacher. Being a PE Teacher at my Middle & High School has been very interesting so far. I don't have a ton of equipment, so I'm trying my best to do my best with what I have. I'm working to get grants and more equipment for my students to be able to teach a variety of sports, games, and activities as well as physical fitness techniques. If I could change anything it would be starting school a little later. We start at 7:21 and end at 3:30. That is very long day for students. I have learned to be very selfless very quickly as a teacher. I've also learned that this job can be very challenging at times. I think we have pretty good disciplinary procedures at my school. I'm still learning everyday so I'm not 100% sure on things I would change or disagree with just yet. I do however, love our Christian aspect of our school. The students are required to go to chapel once a week as well as dress up. I love how our principle gets on the intercom every morning and gives the students a bible verse and prayer to start their day. I think our class times are fine being at 51 minutes long. As a teacher, I'm really learning what works and what doesn't when it comes to my students and productivity. I have a long way to go but I feel like I'm on the right track. I also really love how supportive my coworkers are. That has made a world of difference in my experience so far. 

What Does A Teacher Do?

A teacher does several things day in and day out. 

We role model, counsel, teach, plan, mentor, grade, motivate, challenge, empower, cultivate, explain, inspire, and truly invest in our students and our school. Teachers are continuously learning and growing just like the students. One major thing a teacher does is learn how to be truly selfless. 

This is an area I'm definitely learning and growing in as a 1st year teacher. 

Why Am I A Teacher? What Is Success As A Teacher?

I decided to be a teacher simply because I believe one of the greatest things we can do is invest in the lives of our youth. I also feel like this is exactly what God has called me to do right now. Success as a teacher means many things to me. It's loving what you get to do everyday. It's being able to really connect with your students and find ways to inspire and motivate them. It's being able to make a difference in their lives. It's continuing to learn, to grow, to reflect, to fail, to start over, and to persevere throughout the school year. As a first year teacher, success has been seeing my students walk into my gym and greet me with hugs and smiles everyday. It's also been seeing them enjoy working out during our "fitness days'' and being able to keep them engaged during my class.