NEWSLETTER

Leah Murphy

Spring 2020

Philosophy Statement

In my Physical Education practice as an educator, it is my goal to create an

environment that fosters confidence, skill development, mental wellness and

an environment that can be accessible by all learners. By creating an

experience that encourages students to begin participating in being

physically active for life, I know that I have begun to facilitate both physical

and mental health growth in my students.

Assessment- Grade 9 Dance Unit

1) A9–8 create, refine and present a variety of dance sequences; e.g.,
jazz, square, social and novelty, alone and with others
2) A9–9 choreograph and perform dance sequences, using the elements
of movement and basic dance steps and patterns
3) C9–4 describe, apply, monitor and practice leadership and followership
skills related to physical activity

Formative Assessments: SLO’s 1 and 3

o Checklist/Observations (verbal feedback)- a checklist I will use

and create to monitor student progress. This will serve as a tool
to provide verbal feedback (both positive and for student
conferencing in areas needing improvement).
o Self-Assessment- a total of 3 self-assessments will serve as a
formative measure for students to reflect on their
leadership/followership skills, effort, attitude as well as skill
development. The first two are formative, and the last
summative.
o Exit slips (movement/knowledge based)- before students are
dismissed, after each new dance I will ask for a review dance
move or a quick verbal quiz question before each student goes.
Summative Assessments: SLO’s 2 and 3

o Group Dance Performance- students will choreograph a 1-3-

minute group dance including elements of dance introduced in
this unit. Students will perform their routines to the class as a
whole.
o Final Self-assessment- after completing the group dance
performance, students will complete their last self-assessment
outlining the same questions from the first two formative ones.
This one will be worth only 5% of their mark but will have
students comparing the first self-assessment at the beginning of
the unit, to the end.

Teaching Styles
In terms of a teaching style that can effectively maintain the safety of my

students, Direct Instruction serves a beneficial and integral role in effective

teaching and modeling purposes. While this should not be the sole

instructional style utilized in a classroom, Direct Instruction does allow the

opportunity for students to watch how a new skill is properly done and

explained safely.

Another teaching style I look forward to using in my future classroom is the

Personalized System of Instruction as I can have students practice

independence, they can become responsible for their own learning (much

like the real world) and as an instructor I have more opportunities to give

consistent and helpful feedback! This style facilitates important steps

towards students building skills to be Active for Life.

The Sport Education Model is one I really look forward to using in my

classroom, as I think this teaching style can be highly engaging, memorable

and approachable for students to engage in. There can be a role for

everyone if you can find interesting ways to keep everyone involved. This

builds confidence in students, which to me is a major factor in having

students participate in being physically active.

Lastly, Peer Teaching can be hugely beneficial for large P.E class sizes. I

would incorporate some peer teaching in my future classroom, as I think this

facilitates opportunities for students to build confidence, analytical skills and

social skills as well. It is important to guide students first on how to

respectively and fairly mark their peers!

Classroom Management/Motivation Plan

The safety of my students is a priority when I consider my future classroom

management plan. Ensuring I lay out positive and clear classroom

expectations the first day and continue practicing throughout the year. This

would include;

o Respecting peers, staff and equipment

o Keeping equipment still when the teacher is instructing

o Outlining how to safely move from activity to activity

o Coming to class properly dressed for activity in any weather

outlined for the day

I think it is important to have a consistent praise system for students that do

follow classroom expectations, but also have consequences for those that do
not. An example of a natural consequence for a student forgetting their gym

strip, would be to have them grab shorts and a shirt from the lost and found.

I know I would be sure to come to class prepared to avoid that! In younger

grades, technology such as ‘ClassDojo’ allows me to track positive

behaviours, as well as the students are involved with the process.

A situation that would result in immediate removal of the class would be

students swearing at students or staff, or any physical violence towards

themselves or others (this will vary also in accordance to school specific

policy).

Gymnastics Unit Overview

If I were teaching in a middle school physical education class, I would first

begin the unit by pre-assessing students’ skills and abilities. I would start

with a basic relay race that has a variety of locomotor movements (running,

skipping, jumping etc.). From there I could focus in gymnastic specific skills

such as the somersault (forward roll), log rolls, cartwheels and handstands.

Ideally, we would have access to safety equipment such as mats and

different blocks, but if we did not, I would explore the opportunity to go to

the local gymnastics center and use their equipment. I have been a certified

NCCP Gymnastics coach for a decade, so I feel very comfortable and

confident engaging students in the many different facets that gymnastics

has to offer, for any level of ability and experience!

Inclusion Statement
I am committed to celebrating diversity, inclusion and gender equity among

my students when they come into my classroom. I seek to establish and

maintain an inclusive culture that fosters equitable participation for students

from diverse backgrounds and physical abilities. Diversity and inclusion

improve the learning environment for all students when everyone can

participate.

Nutrition

An awesome activity that you could incorporate for any age or grade would

be a ‘Classroom Recipe Book’. Every week, a student (or group/pair) would

showcase their chosen recipe of the week. They would highlight why it is

healthy and the ingredients needed. At the end of the semester, we would

print off all of the recipes covered, and each student could take home a copy

of healthy recipes. As an extension for older grades, we could break down

the macro and micronutrients, calories and other nutritional elements. This

would cover B outcomes in the POS, and other essential outcomes in the new

curriculum draft.

An active game would be a scavenger hunt, which would be more geared for

younger grades, but I think you could make it relevant and engaging for

older grades as well. This would be best done outdoors, and they would have

to solve the nutrition riddle to find the next Clue.