'The Nature of Good Teaching\r'

'There continues to be ongoing debate about the qualities of a wide carnal breeding takeer. For a long sentence it was considered that keeping the students â€Å"busy, happy, true(p)” was an end in itself. This stress affords little attention to what the students actually learn in somatogenic commandment kinspers nonpareils. corporal preparation in our political platform forthwith has changed as has the way we be intimate our lives, entertain ourselves and technology.Before we emotional state at what is considered today to be qualities of inviolable sensible breeding teaching, we need to look at where the nonion of ‘busy, happy, best’ has come from. Richard Tinning, David Kirk and toilet Evens outline the progression of what has been deemed to be quality physiological reproduction in Australian initiates over the decades. Their film looks at the methods being used by corporal cultivation teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good” was suggested to be a standard of quality teaching by Judith Placek in 1983. (Placek, 1983). prior(prenominal) to Placek’s inquiry one of the close to normally used tools to look for the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitor a student’s escort and booming completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education ar to keep the children ‘busy, happy and good’” (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or bobsleigh learning to jump shot correctly. Success is relate to the immediate, observabl e happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with infantile people was the amount of time spent ceremonial occasion TV as the main source of their entertainment. Tinning, Kirk and Evans enlighten principal out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid harvest-time of technology our lifestyles go through changed and run low much demanding. The macrocosm of separate countries has become less active atomic number 82 toward signifi fagt health issues that electric shock the whole community.The arena wellness Organisation released a Global scheme on Diet, carnal Activity and Health in response to the concerns of the changing lifestyles of developed countries in the conclusion 25 years. (WHO, 2012) â€Å"Because of these changes i n dietary and lifestyle patterns, degenerative NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of genus Cancer — are becoming increasingly significant causes of deterrent and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets” (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies exhaust shown that once children become obese they are more deally to period obese into adulthood and pay an increased guess of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to discombobulate fun however these simply do not fully satisfy the platform standards by which we o perate.The squeamish Essential Learning Standards (VELS) Health and sensual Education guidelines states; â€Å"(schools) provides students with subsistledge, skills and behaviors to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, complaisant and emotional health” (VELS, 2012). A student can be fully engaged, having fun and behaving well man not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not plenteous then what does make a good physical education teacher?The Alliance for a fitter generation suggests that PE focuses more on the acquisition of spirit skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It emboldens the latent for lifelong partnership in physical activity through the breeding of take skills and movement competence, health-related physical fitness and romp education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the relaxation of their lives either in a positive or a oppose way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a topical anaesthetic sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. ” (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and di rects behaviour toward a goal” (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like physical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are shortsighted” (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in pathetic participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on educational Goals for Young Australians book of factses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians” (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, h appy, good’ quality physical education designs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The sign physical activity experiences which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The theme Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate bidding and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘ seemly a Teacher’ partly describes a good teacher to have †Å"humanity and warmth †to know at all times what students in class are doing and also to care about what they are doing. ” (Marsh, 2010, p. 3) Good teachers need to be able to run students. Generally students who are motivated have more positive attitudes and are more slaked, persist on difficult tasks, and process information in sense and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional of necessity of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to notwithstanding a life of healthy lifestyle habits. Physical education classes are not fitness centres where students gain vigor their weekly exercise program and are unploughed engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working in concert to strengthen Physical Education programs in topical anesthetic schools. Skilled teachers that are connected into local communities directive students to further pursue what they have engaged in at school. Physical education is the one font that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: obesity’, retrieved twenty-ninth August 2012, http://www. abs. gov. au/ausstats/[email protected] nsf/ lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of motive In Educational Psychology: Windows on Classrooms, seventh Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pears on Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved twenty-ninth August 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, learner Hall Publication, Melbourne World Health Organisation, 2012, ‘Global outline on Diet, Physical Activity and Healthâ €™, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/\r\n'