Category: Elementary School

Within this category, essays and articles focus on effectively teaching children in the pre-school and elementary grades. It’s a great place to find teaching tips and get advice from experienced practitioners.

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Grading: A Motivational Teaching Tool

After eighteen years of teaching enthusiastic junior high students (JHS), my school merged with its receiving high school.  I remembered those JHS students loving the activity, looking great doing it, and clamoring to continue it instead of changing to something new.  I could not wait to work with them again.

As high school students, I expected them to be older, wiser, and better.  Boy was I shocked that first day on the field when the only thing moving was the ball. Where, I wondered, had their enthusiasm and teamwork gone?  Sadly, apathy prevailed the second day, the third day, and for a number of weeks.  I racked my brain for ways to get them excited again and working as teams.  I used our past relationships, encouragement, prodding, humor, and went as far as letting them know how badly their inactivity made me feel. Nothing worked until the day, about a month into the semester, I was pondering aloud about how I was going to grade them.  Because, with the exception of a few students, the only thing moving on the field was the ball.  To my surprise, my offhand remark caught their attention.  Their dramatic reversal is why I came to believe that assessing what to aim for and grade is an important teaching tool.

Photo by: 2nd Lt. Idalí Beltré Acevedo
Photo by: 2nd Lt. Idalí Beltré Acevedo

Teaching Skills but Grading Outcomes
The group’s skills were evident in practice, but not in the game. I needed to establish a different standard and did by letting them know that soccer players usually move seventy-five percent of the time during a game.  Those words increased their activity level but left challenges to build on.  I wanted to see them not just “working,” but working together and loving it.  Since they seemed attached to the idea of a good grade, next I decided to aim for teamwork.  So, I broke down the responsibilities of each field position, in ways everyone was capable of achieving.  For example, I began with the forwards, explaining and posting an outline of their objectives. Forwards were to use (1) footwork before passing, (2) pass laterally unless shooting, (3) stay in line with the ball as it moved toward the goal, and (4) drop back when their opponents gained possession of the ball.  The difference in play was amazing.  The forwards started working together, but not the defense.  So, next class, we focused on defense. Mid-fielders were credited for (1) slowing down opponents, (2) forcing a pass and or trapping the ball, (3) positioning themselves between the ball and the goal they defended, (4) passing to an open forward and (5) taking sideline thrown-ins as quickly as possible.  This process continued with other positions on the field of play.  These achievable goals got the girls moving so that games became dynamic and everyone seemed engaged.   Finally, the class ended in smiles, sweat, and a feeling of good teamwork.

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SEL Activities in PE: Strengthening the Mind-Body Connection

One of the reasons I went into teaching physical education is because I wanted to teach students the power of the mind-body connection. I wanted them to develop strength not only in physical skills, but in the mental skills as well.

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I also want my students to learn that our thoughts, feelings, beliefs, and attitudes can positively or negatively affect our biological functioning. In other words, our minds can affect how healthy our bodies are. The opposite is true as well. The things we do with our physical body (e.g. what we eat, how much we exercise, how many hours of sleep we get) can impact our mental state, positively or negatively. This results in a complex relationship between our mind and body.

When I was younger, I struggled with anxiety, depression, and panic attacks. I would allow negative thoughts to control me. I struggled with my own self-worth and I had a lot of difficulties managing my emotions.  Participating in physical education and sports gave me the opportunity, as a teenager, to work on my social-emotional skills and allowed me to eventually grow into the confident, happy person I am today. I am blessed to have gone through those past earlier experiences, for I see it as an opportunity to help teach my students and my own children how to manage their emotions and how to positively affect the mind-body connection. What a gift it is to be able to teach my elementary students these skills at a young age.

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Lessons from My First Quarter as a PE Teacher

(2 Minute Read)

Landing my first job as a physical education teacher was a whirlwind and my first year on the job has been just as hectic. Since beginning my first physical education teacher position in August 2019, I have quickly learned a multitude of lessons in relation to my students and myself.  Here are five lessons I have learned in my first quarter.

1. Establish a positive rapport with your students by immersing yourself in both the school and the community. Be visible at school events and attend open houses, parent nights, etc. This gave me the opportunity to meet stakeholders while also getting a feel for the school and the culture of the community. Once I had a solid understanding of the culture within the school, it was so much easier to build relationships with my students and once I started getting to know my students, our PE program began to surpass my initial expectations.

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Positive Learning: 3 Tips for Generalist-Trained Teachers

(3 Minute Read)
Although Physical Education (PE) specialist teachers have acquired in-depth knowledge about teaching PE, this is not so common for generalist-trained teachers (GTs). Even when elementary schools do employ a PE specialist, it is quite common for GTs to teach at least some of the PE classes to their students.

Unfortunately, according to related literature, although GTs are certified to teach PE, they may not have acquired the confidence to teach specialized subject knowledge (DeCorby, Halas, Dixon, Wintrup, & Janzen, 2005; Bradford, Gleddie, & Millard, 2019; Rink & Hall, 2008).  This is further compounded as teaching PE is mainly a dynamic process (Bradford & Hickson, 2014; Metzler, 2011) and teachers must rely on immediate observations of student performance to decide what to do next (Metzler, 2011; Rink & Hall, 2008).  However, GTs can enhance their teaching by creating opportunities for positive learning. Such positive learning environments require a knowledgeable teacher to understand when it is best to implement the use of positive language and incorporate objectivity. Thereby, creating opportunities for a safe and positive environment where student learning is enhanced.

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Movement and Mindful Hallways: Creating a Culture of Movement

I have been teaching for about 18 years now and have observed many students struggle with focus and inattentiveness. In addition, my own son struggles with ADHD and motor tics, (there are times when he appears to want to dance out of his own skin). To assist him, my husband and I purchased a mini-trampoline, spinning chair, ninja line, door swing, and more. Our intent was to give him breaks to move during homework and studying to help him focus and attend.

There are many students like my son in our classrooms. I’m convinced that we do not provide our students sufficient opportunities to move throughout the day due to increased academic demands, testing, etc. Our society is becoming more sedentary with the increase of technology and video games. Students are not getting the daily Physical Education they need. And too many teachers pull students out of PE classes to catch up on work they have not completed.

It especially frustrates me when recess time is taken away to do “bonus work” in the classroom. Our children are already not being given enough opportunities to gain the sensory input they need for learning! We urgently need to address this. When a child’s need to move goes unfilled, it can translate into inattentiveness, lack of drive, and impulsivity. We need to provide them with many varied opportunities to succeed and to move.

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It’s Not What You Teach – But How You Teach It

Jason, 16, a gifted athlete and an accomplished youth basketball player scans the court.  Three blue practice jerseys highlight his teammates. They are spaced about the half-court with the letters USA in white across their chests.  Each talented.  Each player is elite.  Jason is playing with the best young basketball talent in the United States as a member of the USA Basketball Men’s Junior National Team.

The basketball, moist with perspiration, rests – held captive in Jason’s hands. Tanner, one of four defenders inches closer – crowding Jason.  Tanner’s teammates, decked in white jerseys with USA letters in blue, align themselves to protect the basket. Sweat drips off Tanner onto Jason.  Jason is unfazed, his body already covered by a stream of salty liquid.  The air dampened by perspiration and exerted breathing, emits a stench unique to the arena of sport.

Image courtesy of Keith Johnston from Pixabay

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HANDS-ONLY CPR Training for Elementary Students

This is the 2ndyear I have been training my K-5 students, at Lincoln Avenue elementary school, in Hands-Only CPR. I am on the Executive Board of Suffolk Zone AHPERD and in the last couple of years we have been running an equipment share program for all our members. Suffolk Zone purchases equipment that our PE teachers have deemed needed but may not have the funds to purchase. We then have our members sign up to borrow the equipment.

Some of the first equipment we purchased for our share were CPR Manikins. Having spent over 20 years as a Lifeguard, Water Safety Instructor and Swimming/ Diving coach, I understand the importance of CPR training. CPR helps to keep blood and oxygen flowing and dramatically increases the chances of survival in those who suffer a cardiac arrest. According to the CDC, “heart disease is the leading cause of death in the U.S.” According to the American Heart Association, “88% of people who suffer from a cardiac arrest outside of the hospital die. However, when properly and promptly performed, CPR can dramatically improve a person’s chance of survival.”

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