The Third Standard : Sixth Grade Section

I believe that I met this standard because I created a lesson plan each week that included reading, writing, speaking, listening, and thinking skills that were developmentally appropriate for the student and addressed his academic needs. I also created activities that the student enjoyed so that he would be motivated to learn new and challenging concepts. Each activity on the lesson plan correlated to an Oklahoma Academic Standards (OAS) for his grade level.

First of all, students do not have much knowledge about the different fitness components; they do not understand the relation between the fitness components and health. If students acquire the background knowledge about fitness, it could improve the class engagement and motivation, and increase the independent drive to exercise. Second barrier to students’ achievement is the lack of motivation to be active, and even more difficult, to specific fitness activities, such as sit-ups and push-ups. In today’s society, students spend more time sitting in front a screen and less time moving. Parent and school today have more responsibility making sure the children get enough physical activity. According to the New York Times (2016), “early school physical education (PE) programs can make a significant difference, and the earlier these routines are learned the more likely they will be carried forth into a healthy adulthood”. Another barrier that prevents students’ success is the loss of instructional time due to discipline problems. The classes are too big, with many diverse students with individual problems, which are difficult to address when these issues are from very different backgrounds. Finally, there is not enough support from home affecting not only physical education, but

Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning outcomes and program outcomes consistent with contemporary practice.

Curry, J., Jenkins, J. M., & Weatherford, J. (2015). Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity. Physical Educator, 72(4),

There are 24 standards, under 8 headings. These are there to protect the welfare of children and the quality of their education. The National Minimum Standards

The second compliance standard we discussed was “Identified gifted/talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas.” She stated that the G/T students are given additional challenging and creative opportunities to master the content. Furthermore, G/T teachers are required to demonstrate the ways they facilitate the differentiated content for these students. This includes participating in projects and fairs, taking field trips, and encouraging student-centered instruction. The last standard we discussed was “A minimum of thirty (30) clock hours of professional development . . . required for teachers who provide instruction and services that are a part of the district’s defined gifted/talented services.” She mentioned that Plummer Middle School provides adequate staff developments for educators who are also given a deadline to complete their certification. Teachers are well informed about opportunities to improve professionally and the principal is keen on allowing them to attend these activities (Texas Education Agency, 2009; M. Studer, personal communication, February 16, 2017).

Designs was a privately-held greeting card company with a complementary set of offerings and a focus on

Ohio’s Educator Standard one is one of the most important educator standards that a teacher should become familiar with and follow because it is the bases of how students learn. You cannot expect a chef to make dinner without them first knowing how to follow a recipe or use a range. The same principle goes for the students in our classes. You must understand child development for the age you are teaching and show respect for all the differences your students’ exhibit in order to help everyone grow and meet learning expectations.

The first standard of the Ohio Standards for the Teaching Professional is, teachers understand student learning and development and respect the diversity of the students they teach. To apply this standard into my practice I plan on being able to observe the students I work with and understand how each student learns. To demonstrate that I am adhering to this standard I will find different ways to reward each student for being them and being strong for pushing through their obstacles.

Hi Kelsey, when I was completing my AA and took intro to education, I was able to see a glimpse of all the different grades because I knew the assistant principal at the school I was at, and he offered to show me around each different grade level. What I noticed that was the same about each grade level, was that they all used learning centers, so I was wondering if you could come up with a way that you could teach this standard using different center activities.

This standard explains that it is important for teachers to understand the content and different instructional methods in order to make the content equally

There are six standards that we work with day by day in the schools, these standards are: (1) Research- and

The second standard requires centers to “implement a curriculum that fosters all areas of child development-cognitive, emotional, language, physical, and social” (Berns, 2016, p. 172). This is important because children should be learning and fostering their various aspects of development through a curriculum that is directed for that purpose. In child-development centers, this can be seen when activities are planned around a child’s interest so they can further explore and experiment on the topic. The third standard emphasizes on the use of “developmentally, culturally, and linguistically appropriate and effective teaching approaches” (Berns, 2016, p. 172). I believe this is important because each child has different backgrounds, interests, and skills so there should be different teaching methods implemented to help each child learn. This can be seen in child-care centers make adjustments to activities and materials to accommodate for the children’s skills and level of development. The fourth standard states that centers should “provide ongoing assessments of child progress” (Berns, 2016, p. 172). This is vital because teachers and parents are able to observe how children progress developmentally and physically as the years pass. This can be seen in child care centers when teachers make checklists and observations of children’s behaviors and skills. The fifth element requires that

Common core standards were developed by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. Standards were developed with input from educators and administrators from around the country. The standards focus on English Language Arts and Mathematics, but standards span across other core subjects taught in public schools from kindergarten to 12th grade (Chen, 2017). There are even common core standards now in place for pre-kindergarten instruction to ensure every student is fully prepared to enter public school (Chen, 2017).

There is nothing more important than health, especially in this day and age. It’s concerning that only 29 percent of high school students surveyed by the CDC (2011) had participated in at least 60 minutes of physical activity on all seven days before the survey. The CDC also noted that only 31 percent of these high school students attended physical education class daily. Only 8 percent of elementary schools, 6.4 percent of middle schools, and 5.8 percent of high schools provide daily physical education to all of its students (SHPPS, 2000). The government is missing the fact that physical education can actually improve test scores, not the opposite.