Technology in Physical Education

            Physical education instructors are beginning to incorporate more and more technology into their course work much like most other teachers. However, this may be difficult in physical education considering they are only funded less than $2 per student. Much of the funding comes from outside rescources such as grants, PTO programs, fundraisers, etc. Technology in P.E. is a great motivation for the students and gives them immediate feedback relating to their health. It also allows for individualizedplans so that each student may be challenged appropriatley. The variety of technoligies used in physical education help teachers collect reliable data and monitor student fitness progress on a daily and yearly basis. This data may also be beneficial to the sudents parents to better understand the health of their children.
          Until reading this article, I never thought of technology being incorpoated into physical education. I love the idea that students can see immediate results from their activities and be more aware of their health. With the increase in obesity of our nation, I believe it is important fo healthy habits to be instilled in children at a young age. They can not practice what they do not know. However, I do not want the use of technology to take away from the physical activities in the gym. Children are so dependent o technology in this century that their not always thinking for themselves. P..E. is the place for the child to learn hand-eye cordinaton and enjoy the beautiful outdoors.

Resource:
Delisio, Ellen R. Technology Jump Starts the New Phys Ed. Education World, c2010.
               http://www.educationworld.com/a_issues/chat/chat258.shtml

Reading Score Progress

     Despite efforts over the past few years to improve the reading skills of students little progress has been made. There was barely an improvement in reading abilities from last year compared with 2007. This was in both students overall and minorities. Likewise, achievement gaps between white, African-American, and Hispanic students changed only slightly since 2007 with only a six point increase since 1992. In 2002, Congress invested $6 billion into the Reading First program in an effort to improve children's basic reading skills. With this amount of money invested, Americans should not be satisfied with the results we've seen. The test providing these results are given every two years serving as an audit for state standards.
      Reading is essential for everyone to learn. As a future educator, I am no satisfied knowing that our teaching is not improving the knowledge concepts of our students. However, I also feel that with such an emphasis on reading these past few years students math and science concepts are also dwendelling. With that said, not only has our reading barely improved, students are lacking in other subjects as well. I believe that the state should reevaluate the standards as well as the emphasis it places on reading with the students. I can remeber my school participating in the STARS program while I was in both elementary and middle school. I also remember that because of this program I lost my interest in reading. With the pressure to read and take so many test to obtain points students stop enjoying the literature. It begins to feel more like a chore to them. I do not see how this is a positive impact on the students and it is obviously not improving the basic reading skills.

Resource:

Toppo, Greg. U.S. Students' Reading Scores Show Little Progress. http://www.usatoday.com/news/education/2010-03-24-reading-scores_N.htm

Math Games in Intruction Area

         Teachers are placed under so much pressure with time and paper work to meet state criteria that the fun learning concepts are being pulled from schools. Teachers constantly feel as though there is no time for games in the classroom. Dr. Nanci Smith feels that games can make a teachers' job easier, especially math skill related games. She explains several ways in which teachers may use games to differentiate instruction. The first is to offer a variety of choices within in games. This variation contributes to a higher motivation among the students. Secondly, teachers should address students' readiness levels through the games. However, with this differentiation students should be regularly assessed by the teacher. Another aspect of differentiation might be providing students who do not like the idea of learning with games a different way to learn the skills. Typically, students become more engaged in the learning process if they feel as though it is fun or that they are controlling their learning. The repetivite practice of the games can reinforce facts and skills. With a little creativity games may be used to reinforce any skill. However, as with any concept there are a few downfalls.
         One major problem is that students do not do the math correctly during a game and they have no idea its wrong. Student must be held accountable for what they are doing even when playing games. Also, students often do not make the connections between the game and the written mathematics. It is important that teachers help the students make connections and fully understand the concepts they are practicing.
         I feel that games are a great way for students to practice their skills and facts. However, as mentioned by Dr. Smith, not all students learning is reinforced well by games so teachers must also provide other reinforcment acitivties for the students. I also believe that with these games and other activites teachers should allow the children to have fun. It is important for the students to reach the course objectives, but they need to want to fully understand them. Hands on activities seem to help students further engage themselves in wanting to learn helping them become better students.

Resources:

Delisio, Ellen R. Math Games Can Target Key Instruction Areas. Educational World, c2010.
            http://www.educationworld.com/a_issues/chat/chat256.shtml

Inclusion of Autistic Children

          Inclusion of autistic children is the hardess and must unpredictible concepts for people to grasp. Socializing is stressful for children with autism. Laurie Lecomer wrote the book called The Socially Included Child which presents here a process she calls I.D.E.A.L that is meant to help manage tranisitions for these children. The I stands for introduce the activity; D for determine the tasks involved; E for evaluate expectations; A for accomodate for success; and L for list the activity components visually. Children with autism have a hard time adusting to changes in their schedule, communicating with others, and sensory issues. LeComer says she wrote this book to help the parents deal with the struggles of autism. The book as well as the program may help parents prepare their child for social enviornments so that they can participate in activities, recreation, and celebration. Although, written for the parents of children with autism, this book could be useful for teachers as well. It shows readers how to pre-plan, and how to really look at a situation so both child and adults can be prepared, and accommodations can be made to make the situations easier and more enjoyable for all. A poisitve approach about I.D.E.A.L. is that it may be modifified for any individual regardless of the cases severity. However, the hardest part of implementing the I.D.E.A.L. program is evaluating one's expectations. A childrens strengths and weaknesses must always be taken into account.

            As a future teacher, I am glad to know that educators and specialist are working on programs to help both parents and teachers work with children of special needs. Children with special needs are being incorporated into the classroom more and more each year without much training for the general education teacher. I know as a future teacher that I have had very little experience dealing with children with disablilities. Even within my service learning classroom the children with special needs are not incorporated very often. It is unfair for these children to be through into a classroom where the teacher does not know how to communicate with them. Although most schools provide the teacher with the students history and provide a few services to help make the transitions easier, it is a difficult process for the student, the teacher, and the rest of the class. Myself as well as all other teachers should be willing to further understand the incorporation of children with special needs. All children deserve the right to a proper education and it is our job to make sure they recieve it.





Resources:

Delisio, Ellen R. An I.D.E.A.L. Way To Include Autistic Kids. Educational World, c2010.     
            http://www.educationworld.com/a_issues/chat/chat255.shtml

Heart Health Programs

    The American Heart association is increasing the awarness of educational and physical programs on health in the school systems. The youth of today is beginning to develop "adult" diseases such as type 2 diabetes and high blood pressure at younger and younger ages. Not only do genetic disorders explained most of heart problems among children today but also the increase in obesity and related insulin resistance. School Systems need to work with parents and child to increase awarness in the risk of obesity. Teachers help the studens make connections about diet and good health by reviewing school meals, vending machine contents, and mandatory physical education. Programs which are currently active in the school systems are Jump Rope for Heart, Hoops for Heart, NFL Play 60 Challenge, and Alliance for a Healthier Generation’s Healthy Schools Program. These programs all strive to provide students with lifelong physical activity and healthful eating as well as cross-curricular educational content for teachers to educate students about living a heart-healthy life.
Schools can create environments where there are consistent and clear messages that physical activity and healthy eating are important and encouraged -- in the classroom, cafeteria, gym, hallway, and schoolyard.

  Jump Rope for Heart is a program that I am familiar with. When I was in elementary school, my school actively particpated in this program every year. We were not only taught the skills of jumping roping but also how to interact with others without really realizing the added benefit to our health. I always found it fun to create the posters and solicite the community for further help with the program. I know this is just one of many ways schools promote health to young students. With the increase in obesity among young children, I believe these programs are increasingly important. If children do not learn healthy habits at a young age it may hard to correct them later. I am glad that there are programs established to guide students to healthier lives. I hope as a teacher that I can encourage my students to make healthy choices in and out of school. I also hope that I may lead by example so that students will have a model to look to.

Resources:
Delisio, Ellen. Heart Health Programs Move into schools. published 2/2/2010.  http://www.educationworld.com/a_issues/chat/chat254.shtml