The Nature of Good Teaching

on that point continues to be ongoing debate about the qualities of a well be deald somatogenic precept teacher. For a long time it was considered that finding the scholarly persons busy, happy, swell was an subvert in itself. This emphasis affords little attention to what the school-age childs in truth learn in animal(prenominal) education classes. corporal Education in our curriculum directly has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered nowadays to be qualities of good physiologic education teaching, we take away to look at where the nonion of busy, happy, good has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality animal(prenominal) education in Australian schools over the decades. Their landing field looks at the methods being used by sensible education teachers and what actually happens in the lesson instead of characteristic s displayed by teachers.The caprice busy, happy, good was suggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placeks explore one(a) of the most commonly used tools to inquiry the speciality of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective corporeal education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a savants interlocking and successful completion of the task.The research conducted by Judith Placek found that for most teachers and student teachers the dominant concerns in teaching bodily education argon to keep the children busy, happy and good (Tinning, Kirk &Evans, 1993). Success, in many cases, is not Sharon or dock learning to jump shot correctly. Success is related to the immediate, observable 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 primary(prenominal) concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid exploitation of technology our livelihoodstyles have changed and wrick much demanding. The population of developing countries has pass away less active leading toward significant health takingss that impact the firm community.The World wellness Organisation released a Global Strategy on Diet, strong-arm Activity and Health in response to the concerns of the changing lifestyles of unquestionable countries in the last 25 years. (WHO, 2012) Because of these changes in dietary and lifestyle patterns, inveterate NCDs including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer are decorous increasingly significant causes of disability and premature death in some(prenominal) developing and newly developed countries, placing additional burdens on already overtaxed interior(a) health budgets (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were stalwartness or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into matureness and have an increased risk 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 strike for students to have fun however these alone do not full satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and visible Education guidelines states (schools) provides students with knowledge, skills and behaviours to e nable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health (VELS, 2012). A student can be fully engage, having fun and behaving well while not being aware of learning anything. So if keeping students busy, happy and good is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of life story skills and knowledge and exposes students to a wide admixture of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states It promotes the potence for long engagement in physical activity through the culture of motor skills and grounds competence, health-related physical fittingness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the stop of their liv es either in a positive or a negative way. unluckily 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 local anesthetic sporting and health community.VELS Health and Physical Education focuses on the importance of lifelong participation in physical activity through the maturement 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 a force that energises, sustains and directs behaviour toward a destruction (Egan, Kauchak, 2007, p. 298).Some of the problems set about todays physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include an overcrowded curriculum, teacher who preceptort like physical education wont teach it, PE is not an academic area, teachers dont have enough confidence to teach it, the schools facilities and equipment are sorry (Meldrum & Peters, 2012, p. 12). The lack of motive is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a jump in chronic health issues.The Melbourne Declaration on Educational Goals for preteen Australians addresses the role played by schools to 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, happy, good quality physical education programs 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 initial physical activity experiences which the child has at school provide 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 National Association for lark about and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing todays students. Colin Marsh in his fifth edition of become a Teacher partly describes a good teacher to have 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) mature teachers need to be able to motivate students. Generally students who are actuate have more positive attitudes and are more satisfied, persist on difficult tasks, and process information in depth and e xcel 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 necessarily of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school stave working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further lock what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impa ct in a students life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, Health obesity, retrieved 29th August 2012, http//www. abs. gov. au/ausstats/emailprotected nsf/Lookup/by%20Subject/1370. 02010Chapter fleshiness%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation 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, Pearson 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, recognize Points of Quality Physical Education, retrieved 29th August 2012, http//www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, What i s 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, Prentice Hall Publication, Melbourne World Health Organisation, 2012, Global Strategy on Diet, Physical Activity and Health, retrieved 29th August 2012, http//www. who. int/dietphysicalactivity/publications/trs916/intro/en/