The Third Standard : Sixth Grade Section

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.

Sub-Standard 1.1 states that teachers should display knowledge of how students learn and of the development of characteristics of age groups (OES 1). Teachers should use this sub-standard as a bases of how they are going to present and teach content. I currently teach preschool and understand that before I can expect a child to hold a pencil or hold scissors correctly I must first provide learning activities to help my students

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

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.

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

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.

The Center for Disease Control (CDC) and the World Health Organization (WHO) note that when children participate in the recommended level of physical activity of at least 60 minutes per day multiple health benefits ensue. Nevertheless, since the creation of the No Child Left Behind Act of 2001 (NCLB) increasing focus has been dedicated to bridging the achievement gap among students and less emphasis has been placed on non-academic curriculum such as physical education. Research has shown that approximately 3.8% of elementary schools provide formal physical education with this percentage steadily declining as children continue onto middle and high school. This decrease in physical activity is in line with reports from the CDC which estimate that one third of children in the United States are overweight and, within those cases, the CDC has documented that children who are overweight have higher absentee rates, have poorer health and experience early signs of mental illness all of which have an impact on academic performance.

The second standard I demonstrated was standard three. Standard three is supporting a positive learning environment. I taught my final lesson to my group of first

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

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 provides appropriate instruction for each child’s ability level. I understand that every child is unique in his or her own learning styles and development. It is imperative for students’ success that teachers implement developmentally appropriate experiences in the classroom. Therefore, I will provide students with unique and meaning but developmentally appropriate learning experiences and instruction that are challenging enough to foster learning and critical thinking.

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).

Of the 838 middle school students 52.9% of them were females and the mean age of all the students was 13 years old. The majority of the students met or exceeded the standards for both tests. 65-91% passed the physical fitness test, and 77-86% met the academic standards on the ISAT. In general the study reports a weak relationship between continuous physical activity and academic results.

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

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.