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PED212 Ashford University Controlling Class Climate Paper

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PED212 Ashford University Controlling Class Climate Paper

PART ONE

Read in Chapter 9 about Autonomy Supportive Environments in the classroom. Review Table 9.3 on the comparison of a controlling environment and an autonomy supportive environment.

For your initial post, create a model for a physical education lesson that is being taught in a controlling environment. Explain in detail how the task is introduced, taught, and assessed. You must include the following criteria:

  • Name of task
  • Type of authority in decision making
  • Recognition of achievement
  • Grouping of children
  • Evaluation
  • Time constraints

Your initial post can be a chart like the one below, or the information can be presented in story form.

Example: “Coach Johnson will be teaching a class how to dribble a ball while stationary. First, she will pass out equipment so each child has a ball. Then…”

Controlling Class Climate
Name of task

Dribbling a basketball while stationary.
Type of authority in decision making role Teacher passes out equipment so each child receives a ball. The instructor then gives directions to bounce and catch ball 10 times in a row; students follow directions.
Recognition of achievement Praises children aloud when task is completed, if ball rolls away student must return and start back at the beginning of the 10 count.
Grouping of children

 Children are grouped in three groups: excellent, proficient, and needs improvement.
Evaluation

 Groups are allowed free time when their group completes the task.
Time constraints Thirty-minute class period. Students remain in groups until every member has completed the task; then free time is awarded.

PART TWO

Assessing the mastery of a skill is an important part of any lesson. Many fundamental motor skills are combined to create the more complex motor skills. If a fundamental skill is not mastered, it will affect the development of other skills as well.

In this discussion forum you will explain how you would observe, document, and assess a fundamental motor skill. Choose a fundamental motor skill that you will assess. It can be a skill previously discussed in this course or one that has not been discussed.

  1. First, provide a brief explanation of the skill and activity used to practice the skill. List all of the aspects of the skill that you will be looking for during the lesson, including the student’s body and space awareness and quality of movement (e.g., balance, movement from one place to another, moving more than one body part at a time).
  2. Then, discuss how you plan to observe and document during the lesson.
  3. Finally, include a rubric that you have created to assess the mastery of this skill. You can find a guide for assistance with rubrics here (Links to an external site.)Links to an external site..

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