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MISSION STATEMENT
-is interdependent with physical, mental and social development.
-promotes a healthy lifestyle, including physical activity on a regular basis,
along with healthy habits and productive decision making.
-requires one to actively participate in life's activities.

We believe physical education in our district;
-is an essential part of our educational process.
-promotes lifelong physical and health skills that can continue throughout our
lives.
-is a collaborative effort that promotes an in depth understanding of children;
human movement, child growth and development, and current learning theories
(i.e., brain based learning, multiple intelligence's) in order to provide
meaningful physical education experiences.
-is designed to help each student become a more physically fit, self-directed,
self-reliant and fully functioning individual.
-honors every child the right to experience success in physical education.
-social skills are enhanced through the teaching of team work, collaboration,
conflict resolution, following directions, honesty, respect and manners.
-students experience physical activity on a regular basis.
-promotes respect of differences among all students.
-is designed so all students can find an activity or activities they can enjoy
doing to stay physically active.
-includes a goal of improving total body fitness.
-students demonstrate competency in the basic physical skills needed to
participate in a variety of sports and lifetime activities.
-complements our sports activities.

As healthy human beings, students
-accept responsibility for a healthy lifestyle that includes physical activity
on a regular basis, along with healthy habits and productive decision making.
-enjoy regular participation in physical activity.
-realize the importance of physical education in regards to one's health and
improving one's quality of life.
-view physical fitness as a lifelong process.
-must be aware that physical fitness is an important, integral part of total
living.

In developing healthy students, the teacher will
-serve as a role model for physical fitness and healthy lifestyles.
-recognize that physical fitness is developmental, and use skills and
strategies
according to student's needs.
-encourage students to try new activities in order to explore activities of
interest and to enhance self concept.
-strive to improve total body fitness in all students.
-provide direct instruction in physical skills and activities.
-provide planned and purposeful physical education experiences that will
increase each student's understanding of self and environment;
encourage proficiency in motor skills and general body management, thus
allowing more active participation in a variety of life experiences.
improve each student's cardiovascular fitness, muscular strength, muscular
endurance, flexibility, agility, balance and coordination, and in knowledge and
understanding of how these factors relate to life long health and physical
fitness.

Practices:

-in a positive learning environment, we
provide physical education classes for all students K-6, approximately 100
minutes per week.
provide physical education classes for middle school students 205 minutes
per week for one semester each year.
provide physical education and health classes for high school students for
250 minutes per week during their freshman year.
promote electives during the final three years of high school.
emphasize skill development for all students.
foster critical and creative thinking skills through integration.
promote positive social interaction.
-use movement as part of our instruction.
-use a variety of strategies to accomplish our goals.
-incorporate character development into every grade level/class.
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Roles of the Teacher - Controlling

Controlling is the process by which teachers ensure that the learning activities and behavior of children in the classroom are consistent with the objectives, expectations and plans of both teachers and school. Controlling is closely related to planning. Planning involves the establishment of instructional objectives and the development of strategies, while controlling establishes standards of performance, influences, monitors and measures performance, compares performance with standards, and takes corrective action if needed. Indeed the initial step of the controlling process itself is actually a planning step - establishing standards or, more narrowly, rules.

It must be emphasized that the controlling process is essentially a positive one, its basic purpose is to facilitate and ensure attainment of instructional objectives. In the past, however, the terms control and controlling have generally conveyed the negative connotations of discipline and punishment which constrict student freedom and introduce teacher dominance, order and inflexibility in classrooms. A section dealing with discipline as a separate issue is included in this program. Today controlling is being recognized as a process through which teachers stimulate and guide productive learning behaviors rather than one through which they typically command and coerce students. Through controlling, teachers establish and maintain those conditions in which instruction can take place effectively and efficiently and in which their students feel comfortable and unthreatened.
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