c. High expectations for learning and Expectations and activities challenge students. behavior are evident Students work hard and remain motivated. Students do not become bored at the lack of challenge or frustrated by too much challenge. The teacher acknowledges the work of all students, not only those who are talented or need remediation. d. Climate of courtesy and respect is All interactions (teacher to student, student to teacher, student to student, teacher to teacher) established are respectful and courteous. e. Students demonstrate respect and Teacher adjusts teaching and expectations appreciation for individual based on individual differences and needs. differences Accommodations and modifications are made for students with disabilities or varied learning styles. All students are included. Teacher is respectful and appreciative of cultural differences and backgrounds. Commonly, teachers will incorporate cues and frequently used commands (e.g., in “stop,” “go,” etc) different languages and will teach activities/dances from different cultures. f. Students accept responsibility for Teacher teaches good manner and self their learning and actions discipline by example. The teacher creates a feeling of trust and openness with students. Students exhibit responsibility for the safety of self and others. Students have high expectations of their own behavior. Students give maximum effort. g. Students support the learning of Students are accepting of others. Students others celebrate others. Students self foster others’ esteem. Students regularly encourage others and refrain from bullying and put-downs. Students use maximum effort when working with others. h. Students are recognized and Students are positively reinforced consistently praised for efforts and positive for efforts and skill performance, correct contributions responses, and appropriate behavior. Good sportsmanship and cooperative behaviors are promoted. Inappropriate comments and behaviors are corrected.
c. High expectations for learning and behavior are evident Expectations and activities challenge students. Students work hard and remain motivated. Students do not become bored at the lack of challenge or frustrated by too much challenge. The teacher acknowledges the work of all students, not only those who are talented or need remediation. d. Climate of courtesy and respect is established All interactions (teacher to student, student to teacher, student to student, teacher to teacher) are respectful and courteous. e. Students demonstrate respect and appreciation for individual differences Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. All students are included. Teacher is respectful and appreciative of cultural differences and backgrounds. Commonly, teachers will incorporate cues and frequently used commands (e.g., “stop,” “go,” etc) in different languages and will teach activities/dances from different cultures. f. Students accept responsibility for their learning and actions Teacher teaches good manner and self discipline by example. The teacher creates a feeling of trust and openness with students. Students exhibit responsibility for the safety of self and others. Students have high expectations of their own behavior. Students give maximum effort. g. Students support the learning of others Students are accepting of others. Students celebrate others. Students foster others’ self esteem. Students regularly encourage others and refrain from bullying and put-downs. Students use maximum effort when working with others. h. Students are recognized and praised for efforts and positive contributions Students are positively reinforced consistently for efforts and skill performance, correct responses, and appropriate behavior. Good sportsmanship and cooperative behaviors are promoted. Inappropriate comments and behaviors are corrected.
Physical-Education-Teacher-Evaluation-Tool.docx