David Grassi's Teaching
Philosophies
Physical Education Philosophy
 I
believe that all students should have the opportunity to participate
in a variety of activities regardless of their physical ability.
Physical education is not just sports. Physical education is teaching
fundamental movements that are a part of everyday life. Not every
student is a natural athlete. All students should be exposed to
fundamental as well as complex skills and games that build the
performance–related components of coordination, balance,
speed, agility, and power. Students also need exposure to those
activities that build the health-related fitness components of
flexibility, muscular strength and endurance, cardio-respiratory
endurance, and body composition. Exposure to many different activities
could make the difference whether or not a student develops an
attitude that will lead to a lifestyle devoted to health and wellness.
Educational Philosophy
I believe education is important for everyone. If someone keeps
on learning throughout their life they are constantly improving
themselves. A student should not only receive a formal education,
but an informal one as well. A formal education; reading, writing,
and arithmetic gives the student a base on which to build. From
that base students develop the knowledge, attitudes, and skills
to make informed decisions, develop problem solving skills, interact
with others, and learn cooperative skills just to name a few. The
non-formal education could be learned from their parents, friends,
or other family members. Skills such as tending a garden, cooking,
or taking care of a pet can be learned outside the classroom. An
educated person becomes a productive member of society.
Program and Activities
 I
am in my third year of using the PFA program. At the beginning
of the school year I explain the rules and demonstrate how to use
the outdoor PFA equipment. The PFA equipment gets used the most
during lunch recess by the 3rd to 5th graders because I only see
my students for one half hour a week. Each grade has approximately
25 minutes per day in which to use the equipment. I supervise them
during this time. I have posters in the gym where the students
can keep track of their progress and accomplishments. This also
helps to motivate other students into trying harder; so they can
see their names up there as well.
 Indoors,
the PFA cups have become a standard in my curriculum. The students
love to participate in the cup stacking fitness run and a shuttle
run activity. The cups are also great to use as obstacles for the
K-2 students to jump over. I have developed a lesson using the
skeleton bones cut out of the PFA book. The students pick a bone
out of the basket and they perform a locomotor skill and place
the bone on the appropriate place on the board. This is a relay
race where the students can not duplicate the previous student’s
skill. Whichever team completes their skeleton correctly first
wins.
The PFA program works for me by incorporating activities that
conform to my state standards as well as motivating the students,
it adds flexibility. Each year I add more PFA activities to my
curriculum. Camouflage is the name of the game. The students are
having so much fun that they do not realize how hard they are working.
All of the people at the PFA organization have been wonderful.
My two training sessions with Steve Cox were great and the staff
at PFA is very helpful.
 
 
Special Activities
 Our
school district is lucky enough to own rollerblades that are available
for use by the different schools. It is a lot of work, but the
kids love to do it. The skates start at size 3, so only grades
2-5 participate
Athletic Club
On Thursdays after school I sponsor a club for 3rd to 5th grade
students who want more physical activity; the students participate
for 1 ½ hours. In this club I introduce the students to
sports and other activities that require more time to play then
I have time for in my normal physical education classes. I start
with the rules and skills needed to play the sport. We then move
on to lead up games and finally into the game itself. So far we
have done volleyball, hockey, badminton, and rollerblading. At
the end of the year the students get to go to a challenge course
where there is rock climbing, a zip line, and other experiential
activities. |
