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KLAIRE ROSS, 1242419 1

Summary Reflection

Reflection on Personal Teaching Experiences
The key thing I learnt from my teaching experiences at Knighton Normal was the
importance of teaching with a socio-ecological approach in which you look at
issues and scenarios from an external perspective. For example when I was
analyzing lunchboxes it was imperative that the lunchboxes not be the students.
By using mock lunchboxes it allowed students to engage in the task and
understand which foods should be replaced with better choices without them
personally being judged.
I also learnt not to assume anything about what students know. It is worth the
time to do an exploratory lesson in which you endeavor to establish students
prior knowledge, misconceptions and beliefs. Because I didnt do this, my lessons
covered too much too fast, which didnt allow students to fully understand the
concepts I wanted them to learn.
As Lisahunter Hunter, (2014) said on several occasions it is always good to
evaluate resources for yourself and critique their usefulness for the students you
are teaching. The food pyramid was a perfect example of a resource that I would
not use in future with younger primary students because it was too complex and
confusing for them.

Course Impact on Personal Philosophy of HPE
This course has strengthened my view that health should be taught at school.
Mental health seems to be an area of learning that is commonly avoided because
it is so controversial. As the group said that presented this KAL, you dont need to
talk about what suicide is, its about equipping students with coping strategies
and getting them to think about what they can do and who they can talk to
before it happens.
I personally found sexuality education at school to be very valuable because it
was never talked about in my home. However it made me wonder how you can
present sexuality education in a way that is separate from your own values and
agrees with the values and beliefs of your students. Simply bringing up the topic
of safe sex is in violation of the bible for many, but on the other hand you have
students that are already having sex that need to know about safe sex. Personally
I think participating in the safe sex aspect of sexuality education should be a
confidential choice that students make without the pressures of their family.

KLAIRE ROSS, 1242419 2

Learning From this Course

Awareness of issues
The sexuality education tutorial was particularly interesting to me because it
brought to my attention a number of issues I had never considered. The most
prominent of which was the importance of leaving your beliefs at home when it
comes to teaching sexuality education. It is very easy for teachers to assume that
everyone in their class is attracted to the opposite sex, however in this day and
age is highly likely that, that will not be the case for all our students. We should
therefore be presenting sexuality education in a heterogeneous way where
students are given scenarios which include both boy-girl, boy-boy and girl-girl

The importance of Tikanga
When teaching any subject at school there is a need to be conscious of students
cultures and customs, in HPE however it seems to be of increased importance. As
even a simple activity such as Leap Frog can become an extremely
uncomfortable exercise for students from cultures where it is not acceptable for
females to be touching and stepping over males (Muslim), or crossing over the
head for Maori.

The scope of HPE
If you had asked me what I thought HPE covered at the start of this course I
would likely have said sport, eating well, fitness and sex education. The KAL
presentations have opened my eyes to a number of new areas that I would never
have considered such as mental health and body care and physical safety. This
made me think about why I hadnt been taught these areas at school. Was it
because they couldnt fit all of the KALs in or was it that they had shyed away
from teaching the hard subjects? I think it is important that all of the KALs are
covered, as you never know how that little bit of teaching could help a student.

What HPE is and is not
At the beginning of the course I though that the PE component of HPE would be
all about learning sports and developing athletes. However I have since learnt
that it is rather about developing the technical and life skills needed to enhance
students abilities such as teamwork, communication, nutrition, catching and
balancing etc.
The success of HPE lessons is as highlighted by (Bailey & Lambrith, 2000)
heavily dependent on the teachers ability to manage students in the learning
environment. From observing my co-teacher teach a lesson outside of the
classroom I was able to evidence the immediate change in behavior that occurs
when the class leaves the traditional learning environment of the classroom. I
can now see the value in establishing strict routines and being extra prepared
when embarking on outdoor lessons.

KLAIRE ROSS, 1242419 3

Content Knowledge
My main concern with the teaching of this paper was the lack of content
knowledge delivered by the lecturer. Though I really enjoyed my colleagues
presentations on their respective KALs I still feel that I dont know enough. At
this stage I do not feel ready to teach half of the KALs because I dont have a
basic understanding of what each KAL should cover, excepting Food and
Nutrition because that was our PLCs focus.
On the contrary I do feel that I have gained considerable knowledge about
movement skills as this was covered in depth in the tutorials. I had never
considered the specific sets of movement skills necessary for each of the game
types such as invasion/territory, net/wall, striking/fielding and target games.

Analyzing Usual Incidents

I found the lecturers use of Francis, (1997) approach to analyzing our lessons
and tutorial activities as usual incidents to be an effective way to think beyond
the obvious. Often our reflections of lessons are shallow in that we make a
decision as to whether they went well or not but fail to really consider why that
might be. By asking ourselves how our values might have affected the path that
the lesson went, and who we may have disadvantaged or advantaged by one
simple statement we made, we are in a better position to consider how we can
improve our teaching to enhance students learning.


Bailey, R., & Lambrith, A. (2000). Promoting a positive learning environment. In
Bailey,R. & MacFadyen, T. (Eds)., Teaching Physical Education 5-11 (pp. 28-36).
London: Continuum.

Francis, D. (1997). Reconceptualising Microteaching as Critical Inquiry. Asia-Pacific
Journal of Teacher Education , 25 (3), 212.