Académique Documents
Professionnel Documents
Culture Documents
4
Component:
4.a
Demonstrate
verbal
and
nonverbal
communication
skills
that
convey
respect
and
sensitivity
across
all
learning
experiences
Artifact:
Letter
home
to
the
parents
Date:
Spring
2018
Reflection:
My
ability
to
demonstrate
nonverbal
and
verbal
communication
skills
was
assessed
during
PED
356
Adapted
Physical
Education
and
Sport.
In
this
class
I
wrote
a
letter
home
to
the
parents/guardians
of
my
specialized
student.
The
letter
included
feedback
on
how
my
student
was
progressing
in
our
weekly
sessions
and
what
I
thought
was
best
for
my
student
going
forward.
The
letter
to
the
parents
relates
to
component
4.a
in
different
areas
of
communication
skills.
The
letter
exemplifies
my
respect
toward
the
privacy
of
the
student
and
family
and
my
sensitivity
about
the
progression
of
the
student.
Demonstrating
different
kinds
of
communication
skills
is
important
as
a
physical
educator
because
we
are
going
to
have
to
communicate
to
parents
and
students
every
day
of
our
lives.
Some
parents
will
react
positive
to
a
letter
home
rather
than
a
face
to
face
talk.
Some
students
will
react
positive
in
one
situation
and
negative
in
another.
As
physical
educators
we
need
to
be
able
to
adapt
to
any
situation
that
is
present
and
make
that
situation
turn
positive.
Dear
Parents
of
Student
NAME
,
Over
the
last
two
and
a
half
months
NAME
has
been
involved
in
the
Sport
&
Splash
events
every
Monday
night
from
6-‐8
pm.
I’ve
had
the
pleasure
of
teaching
NAME
at
6
o
clock
every
week
in
the
gymnasium.
I
have
learned
so
much
about
NAME
over
these
last
couple
months.
In
the
first
couple
lessons
I
was
nervous
and
NAME
and
I
were
just
trying
to
get
a
feel
for
each
other.
Now
we
both
look
forward
to
every
Monday
night
and
show
up
excited
to
have
fun.
NAME
was
hesitant
at
first
to
do
some
of
the
activities
I
had
planned,
now
I
know
which
activities
he
likes
and
dislikes,
so
our
hour
together
always
goes
by
great.
His
patience
and
focus
has
increased
throughout
our
time
together.
In
the
beginning
of
the
year
I
was
trying
several
different
sports
games
with
him
to
see
which
ones
interested
him.
After
some
trial
and
error
I
figured
out
NAME
just
loves
to
talk
about
different
kinds
of
animals
and
some
of
his
favorite
movies.
So
I
then
started
to
base
my
lessons
off
of
his
favorite
characters
or
bugs
and
NAME
has
loved
it
ever
since.
Also
what
I
realized
with
trying
out
the
different
sports
games,
NAME
isn’t
a
huge
fan
of
ball-‐related
games
such
as
basketball,
soccer,
football,
etc.
Every
time
I
would
have
a
catch
or
kick
around
a
ball
he
would
just
want
to
inch
closer
and
talk
about
what
was
on
his
mind.
I
loved
talking
to
him
but
I
had
to
find
a
way
for
him
to
exercise
while
doing
things
he
loves.
NAME
always
loves
playing
games
like
tag
and
hide
and
seek,
and
also
loves
“dragonfly
running”
as
he
likes
to
call
it.
So
I
decided
to
create
my
IEP
goals
for
NAME
about
running
and
conditioning.
I
figured
Jeremiah
would
love
the
outdoors
because
of
his
love
for
animals,
so
I
think
if
I
can
strengthen
his
conditioning
he
could
be
able
to
start
going
on
hikes
and
runs.
On
these
hikes
and
runs
he
can
stop
and
see
some
of
the
bugs
that
he
loves
talking
about
as
well.
I
also
have
been
working
on
some
track
and
field
events
with
him
in
case
he
might
want
to
participate
once
he
gets
older.
The
progress
in
his
running/conditioning
has
been
great
over
the
last
month.
NAME
used
to
want
to
sit
and
talk
after
just
one
sprint
or
lap
but
now
he
keeps
up
with
the
pace
I
want
him
to
follow.
Sometimes
he’s
running
longer
than
me
and
I
have
to
stop
to
catch
a
breath
now.
His
psychomotor,
cognitive,
and
affective
domains
have
all
been
increased
each
time
I
see
him.
NAME
can
now
come
in
on
Monday
and
tell
me
some
of
the
cues
from
the
week
before
and
also
he’s
been
obedient
and
working
well
with
other
students.
Sometimes
he
sees
another
student
Chris
sad
on
the
other
side
of
the
court
and
he
wants
to
go
cheer
him
up
every
time.
NAME
also
has
been
paying
attention
a
lot
more
when
I’m
describing
the
task
we
are
going
to
do.
In
the
beginning
of
the
year
he
would
tend
to
shut
the
activity
down
but
now
he
tries
everything
I
ask
him
to
do.
Some
of
the
activities
that
we’ve
done
over
the
last
month
on
his
IEP
were
running
the
bases,
hopscotch,
relay
races,
capture
the
flag,
and
more.
We’ve
also
done
some
track
and
field
activities
such
as
running
and
throwing
to
a
target
like
javelin,
broad
jump,
long
jump,
hurdles,
and
more.
The
only
modification
I
really
added
were
boundary
size
of
the
activity,
making
sure
we
took
breaks
for
water,
and
used
smaller
foam
balls
to
throw.
It
was
tough
for
NAME
to
get
a
grip
on
some
of
the
bigger,
harder,
balls.
The
biggest
addition
to
my
lessons
were
my
visual
aids.
I
would
recommend
to
any
further
teacher
that
visual
aids
work
perfectly
with
NAME.
I
print
out
several
pictures
each
week
of
some
of
his
favorite
animals
and
movie
characters
and
use
them
in
our
activities
and
NAME
has
a
blast
with
it.
Lastly
I
just
want
to
thank
you
for
giving
me
the
opportunity
to
work
with
NAME.
NAME
and
I
have
more
fun
every
week
and
I’m
disappointed
it
has
to
end.
NAME
is
a
great
kid
and
has
a
great
imagination.
I
hope
the
best
of
luck
to
him
throughout
his
life.
Sincerely
Andrew
McGuire