How To Be An Outstanding Physical Education Teacher: The Stories of MAD PE Teachers Who Make A Difference

By Artie Kamiya

Why You Should Buy This Book: Between the front and back covers of this valuable resource are hand-selected series of stories and reflections from physical education teachers who are just like you. As you read this book, you will find encouragement and support at each of the three stages in the Life of a PE Teacher:

1. The Survivalist PE Teacher: "I want out now! Will I make it through today? What is happening here?"
2. The PE Teacher Cynic: "Where's the love? Parents don't care. Students don't care. My principal is no help. Why should I care?"
3. The Empowered PE Teacher: "This is fun! I'm finally getting it. I'm making a difference. Nothing will stop me now!"

Looking for Answers? This book has been written by a talented team of 39 masterful physical education teachers. We have drawn upon the wise advice of these individuals to provide you with real life answers to timely topics such as:
• Tips for surviving the 1st year of teaching...
• Dealing with frustration and feelings of guilt...
• Developing a successful classroom management plan...
• Taking your program to the next level...
• The care and feeding of passion...
• How to keep your cool in stressful situations...
• Becoming a PE Teacher-Leader...
• Strategies for reaching disrespectful students...
• Creating your Mission Statement...
• How to use Backwards Mapping...
• Why use Standards-Based Grading...
• Why "I Tweet #PhysEd"...

Looking For Answers? Written by a talented and hand-selected team of 39 masterful educators, How to Be An Outstanding Physical Education Teacher has drawn upon the advice of these educators to provide you with answers to timely topics such as:

• Tips for surviving the 1st year of teaching…
• Dealing with frustration and feelings of guilt…
• Developing a successful classroom management plan…
• Taking your program to the next level…
• The care and feeding of passion…
• How to keep your cool in stressful situations…
• Becoming a PE Teacher-Leader…
• Strategies for reaching disrespectful students…
• Creating your Mission Statement…
• How to use Backwards Mapping…
• Why use Standards-Based Grading…
• Why "I Tweet #PhysEd"…

Edited by Artie Kamiya: Artie Kamiya has spent the past 40+ years in the field of physical education. He is a former physical education teacher, the president of Great Activities Publishing Company and the founder of the National Physical Education & School Sport Institute. As a publisher; he has edited, written or produced over 25 books for K-12 physical education teachers during this time. Artie and his wife Elizabeth live in Durham, North Carolina where they still get to play with their five children and four grandchildren.

"To say that Artie Kamiya has dedicated his life to his profession would be a massive understatement. Artie could very easily be considered the "Godfather of #PhysEd.'"
Nathan Horne, iPHYS-ED.com

• Language: English
• Publisher: BookBaby
• Release date: Jul 31, 2020
• ISBN: 9781098324155

Book preview

Copyright 2020

Printed in the U.S.A.

All rights reserved.

ISBN: 978-1-0983241-5-5

Any use requires written permission

from Great Activities Publishing Company.

Layout Design: Jeremy Kamiya

Illustrations: Hana Kamiya

Photography: Stephen Wrightenberry

Preface

"MAN’S GREATEST DESIRE IS TO MAKE A DIFFERENCE.

MAN’S GREATEST REALIZATION IS THAT HE MAKES A DIFFERENCE EVERY DAY."

Imagine you’ve just received a phone call from a close physical education friend. Helen is inviting you to a potluck meal. You’re on the fence, so you ask: Who’s coming? There are several people you know and a few names you don’t recognize. You ask about the other people. Just neighbors and a few folks from Ted’s work. Ted is Helen’s husband and is a writer for the local business journal.

Here’s the funny thing about teaching physical education. You don’t really need to be all-in to get a paycheck. You can be half-hearted, blend into the crowd, keep your head down and be okay. It’s been this way forever. Or you can choose to be like Helen.

Helen is all-in. She’s that protective mother bird guarding her nestlings and chasing away hawks. She surrounds herself with like-minded thinkers who are on the Road Not Taken.

And there will be few physical education friends that I’ve known for a while, Helen says. Several were my mentors in my early years as a teacher. She wants you to meet them. So, do you rise above the crowd or just sink back into it? Choose the Road Not Taken or stay with the status quo?

You’re still on the fence. Large group gatherings are hit-or-miss events with you. You don’t exactly know what to bring. Just bring yourself! is Helen’s reply. We have plenty of food. You’ve just gotten home from teaching and you’re too tired to think. You appreciate Helen’s invite, just not really sure it’s a good fit for this weekend. Let me think about it. I’ll text you tomorrow.

However, a few short minutes later you find yourself sending Helen your response.

As you walk through the door, there are happy sounds of laughter and excited voices. You look around the crowded room. There are several clusters of groups talking and enjoying themselves. One looks like it could be the group from Ted’s office. Perhaps two smaller groups of neighbors?

You walk to the appetizer table that is located past the serving island in the kitchen and grab a few items. You find your phys ed friends and begin to small talk. As you listen, you think it may be time to leave the nest.

Come to the edge, she said. It’s too high, they said.

After the meal, everyone moves to the adjoining living room with a cozy fireplace to continue their conversations with coffee and desserts.

Come to the edge, she said. We’re afraid, they said.

You’re seated close to the fireplace, warming yourself and staring into the fire. You think you hear someone say your name, but when you turn around no one is there.

Come to the edge, she said.

Just then Ted asks for the group’s attention and announces: I’d like to introduce a new colleague of mine. This is Rebecca. She will be joining me to cover our expanded school section of the journal. Rebecca stands and says: I know there are a few of Helen’s physical education teacher friends here tonight. Can I ask: ‘Why did each you decide to become a physical education teacher?’

As the stories wind down, you realize how quickly the time has passed. Before you leave, you say to Helen: This was terrific. The food, friendships and stories were just what I needed. Thanks! As you head out the door, you’ve made your decision.

Come to the edge, she said. And they came. And she pushed them. And they flew!

Table of Contents

Chapter 1: Appetizers & Drinks

How Did You Know You Had What It Takes?

Teaching Is In My Blood

The Gym Is Our Stage

My Four Friends

Creating A PE Program From Scratch

My PE Rules Of Thumb

Pushing For Quality Physical Education

I Wanted To Teach For As Long As I Can Remember

Chapter 2: Bread & Salads

Why I Teach Physical Education

Show Me Your Teeth

A Teaching Style Recipe

How I Became A Better Physical Educator

Why Is Change So Hard?

We Are All Different

Conversations With Your Mentors

Chapter 3: Plant-Based Options

Thank You Dr. Don Hellison!

How I Use Backwards Mapping

Why My Students Love Standards-Based Grading

10 Things I Would Tell My 25-Year-Old Self

Chapter 4: Pasta & Other Comfort Foods

Let It Be

Being Frank About Power Struggles

The Golden Rule for Keeping Your Cool

Tips For Surviving Year 1 & Beyond

Why I Never Send A Student To The Office

Rules And How I Hate Them

Compassionate Discipline

Chapter 5: Meat & Vegetable Favorites

Ideas For Establishing Your Learning Community

The First Five Minutes

STEAM In The Gym

Why I’m Not A Gym Teacher

Advice From The Trenches

My Physical Literacy Journey

Random Acts Of Kindness

Chapter 6: Fireplace Chats

The Introvert’s Guide To Good Communication Skills

Bring Your Parents To PE Week

How Bring Your Parents To PE Saved My Teaching Career

You And Your School’s Parent-Teacher Association

FAIL = First Attempt In Learning

Reprise: You Might Be A Gym Teacher

The Accidental Advocate

Chapter 7: Back into Our Small Groups

He Trusts Me

Baggage Left At The Gym Door

Always Dress And Act Professionally

Co-Teaching Etiquette

When Teaching No Longer Works For You

Are You Sure About Your Passion?

Cone Kickers Anonymous

Chapter 8: Coffee & Desserts

The Greatest Job In The World!

Professional Journeys Into School Culture

A Mission Driven Physical Education Program

Physical Education For PEACE

PLCs/PLNs: What’s In Them For You?

Your Personal Mission Statement

My Physical Education Mission Statement

Creating Social Justice

Chapter 9: Second Helpings

Be MAD: Make A Difference!

PE = Praise + Enthusiasm

On Their Very First Day of School

Be A Secret Agent for Change

The Importance Of Play & Passion

Are You My Gym Teacher?

Changing the Culture Of Your School Towards PE

Teaching & Reaching Your Kinders

Why Your Principal Is Giving You This Book

Final Thoughts For Keeping Your Passion

Chapter 10: Hugs & Goodbyes

Personal Rejuvenation & Renewal

More Ways To Engage Kids

Why I Say Energy Drives My Teaching

Yes, I’m An Entertainer!

Enthusiasm Unknown To Mankind

Asking The Whats, Whys And Hows

What I Learned As A National Board Candidate

How Backwards Design Saved My Backwards Teaching

A Trio Of Professional Transformations

Appendix: Thank You Cards

People At The Party: Our List Of Contributors

Help Wanted

The Unopened Beer

What Phys Ed Ain’t

Come To The Edge

Working Towards The Complete Package

A PE Teacher’s 1 Corinthians 13

An Open Invitation To Our Next Gathering

How Did You Know You Had What It Takes?

How did I know I had what it took to teach physical education? I didn’t. All I knew was that I wanted to teach and enjoyed being physically active. But I really didn’t know if I had what it took to truly succeed and be the teacher I wanted to be for my students.

There were too many unknowns, but I wanted to try. The one thing I certainly didn’t know when I started out as a teacher was that it would be so challenging! My undergraduate experience didn’t prepare me for the battles with my administration.

Or with parents or with students and it certainly didn’t prepare me for the days I’d let myself down. Did I have what it took? I soon learned more about my self-accountability and the vast amounts of work needed to be put into this job.

You see, I didn’t set out to just teach, I set out to be an outstanding teacher. I knew that I wanted to be the person others were for me. That I did know! I can remember being an undergrad and having to write my philosophy statement.

We all did that assignment. What is my philosophy for teaching physical education? I sat there as an 18-year-old thinking, How am I supposed to know my teaching philosophy when I haven’t even taught yet?

I finally completed the assignment by asking myself, What if I could actually wave a magic wand and make this idea I have for teaching come true? This is really how I wanted to teach! I finished the assignment (I think I got an A-). I had no idea how that philosophy statement would guide my teaching from my first year to the present. My first job out of college was at a private day school in a very affluent area of the state. I learned and grew the 6 years I taught and coached there, but it was a different world for me. The wealth was a territory unknown for me and the hierarchy of English and Math dominated over my K-6 PE curriculum.

Doesn’t everyone know that physical education is as important as every other subject? A resounding NO! This environment was not in alignment with my philosophy. I knew PE was there to make the brochure look colorful and that wasn’t good enough for what I had planned in my career.

My next job was in a public school. I was excited to be the person that would support, guide and mentor students as I had in my childhood…until I wasn’t. We joke in our field that Gym Teachers are those that roll out the ball and play dodgeball and kickball.

What I found at this school was teachers who didn’t even organize a game. The students changed clothes if they felt like it and helped themselves to equipment to play on their own. In other words, non-physical education.

After months of battling to try to get my colleagues to teach, I threw my hands up in the air and sat on the bleachers with them, not teaching. That was until my philosophy tugged at my heart and soul so hard it felt like I was getting walloped on the head! I couldn’t do it for another second.

I thought to myself, If this is how physical education is supposed to be, then I’m not cut out for it. I have a different idea of how it should go. I left that school district for another one where I was finally supported. There I was guided and began to thrive. We collaborated and made one another better as teachers.

It was in this school district where I was supported to follow my original philosophy of teaching physical education. My philosophy was finally able to take root. Everything had changed for the better! Now I began thinking that maybe I did have what it took to do this job well.

After teaching physical education in the field, I am now teaching at the college level. I am still following much of my original philosophy of teaching and doing everything in my control to empower my future teachers to follow their philosophies.

Each and every day I want them to expect nothing less, be ready to accept many challenges of teaching and to become a person who grows from the task of self-accountability. Most of all, to love themselves, their students and their job. And yes, I still make them write a philosophy statement in their first year.

This career is a calling. It is a gift. It is a practice. If we do one thing, we must always put the student first, choose collaboration over competition and always strive to be better. Our students deserve that.

Teaching is in My Blood

I knew I was going to be a teacher from a very young age. You see, it’s in my blood. However, it took me a while to discover that gift. Both of my parents were teachers. They worked at the same community school where my two brothers and I attended. Each and every day, we watched as they put in this hard work.

I know everyone is asked numerous times in his or her life, What do you want to be when you grow up? My answer as a kid was (and frankly, still is today) to be a professional baseball player. From tee ball through college, all I thought about was baseball.

It was a fantastic chase of a dream. Now I am living the dream as an elementary physical education teacher! I started my career as an elementary school physical education para pro. This was before I had the opportunity to be a full-time elementary physical education teacher. It was during this time, that it all really began to click.

You see, I soon realized that the students were just as motivated to see me at school as I was to see them. My students never saw me sitting down. They only knew me as the young bearded guy who was full of energy, loved to have fun and joined in on all of the activities being presented in the day’s lessons.

Now that I am a fulltime teacher my job is to