(I wanted to make sure my kindergarten students understood the route and to set a pace for them. Half way through the run, a student started passing me.)
Me: “You are not supposed to pass me!” I stated.
Student: “It’s not me! My sneakers are moving too fast!”
Me: Ducheene Smile
I have begun reflecting on my teaching this year. Some of the goals I set for the year were things like increasing assessments, addressing standards, maximizing student participation, increasing parent/student communication and increasing my use of technology. At the beginning of the school year, we are required to set goals using the Danielson Rubricon. Personally, I make a serious effort to choose and attain my goals, not necessarily so I can get a better rating from my supervisor, but because I believe that this rubric is a solid tool for improving my performance as a teacher. We made some real improvements and terrific additions to our program because of these goals.
However, I also set another goal for myself that had nothing to do with Danielson. I presented at a conference in Rockwood, Missouri last summer. At the conference I had the good fortune to meet and attend a session by Artie Kamiya. In his session, he quoted research that stated- “Students who feel that their PE teachers are supportive (i.e., care, interested, concerned) tend to be more engaged and physically active.” In addition, “PE teachers who are supportive, not controlling, and provide students a safe environment will grow to enjoy PE and physical activity.” The Ducheene Smile is one indicator to students of true caring and support. So I set a goal to strive to show more individual interest in my students and achieve more Ducheene Smiles.
I write whimsical stories to introduce PE lessons, I am notorious for practical jokes and rarely go through a day without a belly laugh, however, as this year comes to an end, I cannot consider myself a distinguished teacher (to use Danielson terminology) with respect to sincere positive emotional investment in all my students.
It’s precisely the students that need structure and control that I need to find the strength to be supportive, concerned and smile with. It’s easy to Ducheene a well behaved, athletic, over achiever. It is much harder to take the time to get to know and smile with the students that struggle to stay focused, are not intrinsically involved and are continually uncooperative.
So, while I have attained the majority of my Danielson goals, I am extending my Ducheene goal into next year. I am going to take a deep breath and realize that those students aren’t trying to misbehave and disrupt, their sneakers are just moving too fast!