Virginia AHPERD_Winter2022

The student is engaged in a non instructional aspect of an ongoing activity The student is engaged in a subject matter motor activity but the task is either too difficult for the individual's capabilities or is so easy that practicing it could not contribute to lesson goals The student is either not engaged in an activity in which he or she should be engaged, or is engaged in an activity other than the one in which he or she should be engaged The student has completed a task and is awaiting the next instructions or to respond

Retrieving balls, fixing equipment, changing sides of a court Attempting a cartwheel but unable to get feet anywhere near over hands Behavior disruptions, talking when a teacher is explaining a skill, misusing equipment, fighting Waiting in line for a turn, waiting for the next teacher direction

Interim

Motor Inappropriate

Off Task

Waiting

Hawkins, A., & Wiegand, R. (1989) Hawkins, A. & Wiegand, R. (1989) Table 2. West Virginia University Teacher Evaluation System teacher behaviors Teacher Behavior Definition Example General Observation The teacher is watching student groups or individuals engaged in any category of student behavior. The teacher must not be engaged in any other category of teacher behavior to code this category Watching the whole class as they do warm up laps

9 The teacher makes a verbal statement before the task in an attempt to enhance the student's perception of their ability to accomplish a subsequent task The teacher makes a positive verbal statement or gesture following an appropriate student behavior (skill or organizational) clearly designed to increase or maintain such responses in the future The teacher makes a negative or critical verbal statement or gesture following an inappropriate student behavior (skill or organizational) clearly designed to decrease such responses in the future The teacher is engaged in carrying out a non subject-matter task and may be directing The teacher is watching one student, pairs, or small groups engaged in a subject matter task for the purpose of providing feedback related to performance. The teacher position must be proximal to the student The teacher is verbally describing to the students how to do a skill, or is using a verbal prompt to direct students in attempting a skill or subject matter activity The teacher demonstrates to students how to do a subject matter task, or participates with students in a subject matter task or activity The teacher physically guides a student through a subject matter task or activity

Observation of one player performing a chest pass in basketball, watching five players execute a fast break Describing the boundary lines for doubles in badminton Teacher dribbles a basketball himself, then says to the students, "Now try it that way." A physical guidance prompt or spotting, as long as there is physical contact An instructional prompt such as, "you can do it," or "if you did it last time you can surely do it this way." After student successfully completes a high jump, the teacher says, "That time your speed of approach was much better." Teacher tells a student, "The next time you have a fast break make sure you cut to the basket when you get to the foul line." Setting up equipment, taking roll, collecting

Specific Observation

Verbal Instruction

Modeling

Physical Guidance

Encouragement

Positive Feedback

Corrective Feedback

14 • Virginia AHPERD • WINTER 2022

Management