open mind. Assume nothing about the experience, but on the other hand, a student should still set goals to achieve in a day, or even class. Believe that even if they are trying their best, they can still achieve a greater level of excellence, not for the teacher, but for themselves. I don’t see how the receiver of information could theorize in a class, but possibly input to the class outline, making it easier for the instructor to perform their duty. As the teacher, I believe you uphold the most responsibility to achieve a level of excellence, and interest in the program. If the instructor does not believe the students are capable of more than what is required in the set curriculum, then gifted students would be less likely to excel. It is the responsibilities of the teacher to assume that there are more advanced children in the class, and to alter the outline benefit each child, individually and cooperatively. Instructor and subject matter are two very related areas of learning, because a teacher can advance and change the outline as they see fit.In the school, as well as society, I think more advanced children, and adults, benefit more because a more gifted child is moving at a speed at which society would prefer (faster is better, if you fall behind its too bad). Who’s to say behind isn’t right on time? Society should, but will never, learn that equality is difficult to achieve, and to never assume that the fastest, smartest, biggest, or fittest is the best.In conclusion, the motor skills, relationships, and the achievement of realistic goals of children in the elementary phys. ed. class are what I believe to be important in the students learning. Are my beliefs, theories and assumptions true? This is a question that I would believe to be ‘easy’; in my mind I believe them to be true. These, to my knowledge, are the best and most accurate ways of separating how I feel about elementary Phys. Ed....
