can someone write a conversation between Pe teacher and student
Answers
Answer:
Teacher: What are you planning to do after passing your matric?
Student: Sir, it would depend on what marks I get.
Teacher: Ok, so what have you planned if you secured good marks in matric?
Student: I will haunt pre-medical groups in F.S.C. Otherwise, I shall join I.C.S.Teacher: Why did you deem medical groups?
Student: I think that several people die due to inadequate medical aid. They cannot afford substantial medical costs. I shall help them without exerting any charges.
Teacher: Your statements are false because each student shows pity first, but does not work upon his promise and grows materialistic.Teacher: Your statements are false because each student shows pity first, but does not work upon his promise and grows materialistic.
Student: I would not be in that evil group. My grandmother was very ill, and we could not get here appropriately treated because we were destitute. My purpose in life is to be a doctor, and I shall serve the people as a good citizen and help the needy free of cost.Teacher: Ok, then. Hope You will get succeeded in your life.
Student: Thank you, sir.
Explanation:
hope this will help full️☝️
Robert: Fitness and martial arts have always been a great part of life. Since I was very young, I noticed that I was keen on teaching other people to do the same and thus it only made sense for me to study physical education at The Hague University for Applied Sciences. During my first year working as a PE teacher, I combined a job at a local primary school with a job at a secondary school which also had an international stream. From that moment on I was hooked on teaching PE in international schools, working with kids and teenagers from all over the world who show a genuine interest in their education.
Jocelyn: What do you love most about what you do?
Robert: I think the interactions with young people are what really keeps my passion alive. I think those moments are key.
Jocelyn: What are some of the strengths of teaching physical education?
Robert: Well, the strength is that it really brings balance to the lives of students. I think it’s important that they have the opportunity to both exercise and learn about exercise when they go to school. They must regularly have moments of movement during their day at school. Since many people around the world still associate school with sitting behind a desk, it is my strong wish to see an increase in those moments of movement on a global level.
Jocelyn: How do you come up with what you are going to teach?
Robert: It depends on many factors. Let’s say we start with facilities. We ask, “what do we have available?” Then, we look at equipment, “what do we already have?” Next, we look at our team, “what are the interests and specializations of our team?” Then, of course, we ask, “what would we like our students to do?”
My philosophy in physical education has always been to introduce students to a wide variety in the sports culture. I wouldn’t focus on the introduction of just one sport as a unit. I prefer conceptual education and thus I would rather focus on positioning within the field and communication within a team. I would offer sports in which the same concept can be applied. Field hockey, football, basketball and ultimate would be offered in the same unit. Teaching in this manner increases students’ understanding of concepts, collaborative skills, spatial awareness, development of different motor skills - and, above all, offers students many opportunities to experience success. While one student shows excellence in the skills of a specific sport, another student who has a basic level in skills, shows a great understanding of the concept applied in other sports.
Jocelyn: What about challenges as a PE teacher?
Robert: The biggest challenge is to convince other people that physical education, or better said regularity in implementing moments of movement (also outside of PE lessons), is essential for a high-quality life. For a long time, PE teachers had to fight to let our profession and subject take their rightful and well-deserved place. PE has been the underdog in education and sometimes it seems like it still kind of is. Unfortunately, some people think: “Oh, you’re a PE teacher. You just give a ball and they play”. But no, it is not just that. Our profession and teaching subject encompass so much more. It would be great to see more and more people all around the world recognize the importance of physical education forour health and well-being, the functionality of our brain and academic performance.
Jocelyn: What do you want other PE teachers to take away from this?
Robert: I want them to think to themselves, “how can I help increase the importance of physical education in the part of the world, the country, and society I live in? What can I do to encourage other people to implement more moments of movement in their lives?”