1. TESA RESEARCH
PROJECT
Christopher M. Gray
Physical Education: Grade 8
Ada M. Cosgrove Middle School

2. Introduction
 Educators Expectations = students achievement
levels.
 Creating a positive learning environment.
 Increase personal fitness levels and participation.
 “Connect then Expect” / Cosgrove High Five
 Not a classroom management change.
 TESA = deeper understanding pf expectations
for overall classroom expectations/fitness levels.

3. Definition
 Participation of PE activity while maximizing
personal heart rates and fitness levels.
 Creating clear expectations.
 Ownership in personal fitness levels.

4. Past Practice
 One on One’s with Physical Education Teacher
 Participation Rubric
 “What happens to repeated offenders”?
 Grade = Performance levels.

5. Research Question
 Is there a correlation between the student’s
physical education participation/fitness levels
and the physical educator’s positive interaction
that illustrates clear achievable learning
benchmarks and expectations?
 What can I do??

6. Research Hypothesis
 Is there a correlation between the student’s
physical education participation/fitness levels
and the physical educator’s positive interaction
that illustrates clear achievable learning
benchmarks and expectations?

7. TESA Research
 “Teacher interactions with students that are influenced by these
expectations, particularly how the teacher asks questions, gives
feedback, and expresses personal regard” (Good and Brophy,
1987 p.A-1) creates a positive learning environment for students
thus increasing personal fitness and assessment scores in Physical
Education. As stated by the ERIC Digest 116 July 1997,
Expectations for Students, “the expectations teachers have for
their students and the assumptions they make about their
potential have a tangible effect on student achievement” (Eric
Digest, 1997). Physical educators that “connect then expect”
from their students create a positive interaction between the
educator and student thus creating higher achievement levels and
assessment scores.

8. Action Plan
 “Connect then Expect”
 Room for improvement.
 Currently I have made teacher-student interaction adjustments in the following ways:
 More “one on one” interactions with students about low fitness levels.
 Create an action plan for individual students to increase fitness levels.
 Taking a professional and teacher friendly interaction with low achieving fitness level
students.
 Involve parents in the students learning process and action plans.
 Providing more redirection to students of lower achieving levels.
 “Connect then Expect” philosophy.
 Differentiated lessons and learning objectives that allow students to achieve
 Clearer expectations for students and having these expectations written on the white board
for student to reference.
 Allowing students to take ownership in learning thus creating motivation to learn and
achieve higher levels of personal health and target heart rates.
 Advise students with lower participation grades a change to increase grades by being
involved in after school fitness activities.

9. Observation Results
 After reviewing the observation results, the
conclusion displays room for improvement but
also illustrates positive results to student
interaction, expectations while creating the right
conditions for learning in a physical
environment.

10. Conclusion
 What have I learned?
 …Well a lot with some excellent reflection.

11. References
 Expectations for Students
ERIC Digest 116, University of Oregon, 1997
 Teacher Expectation and Student Achievement
Teacher Handbook Copy right 1987, Los
Angeles County Office of Education