A little unexpected enthusiasm from pupil goes a long way to encourage teachers.

Four teacher who had gone through a teaching for understanding workshop were
asked to monitor their experiences using this approach in their lessons. They kept
records of their teaching, their pupil responses, their own thinking as they taught,
and made them available incase study. These teachers met to share their
experiences and learn from their combined observations. Though they found the
record keeping tedious concrete evidence to share (it should be noted, especially by
those who want teachers to document their work, that time necessary to collect
written evidence may be the reason why teachers put off recording their
innovations). Nevertheless, each of teacher seemed pleased and often surprised at
the result of the effort.
The teacher found that pupil like being consulted, they were very supportive of
me, and they were far more preceptive than I expected, were two common
statements. They found also that pupils were very dependent on traditional direct
teaching, yet when the pupils were asked to take some responsibility in their
lessons, by creating a game, or responding to some problem solving activity, they
showed real involvement and enthuasiasm for lessons. More than one teacher
reported that low ability pupils showed a superior grasp of game sense when
traditional teaching was replaced by an approach which involved the pupils in their
own learning. These four experienced teacher were discovering some unexpected
abilities in all their pupils which they had never seen before.
At the same time, the teacher found themselves learning more about games that
they have played anf taught for years. Planning lessons from a tactical rather than
a technique-basic approach taught them to see games differently. It is possible to
learn something new about hockey, badminton, or volleyball just by teaching a
different way? Yes! Each teacher expressef surprise at the new understanding they
have gained by re-thinking the same old games. May be there is something in the
idea that technically incompetent pupil can still enjoy playing games, when games
are taught in a different way and with different emphasis.
By monitoring their experimentak block lessons, these teachers took a bols step.
Carefully examining your own teaching can be frightening. Asking a colleague to
observe and comment about lesson is a breach of the comfortable isolationist
tradition of teacher master in his own classroom. When you submit your teaching
to scrutiny and compare your aims for a lesson with what actually happens, you risk
the exposure to practices you would rather ignore. Though some fears were
confirmed, the teachers appeared to benefit from the positive criticism they
received from both coulleagues and pupils. Aking for feedback created a climate of
sharing and pupils responded in a most constructive manner. It takes courage to
systematically examine your own practices, and experimental teaching situation is a
good opportunity to initiate that process. The four teacher I met were on their way

to becoming more informed about their teaching and expressef renewed interest in
their work.
What were the drawbacks of trying out new teaching approach? Forst, there was a
sense of disrupting the routine of teaching and work of the departement. Any
change can be seen as a threat. Second, there is a need for time - to think, to plan,
to question, and to collect and to record the effort. Both problems relate to a
commitment to improve ones professional standard despite resistance from
outside. Third, finding a critical friend or supportive head of departement is crucial
for starting such a venture. Fourth, teacher need acess to ideas which can help
them in planning lesson and looking ahead. Sharing ideas with other interested
teachers coaches who dont teach a normal school children. There is a lack of
published materials which can survive the test of practical application in classes.
As more teachers adopt a willingness to boarden their perspectives and explore
their own teaaching, ideas like teaching for understanding in games move out the
theoretical and into real world of day-to-day Physical Education. The ideas seem
sound enough to try. Pupils and school standards will undoubtedly benefit if teacher
can regain an interest in the lesson they teach, rather than slogging through the
day u order to coach the techincally able aafter school.

ACKNOWLEDGEMENTS
Mr. L. Almond, Departement of Physical Education, Loughborough University of
Technology.
Course participants at Regional D.E.S. course in Coventry.
Doolittle, S. , Reflecting on Innovation in the Bulletin of Physical Education, vol. 19,
Spring 1983.