Running Head: DOMAIN E LITERATURE REVIEW

Assignment 4A: Domain E Literature Review

Sarah Shoemaker
National University
December 15, 2016
TED 690
Professor Clifton Johnson

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Abstract
This paper presents a supporting reference for Domain E of the California Teaching Performance
Expectations (TPEs). The article Time Management: Strategies for Increasing Student
Engagement, by Cheryl A. Coker, has been reviewed (1999). The main points of the article are
summarized, and an explanation of the implications for my own teaching practice is included.
Also included is rationale for the selected artifacts in my PDQP for Domain E, with regard to the
article and the relevant TPEs.

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California TPE Domain E is focused on creating and maintaining effective environments

for student learning (Commission on Teacher Credentialing, 2013, p. 1). This includes
managing both instructional time and the social environment. These two aspects of classroom
management are crucial to running a successful PE program, as things can quickly get out of
hand in the flexible environment that is characteristic of the content area. With this in mind, I
have reviewed the article Time Management: Strategies for Increasing Student Engagement,
which asserts that without appropriate time management by the teacher, students do not have
adequate time to practice PE skills and so their progress is hindered (Coker, 1999).
The article begins with the assumption that all PE classes run the risk of using
instructional time inefficiently (Coker, 1999). This is because of the typical high number of
students in each class, the social nature of the content area, activity-based lesson content, and
large and often outdoor spaces in which classes are held. The article offers three strategies for
improving time management in PE classes, including planning for effective transitions,
optimizing instructions, and having multiple games or activities going on at once (Coker,
1999, p. 15). The article concludes on the point that efficient time management is essential to PE
instruction because students cannot achieve their potential in PE if they do not have enough
practice time in an authentic environment (Coker, 1999).
For my own instructional practice, the suggestions in this article mostly serve as
confirmation of what I am already doing in the classroom, or what I have plans to do. For
transitions, my current PE dance class format and daily routine is efficient and based on dance
industry standards and practices. I plan each lesson in a logical order that stays fairly consistent
from day to day, so that students generally know what to expect and how they should transition

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to each activity. For optimizing instructions, I do not know how realistic Cokers suggestion of
trying to limit instructions to under 30 seconds really is (1999). However, the idea of
communicating instructions clearly and concisely is obvious (Coker, 1999). In dance it takes a
little longer to explain techniques-and the rationale behind them-because students are not as
familiar with them as the athletic skills covered in a general PE class. I do try to have students
hold questions until the end of my explanations. This saves time because thorough instructions
usually end up answering their questions preemptively. I will say that I need a more effective
way to get students attention during individual and small group activities (Coker, 1999). The
noise-makers typically used in PE, such as buzzers and whistles, are not quite conducive to the
structured dance class environment. I am gradually finding things that work for me, for example
in tap dance lessons when the room is very loud I walk to the front of the space and raise my
hand high above my head until all students see and stop what they are doing. The third strategy
from the article, having more than one activity at once, is based in the need for specific athletic
equipment and, although it has occasional use in dance, is generally a non-issue for me (Coker,
1999). I have considered trying 3-4 stations in dance class, but as of yet I have not come up
with a way to make this concept work in the dance studio.
For my PDQP, I have selected four artifacts from my teaching practice to demonstrate my
competency in Domain E and the strategies presented in the reviewed article. Artifact #1 is the
school bell schedule and my daily dance class format with the routine divided into general time
frames. This demonstrates my ability to plan lessons for time and to manage transitions between
the multiple activities, which are not only ideas from the article, but also competencies of TPE
10 (Coker, 1999; Commission on Teacher Credentialing, 2013). Artifact #2 is the course syllabus

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for Dance 2 along with a selection of slides from the PowerPoint presentation I use to present the
syllabus to the students. The syllabus is evidence of time management through the establishment
of class routines with transitions and procedures (Commission on Teacher Credentialing, 2013).
The PowerPoint demonstrates the ability to optimize instructions and establish rapport with
students (Coker, 1999; Commission on Teacher Credentialing, 2013). Artifact #3 is the floor plan
of my classroom, that is the dance studio, and the description for the program dress code. The
floor plan is evidence of flexible space that has the potential to facilitate multiple activities
(Coker, 1999). The dress code is an extension of the syllabus that establishes clear expectations
for academic and social behavior (Coker, 1999, p. 16). Article #4 is this literature review on
Cokers article, which aligns perfectly with Domain E, particularly TPE 10 (1999; Commission
on Teacher Credentialing, 2013).
Like any instructional strategy worth implementing, time management and related
practices requires thorough planning to be effective. The ability to manage time in the PE
classroom effectively must be rooted in an understanding that physical education is inherently
social, but that an effective classroom management plan can channel the socializing and build it
into transitions, direct instruction, and activities (Coker, 1999). Teachers of every content area
must consider how time and classroom management contributes to student comprehension and
overall achievement in their pursuit of competency in TPE Domain E.

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References
Coker, C. A. (1999). Time management: Strategies for increasing student engagement. Journal of
Physical Education, Recreation & Dance, 70(5), 15-16. Retrieved from https://
nuls.idm.oclc.org/login?url=http://search.proquest.com.nuls.idm.oclc.org/docview/
215766669?accountid=25320
Commission on Teacher Credentialing. (2013). California teaching performance expectations
[PDF]. Retrieved from
http://www.ctc.ca.gov/educator-prep/standards/adopted-TPES-2013.pdf