5. I thought I had taught SEL... hadn't I?

That was like crossing a line. Dr. Dyson jumped into my class and almost stopped me from teaching a running program, stating that this program would make students hate physical activities. This occurred in the middle of the class, and Dr. Dyson was an observer. His observation was not to evaluate my class, nor did it implement a certain curriculum. I never imagined this kind of situation, where an observer steps into my class and highly recommends to stop it. Looking back on my teaching experiences, this is almost like a taboo that should be avoided in every situation, even for students who are in similar ages as I teach now. It is clear that Dr. Dyson well knows this. But, he did it.

I agree with the fact that some people who do not know well about PE can blame this class of just long running training. The difference between just a running program and this class is about the main purpose. Along with training principles and differentiated physical intensity decisions, this class have been emphasized of learning self-awareness, paraphrased for students to 'focusing on what your body tells you rather than comparing yourself with others.' Under the three unit compositions, the first step was to accept themselves as they currently are and challenge for the improvement. According to the curriculum I developed, students were scheduled to take steps by steps, covering all types of contents in Physical Education.

Self-awareness. As the first Social and Emotional Learning (SEL) elements among Collaborative for Academic, Social and Emotional Learning (CASEL) suggests, my class was designed to give ample opportunities for students to reflect and identify themselves. It was not about fitness testing, and I never forced students to run or move fast. If anything, class contents have explained how detrimental over-training or -pace is. The main purpose revisited repetitively with a prompt written on the top of the whiteboard. The physical activity, five sets of 3-min run and 2-min walk, could be challenging and demanding, but it was intended for several reasons; to give several chances to find a good pace; to identify students' cardio endurance; to build relationships with students; and to experience difficulties to look back on their experiences later. This activity gives students time to be alone and concentrate on what they are doing right now. If their running was too hard, they can set strategies to find a good pace. Or, they were able to ponder what thoughts came across and what behaviors they chose in the challenging situation. What else could be called self-awareness? I thought Dr. Dyson would be interested in this class and ask my perspectives after the class. My expectation, however, was not met when he walked to me. I thought he was joking or wanted to say he needed to leave for some reasons. I laughed at his comment and he needed to mention that he was not joking.

After the class, Dr. Dyson and I moved to an office and discussed today's class. Since I was somehow confident of this curriculum, I provided long explanations. At that time, I assumed he could understand the purpose and program if the purpose and process were explained thoroughly. I had done this many times in South Korea. The reaction that Dr. Dyson showed, however, was not what I expected. He gave examples of people who stop doing physical activities by enforced working out in PE classes. I tried to persuade him that my class has various pedagogical steps for students not to think they simply run in class. How students perceived this class matters for sure, which is what PE teachers are required to do instead of putting them in a situation. My experiences found this to be a good way to teach core contents in PE and related SEL aspects. Again, I thought I have taught SEL.

Once about an hour after-teaching reflection ended, I was puzzled with a bruised ego. I was or wanted to be a good teacher, which guided me all the way here. This felt my class was far from laudable but close to something to avoid.

Could it be that my class is not effectively teaching SEL? Are there alternative methods for teaching SEL? Or, Is this because this class is not perceived as enjoyable and fun by the students?