Herman, Michael

 Welcome Guest to Mr. Herman's
We Are North Brunswick Website

 

 
 
About Me:
My name is Mike Herman and I am currently in my eighth year teaching Health and Physica lEducation at North Brunswick Township High School. I graduated from Brick Memorial High School in 1999 where I was a three year member of the varsity basketball, baseball and football programs.  I attended Ocean County College  and played two years of basketball and majored in education.  From there I went to Kean University and graduated with a major in Health and Physical Education.

NBTHS Instruction:
 
North Brunswick Township High School
 
Physical Education Grading Procedures
 
 
Grading will be based on category percentages (not total points as in past years).  Each student’s grade will be calculated based on a daily physical education grade, written assessments during/after each unit, and a skill assessment during each unit.
 
 
Weekly Physical Education Grade (70% of total grade):
Each day students will receive a grade of up to 10 points. The 10 points is broken down into 2 categories. Six of the 10 points will be assessing the student’s performance and effort (see attached page for rubric). The remaining 4 points will be representative of the student’s personal safety/social responsibility (see attached page for rubric). Each week teachers will input a weekly physical education grade on Genesis. This weekly grade will be the sum of the student’s daily grades for the week. If a student is unprepared, cuts, or is not able to participate in class and does not have a valid pass or note they will get a zero for the day. A student will not be allowed to participate if partially changed. If the student is not changed according to the standards mentioned below they will have to sit out and will not earn any points for the day. Make-ups will be available during the marking period. Only 2 unprepared can be made up throughout the course of a marking period. All students are required to be IN THE LOCKER ROOM BY THE BELL. Students who are late to the locker room will not be allowed to enter and will therefore be unprepared for class.
 
 
Quarterly Assessments (20% of total grade):
  • Students will be given a written test at the end of each unit
  • Each test will be worth 100 points
  • Some written assignments may be given as well throughout the marking period that will also be included in this category.
 
 
Skill Assessments (10% of total grade):
  • At the start of each unit, teachers will demonstrate and explain the major skills needed to effectively participate in the activity. These skills that are demonstrated, explained, and emphasized will be the ones that the students are evaluated on throughout the unit.
  • Students will be evaluated throughout the course of a unit on their application of skill performance, improvement, and effort in the activity being performed.
  • Each student will be assessed on a 10 point scale per activity (see attached rubric)
 
 
Physical Education Guidelines for Safe Participation (names on shirts are essential for easy identification of students in PE classes):
  • Sneakers that tie (NO flip-flops, sneakers that have wheels, boots, slip-on shoes, or flats)
  • A light colored t-shirt with sleeves (NO tank-tops or cut-off shirts) with the student’s last name written on the back across the top of the shirt
  • Gym shorts/sweat pants or PE shorts (available in the school store. Must have drawstring or elastic waist (NO zippers, buttons, or belt loops).
  • NO Jeans, hats, or jewelry
  • NO official school athletic uniforms
 
 
Make-Up Assignments:
  • If a student is absent they must do a make-up assignment which is posted on the teacher's website.  
 

Each of the following assignments will make-up for one missed day (10 points). A missed day includes any time you miss a whole class (absent from school or class trip). You have as many days as you were absent to make up the assignment (for example, if you were absent one day you will have one day to complete the assignment). You must complete one assignment for each day you were absent (for example, if you were absent for 2 days you are responsible for 2 make-up assignments). You start with #1 the first time you are absent and follow in order for each additional day you are absent.

 

  1. Discuss the pros and cons of the mandatory rule requiring last names to be written on the back your PE shirt. If you choose this assignment, you must include both pros and cons, not just the cons! Conclude with your opinion on the matter.

     

  2. Create a fitness or sports-related poem. It must be at least ten lines.

     

  3. Create a new indoor game that could be utilized during PE class. Keep in mind our equipment limitations and class size.

     

  4. Design a bumper sticker that makes a statement about the importance of being physically active.

     

  5. Pretend you are a sports broadcaster. Write a sports article for your newspaper.

     

  6. Write a memo, cover letter, or resume for a fitness or sports-related career application.

     

  7. Write a fitness diary in ten-year increments, starting with your age in the year 2000. Make at least eight entries describing your fitness routine, and what you do to stay in shape. Eight entries should get you into your nineties.

     

  8. Write a letter to a make believe person. In the letter, describe yourself, your likes and dislikes, your interests, hobbies, fitness goals, educational goals, career goals, lifetime goals, and the kind of person you currently are, or hope to become.

     

  9. Evaluate your life. What is the most important thing you’ve learned so far? Analyze its affect on your life (how you learned it and how it has changed you).

     

  10. Write several paragraphs regarding the most influential person in your life. You do not need to state his/her name. Please describe how your life has been changed.

     

  11. Think of an idea to make the world a better place. Describe in detail your idea and how you would put it to work.

     

  12. Write a letter to the Surgeon General to convince readers to support your position on fitness in America.

     

  13. Write a persuasive letter to a friend telling him/her about the dangers of a drug (you choose the drug). Explain the importance of making a healthy decision.

     

  14. Create a trifold fitness pamphlet where each “panel” of the pamphlet must include the following: 1) unique title with a hand drawn color illustration, your name, and your teacher’s name; 2) a persuasive paragraph encouraging exercise, fitness, or an active lifestyle; 3) a definition for health-related physical fitness and the five fitness components; 4) the benefits of exercise; 5) FITT principle; and 6) prescription for aerobic and muscular endurance using the FITT principle.

     

  15. A Message From the Child You Once Were: Write a letter to yourself. The letter should include a heading, salutation, body, closing, and your signature. You may choose to include a postscript (P.S.) as well. I will hold on to the letter and mail it to you in approximately five years. If you move a lot between now and then you may not receive it. If the mailman catches up with you, it will be fun to read about the child you once were!

     

  16. Keep a nutrition and exercise log of the foods you eat and the activities you participate in while absent from school; remember to make healthy choices!

     

  17. Search online or in a magazine for healthy dinner recipes. Choose a recipe to fix for your family. Write a critique of the food you fixed. Did your family like it? What was good or bad about it? How many calories or fat grams per serving did it have? What were the main nutritional components of the recipe (protein, vitamins, calcium, iron, etc.)?

     

  18. Find a recipe that you would like to fix. Modify it to make it healthier. Write a brief summary of what the original recipe was and your modifications to it. Was it good? Did you and your family like it? Why or why not?
 
 
 
 
North Brunswick Township High School
 
Physical Education Grading Procedures
 
 
(2016-2017)
 
 
I, ______________________ (print  name), have read the physical education grading procedures and understand what is expected of me as a student in this class. I have shown the grading procedures to my parent(s)/guardian(s) so that they know what is expected of me in this class as well.
 
 
 
 
 
________________________________________                 _____________________________________
 
Student’s Name (PRINT)                                                Parent/Guardian’s Name (PRINT)
 
 
 
________________________________________                _______________________________________
 
Student’s Signature                                                       Parent/Guardian’s Signature
 
 
 
_________________________  
 
Date
 
 
Freshman Health Course Outline
Marking Period 4
 
 
Location: Rooms 583, 571 & 418
 
Course Description: This course is designed to stress personal growth and development. An introductory unit on behavior and emotions discuss how emotions can affect behavior and various constructive, mature, coping methods.  The family living unit develops factual knowledge about human sexuality as well as providing opportunities for discussion of important issues relevant to adolescence. Other areas of study include conflict resolution, bullying, communication and decision-making skills, contraception and sexually transmitted infections and drugs as they pertain to freshman health topics.
 
Course Proficiencies: Upon completion of this course, the student will be able to:
  1. Identify social, emotional, and physical changes experienced during puberty and adolescences.
  2. Apply effective communication and decision-making skills when dealing with conflict resolution, harassment, bullying, violence prevention, and coping with crisis.
  3. Demonstrate knowledge of healthy living and disease prevention strategies.
  4. Identify the function and role of each of the organs of the male and female reproductive system.
  5. Students will be able to list the steps that they can take to help prevent the spread of Sexually Transmitted Infections.
 
Course Requirements:
  1. Bring necessary supplies to class-notebook, folder, and writing utensils
  2. Complete all in class and homework assignments-check the board for a “Do Now”
  3. Make-up all work after any absences with a deadline established by school policy.
  4. Demonstrate a cooperative attitude and contribute to the learning process of the class
  5. Respect each other and the classroom
  6. Stay seated until the teacher dismisses you
 
Classroom Rules:
  1. Attend class regularly-5 unexcused absences or more will result in withdrawal from the course
  2. Be on time-4 lates will result in a referral
  3. Cell phones, I-pods, cameras are not permitted in the classroom and will be taken if seen!
  4. No eating or drinking in the classroom
  5. Disrespect/Disruptive behavior will result in a phone call home and a referral.
 
Health Topics:
 
  1. Personal Hygiene
    1. Make students aware of the importance of good personal hygiene.
    2. Show the areas of the body where germs are most likely to develop.
    3. Teach effective personal hygiene practices.
  2. Wellness
    1. Describe each of the six components of wellness.
    2. State the importance of striving for optimal health.
    3. Name ways to improve the components of health.
  3. Bullying
    1. Define and give characteristics of bullying.
    2. Identify warning signals of bullying behavior.
    3. Describe methods and programs designed to overcome and prevent bullying behavior.
  4. Nutrition
    1. Identify proper nutritional habits and how to read a food label in order to lead to better weight management.
    2. Recommend healthy ways to lose, gain, and maintain weight.
  5. Male & Reproductive System
    1. Identify social, emotional, and physical changes experienced during puberty and adolescence
    2. Identify the function and role of each of the organs of the male and female reproductive system
  6. Sexually Transmitted Infections
    1. Identify ways to prevent transmission of STI’s as well as how to test and treat various STI’s
  7. Methods of Contraception
    1. Identify the different methods of contraception
    2. Compare and contrast the effectiveness of the contraception
  8. Illicit Drugs/Alcohol
    1. Identify the physiological, psychological, and sociological effects.
    2. Identify short term and long term effects
 
Grading:
  1. Class Participation-5%
  2. Homework/Classwork-15%
  3. Quizzes-20%
  4. Tests-30%
  5. Research Project-30%
Coaching:

I am currently in my third year as the Assistant Middle school Football coach, seventh year coaching as the freshman boy's basketball team and fifth year as the Junior Varsity boy's baseball team.