Monday, February 28, 2011

Jump Rope Extravaganza

Lab B was my next adventure in 255. This time i had to teach a skill using jump ropes. My skill was the front cross. Now this took some thought on how to teach it and to relate the cues. It was interesting to see how i could do with an actual lesson. Lets take a look below.


To read what i said in more detail you can find my transcript here.

How do i feel about lab B?

In lab i think i worked on my voice some more projecting and i cut down on my instruction time. I still need to cut down on it a little more and this time i believe i would have been very solid had i gave more specific feedback and moved around the gym more. More positives would be my hook a good hook can have a big influence on how your lesson will go also my energy was close to where i wanted it. As always these labs are to help me get better and learn. After each lesson i see what i can do and what i need to work on and i believe i am improving my methods every time.

A good demonstration that you can explain in different ways to try to get the movement understood is vital to reaching every student. In my lesson i went over it and tried to explain it in different ways or to try new ways to approach the skill.

To see how my lesson broke down time wise you can click here for my time coding sheet.

Also to see my feedback form you can check here.

Wednesday, February 23, 2011

Monday, February 21, 2011

Spendin Time on Chapter Nine

Question 2: State at least five general principals that are implications for teaching from motivation theory

First off teachers need to create a positive teaching environment and by doing that they can then find ways for students to meet their needs in positive ways.

Second using  a variety of teaching strategies is a must. Doing the same thing every lesson can get boring. Command, command and then some more command can turn students off and can decrease productivity.

Use external forms of motivation with care. Having external motivators need to be used with care and in certain ways. Having them skill based can leave students out. It can be a very powerful tool if used properly.

Another principal i hold highly is to help students attribute their success and failure to a cause that they control. Effort, focus, listening to directions. When they think its something out of their control they can get frustrated and give up.

Lastly i believe an integral part to effective instruction is humor. Having humor creates the best environment for learning when done correctly. It relaxes everyone and is responded to well.

Question 3: Describe nine ways that teachers can promote the personal growth of students through personal interaction. 

1. Students names. Learning the names of your students and using them makes it a more personal and inviting relationship. Students are more prone to enjoy the class and participate with the basic form of recognition.

2. Be enthusiastic and positive about what you are doing. Very self explanatory in that if you are not exciting about what you are teaching the students will read that and not want to do it either. Being enthusiastic will get your students more excited.

3. Have a caring attitude towards students. Caring makes every students feel better, every person for that matter. When you show that you care they will respond positively. Care when they are off-task as well responding in the appropriate way can work wonders.

4. Reinforce basic school etiquette. Building a honest, respectful and positive environment and reinforcing it can carry over to out of the class room. Teachers must remember that what they teach gos much farther than the classroom.

5. Stop destructive behaviors ,don't ignore them. By ignoring you are promoting them because you show no consequence. Making it clear what is acceptable and what is not is vital to classroom harmony and student growth.

6. Do not be threatened by student misbehavior. Taking misbehavior personally and reacting negatively will be counter productive and can lead to problems for you and lack of student growth. Do not take it personally and work with the student in a positive manor to allow for them to grow.

7. Treat all students equitably and be aware of how you communicate with different students. Try not to only gravitate and give feedback to your best and worst students alone. The students in the middle cant be left out. Trying to reach every student should be a goal.

8.Learn to listen and observe students responses. Understanding your students and knowing what their reactions and small mannerisms mean can go along way. That way you know how motivate and help them because you understand what they need or want.

9.Challenge and track yourself. Knowing your goals and trying to grow as a person can help you help others. Setting goals for yourself to accomplish as well as following your own progress as a teacher and a person will help you grow.

Tuesday, February 15, 2011

RunningThrough Chapter 7

More questions answered from the text below  for reading pleasure below.

Question 4: Teachers have direct effects on a class that can be both positive and negative. Some positive behaviors teachers can perform  are as follows. Maintaining a safe learning environment because no productive class can take place in  any other environment. Making sure tasks are clarified and reinforced to the learners. Observing and understanding student responses and body language. Responding to the learners with feedback to questions and your observations. Modifying a given task to help increase productivity and skill gained for a group or individual, making it easier or harder. Lastly having an overall productive learning environment.

Question 6: There are different ways to get off-task students back no track. One way is to change the task for the student to make it more challenging if that is the problem or vice versa.  Giving feedback to the student specifically but towards the whole class may get them motivated and excited again. By using certain types of feed back you can increase productivity and re-focus the class or individual students.

Question 7: Examples of types of feedback. (1)A statement that is general, positive, directed to the class and evaluative "Nice job jump roping today, the only thing we need to work on is turning those wrists". (2) Team B none of you are touching the bases, when you pass them you need to step on them." (3) I like how you stepped forward when you did your chest pass Ben, just make sure you aiming at the chest of who you are passing to."

Saturday, February 12, 2011

Lab A revisted: Instruction Junction

This week in 255 we had the chance to try lab A again. This time around you could prepare to an extent of what you wanted to do and how you wanted to do it. Having the ability to watch yourself teach you can pick up on what you did well and what you need to work on.

Before we get into what i think you can watch the video for yourself below.

Now that you have seen my second attempt let me delve into what i take form it. Firstly what i did correct. I believe i spoke clear and loud so everyone could here me and never put my back to the students. I checked for understanding, demonstrated and spoke with my hands as well to further get my point across. I also did not cover to much information or say alright a million times like last time. lastly i never say uhm.

However there were some things i was disappointed in. For one there was not enough activity time only 40 percent of the time and that was largely due to my excessive instruction time which took 50 percent of my time.That is far to much in a physical education setting and is going to be my next thing to work on. I'm sure there are other things that i hope my peers can help me see so i can improve even further.

On the other hand i had fun participating in my fellow classmates lessons.

All in all another great chance i had to improve my teaching skills.

Here are links to my Time coding sheet and  Transcript.

Thursday, February 10, 2011

Chapter 2 Questions

This is my answers to the questions from chapter 2

Q3. What are the requirements for learning a motor skill? 
There are a list of requirements for learning motor skills. First the learner must have all the prerequisites in motor and physical abilities also developmental readiness. They must have a clear idea of how to perform the task and accurate motor program. Motivational/attentional disposition to the skill. There needs to be Practice. Finally make sure you give feedback.

Q3. What do each of these requirements mean for the teacher of motor skills?
For the prerequisites the teacher must do a task analysis to see what the prerequisites will be for the given skill. To full fill the clear idea of the task the teacher must make sure the students comprehend what is being asked and how they could do it. For the Motivational/ attentional  disposition to the skill the teacher must have original and exciting activities. Make sure there will be ample practice for skill development. The teacher needs to give feedback.

Q4. What is the difference between the way closed skills, open skills, discrete skills, and serial skills taught?

Open skilled should be taught by varying the environment because they are skills that do not take place in the same conditions. Closed skills are ones that take a place in the same environment and do not vary much so they should be taught in those settings. Discrete skills would be taught with few extra actions because they are quick and have a clear beginning and end. While serial skills are multiple skills in a row and would be taught with activities that would work on one part at a time and adds them together through more activities.

Monday, February 7, 2011

Chapter 1 question assignment: Take 2

After reading chapter one we were asked to answer some questions, not summarize the chapter. So without further ado here are the answers to before mentioned questions.

1. What is meant by the idea that teaching is a goal-oriented activity? When they say goal-oriented activity they mean that we have an objective in mind. we are at A and by the time classes are over we want our students to be at B, in the context of psycho motor, cognitive and affective domains. We teach our students with the goal of having them grow over the academic year and reach the standards we have in place whether it be state or national.

4. Why is the process that teachers choose to use content important? The process will change depending on the goals and content of the lesson. How you teach the given task needs to be molded to the actual task. For an example dribbling a basketball has certain freedoms to it. The space you have to dribble, the different ways you can dribble the ball, the time etc. Now a lay up in basketball has more of a proper technique to it. Can only be done on a hoop and a certain way. There is less space and freedom and can be harder to correct. So depending on what you are teaching changes how you are teaching it.

5. Why is the movement task-student response unit of analysis so important in physical education? It is important because it is the key to motivation and effective teaching. The movement task needs to be clear , understandable, and appropriate. The teacher has to be enthusiastic and able to get the students involved in the lesson. Then comes the student response, the teacher must build rapport and keep giving coherent instructions, that are on task, and flow together to keep the students involved. The teacher also needs to asses the students to give feed back to breed improvement and growth to work towards before mentioned goals.

Sunday, February 6, 2011

Teaching Basics For Physical Education: Chapters 1,4 and 5

Reading chapters 1, 4 and 5 of the text was just a refresher of what i have already learned through trial, lecture and experience. The chapters highlight the qualities one needs to be a successful physical educator. From getting attention to keeping it. Having age and skill appropriate tasks that are challenging and rewarding. From reading the chapters you can see just how many different areas one must cover. It may seem overwhelming but it is what this profession does everyday.

The pedagogy is essentially a PE cheat sheet. Ways and methods to get attention and way to engage the students. Also almost a checklist if you will. There are certain proven methods that have been used time and again, but when i read these methods i think of ways i can make them my own, adapt them.

 All the information in the chapters and pedagogy are a foundation and building block for teaching. By learning these basics you can start to adapt and develop your own style of teaching. It is important though to always remember the basics because they allow you to have more flexibility in your teaching, but can never be left out or you can fall into a poor learnign enviroment.

There are many factors to consider when it comes to teaching and at times it may seem overwhelming, but eventually it becomes more natural. However it never becomes automatic because teaching is always evolving so the educators must as well.

Wednesday, February 2, 2011

Snow Days; Another blow to fitness

When there are snow days in school every kid is full of excitement. No dull classes orsame routine. They do not have to get up early or get on the bus. I think of another side when i put my physical educator hat on. As in most school districts like mine PE is an every other day class. So on a snow day half the students miss there PE class which could be 1 of 2 for that week. If that is the only time that student gets physical activity it really makes our job that much harder. Where am i going with all of this you ask? A snow day just brings to mind more reasons why PE should be an every day class.

Its always the first to be sacrificed and always last in importance.We need more activity time and snow days just give us more reasons to do nothing. A stretch, possibly, but sometimes you have to look at the big picture. We need to cut down on things we can control that limit our activity because when its a snow day most people wont go out of their way to get that heart rate up. Also we can make winter activities seem more exciting. Snow shoeing, cross country skiing, meaning incorporate more things into your program.

Thinking of different scenarios and settings that you can mold lessons to can be a powerful thing. Students may decide to do one of the cool activities they learned in class that they can do in the snow or rain etc.

Just food for thought.