Lab C was an overall great experience. Not only did we build off Lab B but we also got to deal with behavior problems. Lab C also had us working with a group which helps us work on our communication and teamwork skills. Looking at all the forms I am able to learn what I did well and what I need to work on. Here's what I found out:
C9 Form
Teacher Evaluation
Student Evaluation
I recieved a 18/19 on my C9 form. This makes me feel really good about my lesson but I did miss some key things. In my lesson I forgot to state my safety statement. This was a HUGE mistake because there were tennis balls in the playing area. Luckily, my students just kicked the extra balls out of the way and were very careful but a safety statement is definitly something that you NEED in your lesson. I also found out from my C9 form that I tend to focus on the lower skilled students. I did a lot of helping and giving feedback to the students who weren't as skilled and let the more skilled students continue to practice. I think next Lab one thing I could do is have the class stop and watch the more skilled students and use them as a demonstration. This gets the students involved and is another form of feedback for the class. The last thing I learned from the C9 form was that I used a play-teach-play method. This is very important because kids want to be active and moving around right away and I think I did a good job getting the lesson started and getting the kids active.
I scored a 4/5 on my Time Coding Form. I had 22% management, 57% activity, 21% instruction, and 0% waiting time. Having no waiting time is crucial in a lesson, especially at the level I was teaching. My activity and instruction times are good but I need to work on my management time. For future labs I'm going to have the equipment in a more central location and try to hand out the equipment I want the students to use instead of making them get their own. The C10 Form was a little different. On this form I scored a 56% practice, 26% lecture/demonstration and 18% management. According to the form I didn't hit any of the target times so this form really helps me pinpoint exactly what I need to work on. More practice and less talking!
C11 Form
Student Evaluation
Student Evaluation
I learned a lot from the C11 Form. The first part of the form gathers data on the type of feedback the teacher gives. Overall I think I gave a lot of feedback. I had more corrective individual feedback than any other feedback which is good. Also, most of my feedback was skill related. I rarely had to give management or non-skill related. I think it is important to vary your feedback though because every student learns differently and will react differently to different types of feedback. If a student doesn't like to be singled out it might be better to give more group feedback so the one student doesn't feel uncomfortable. This is something I will work on next lab. The second part of this form asked about name use. I used studetnts names over 20 times. It is so important to know your students names. The last part of this form was a list of tasks and the number of students who had difficulty. I think I had great task progression and I never had more than 2 students having trouble. Having activity progressions really helps students understand the basic skills before they move on to more difficult skills.
Lab B --> Lab C
There were several differences between Lab B and C. I actually enjoyed teaching Lab C more. This time around we had more worksheets, more forms, group memebers, behavior problems, more time, etc. I think having different age levels really helped everyone focus on task progressions. My group did a great job with scaffolding. I didn't even teach the game Hantis but instead taught students a very similar game of Handball where students were able to perfect the correct skills needed in Hantis. As I said earlier, skill progression is very important and I think in Lab C we focused a lot more on this. Another big thing that occurred in Lab C that didn't in Lab B was behavior problems. We had to learn how to be in control of not just the misbehaving student but also control the whole class at the same time. I think I did a good job being stern with my students and having them get back on task quickly. One trick I could have used was to put my misbehaving students in the middle of the playing field so I wasn't always focused on just them. Lab B was a good way to get into Lab C. They were very similar but I left Lab C feeling very confident and content with the lesson I taught. Check out my Lab C video!
No comments:
Post a Comment
Note: Only a member of this blog may post a comment.