Thursday, December 12, 2013
Monday, December 9, 2013
Anthony Tiziani- Lab D Nohejbal
Me on one of the first days of class
What? Me teaching lab A
For lab D I taught the pass in Nohejbal as the 9th grade teacher. I knew that I had to start from the very basics because nobody had ever even heard of this game before. Since the students were in 9th grade and never played before I had to go over some basic rules, history, and techniques of Nohejbal.I started them off with an instant activity of soccer knockout. This got them using their feet and trying to control a ball. The next activity I had them do was to get with a partner and practice the pass that I had demonstrated to them. They were to start off catching the ball and then passing it back to their partner but as they got more comfortable I told them to cut the catch out and to control it before they passed it back to their partner. I allowed the students to work on this for several minutes so that they could get the basics done in order to work towards a full game of Nohejbal.Gut
Out of all the lessons I had to teach this semester, this is probably the one that I was most anxious for. I was both nervous and confidant at the same time. I was mostly nervous because my lab C did not go so well so I knew that I had to do good but I also had the thought in the back of my head that maybe I'm just got going to be good at this.I also had a higher level of confidence for this lesson for several reasons I think. The first being that I really got to know my class mates and became friends with them so it made it a little easier. The second reason was that I was now in a group where other teachers could have helped me out a little if I needed them. The biggest reason however for my confidence was that I had been there before and with every lesson that I taught I grew more comfortable in front of the class.
So What?
Teaching games like Nohejbal is important for students because it is an international game and learning games played around the world helps them to become more culturally aware and gives them more activities that they could possibly play once they exit high school. Although the students had never played this particular game before doesn't mean that they were complete beginners. They had all done most of the skills before just in different sports or activities. We used these skills that the students were some what comfortable with to start the class. This made the students realize that even though they were learning a new game, they really kind of knew skills and techniques used in the game. From there we progressed into some skills that may have been challenging but with the base of knowledge and experience we felt as is the student swould have no problem handling it.
Now What?
The students now know the basics for the game of Nohejbal. Future classes would work to make the students even more comfortable playing the game. Eventually a real soccer ball would be introduced once the students are ready for it. If the game is played regularly throughout the students time in high school then they should be able to become competent in it and it can become a life time activity for them, since that is what we are trying to create.
Reflection
The amount of growth that I had in this class has got to be greater than any other class that I have ever taken. To go from where I was when I first entered the class room to where I stood after teaching Lab D on the last day of class blows my mind. With that being said, I am no wheres close to the teacher I want to be. This class also opened my eyes and made me realize that teaching is not even close to as easy as it seems, but I like the challenge. Lab A was only an instant activity but I struggled even doing that. Now in Lab D, its like I don't even have to think twice about it because it is just an automatic when I start thinking about my lesson plan. Being comfortable is easily the biggest thing I am going to get out of this class. Becoming comfortable is all about reps and how many times you get up there and make mistakes(and learn from them!).
Sunday, December 8, 2013
Gideon Raucci - Lab D Nohjebal
What?
What I was responsible to teach the class was the Strike in 11th grade. In 9th and 10th grade, they have already learned to Control, Pass, and Serve. Both Passing and Serving each have a different part of the foot to hit, different part of the angle of the foot, and a certain level of power to hit. When applying the Strike into the mix, it added flavor and excitement to the students. I demonstrated the strike to them first, then I broke it down for them. I even demonstrated a different angle for them to see. Then I added an inclusive progression if students felt comfortable to add in the serve, control, pass/set up, then strike.
Even though the strike must be powerful to be effective, I stressed to students (assisted by Tom Hughes) to focus more on the technique itself than power. They broke into groups of 2 and each group got with another group and had their own net. Each group that had a net only had one ball, so when one group strikes it, the other group retrieves it and then they strike. When I allowed them to practice, there were few encounters where students had a hard time striking it downward and instead went upward. Though I demonstrated my strike well, I believe I should have added in what not to do, or a wrong way to strike it.
Cues on the Strike
Gut
The feeling I received from this was eustressful. I was nervous yet happy at the same time that I was teaching something that nobody knew. At the end of explaining it to them and letting them go off, I felt like I probably went a bit too fast explaining it to them. Once they were off, I noticed some confusion of how they were suppose to strike the ball which I felt I must have lacked something in instructing the students. I was yet happy to interrupt and tell some students what they were having trouble with teach them in more detail how to strike the ball. Once I saw students do better on striking the ball, I felt relieved. I know I also encouraged inclusiveness for them to progress but there came a point where only one group was attempting and the another group wasn't. I later instructed in a command style that everyone had to progress to the next thing. For the amount of time I had, I wasn't sure how the other students felt to be forced to progress but they were going to be in a game like situation for the next segment. I didn't want to be that mother bird to push the baby birds out of the nest, but I felt that they were ready to fly to the next lesson. Even though I was good have giving my feedback, I felt I approached it very commandingly than to use the problem solving approach.
So What?
What I learned about myself from teaching this activity is that I needed to add in the wrong way of performing an execution because students are bound to do something wrong but they would know how they did it wrong so they can do something right like what Thomas Edison said "I will not say I failed a 1000 times, I will say I discovered a 1000 ways that can cause failure". The other thing is that the students were really good with safety even though I did not remind them. But it makes sense, for each new skill that is being taught there should be a reminder or maybe an add on to a different safety for a particular situation for students to grasp. Though the intent was there for safety when the 2 groups had their own net striking, the purpose of it was to have many repetitions and safety so students do not have to chase the balls. In psychology when being taught a new skill, students could accidentally put that skill into a new schema but not taking the safety aspect along with them. I chose to go to each person to help them with their skill, but after the activity I realized I could have killed 2 birds with one stone if I whistled for the class's attention and tell them what I noticed as a mistake and then explain the right way of doing it in detail, it would have saved everyone's time and progress. What also would have saved time was to use the guided discovery. "The teacher knows the answer to the problem but leads the learner to discover the answer for himself/herself" (Rink, 2010, page 173) because that's when students start to really own their idea of why they execute certain ways.
Now What?
Every time I teach one thing and noticed I forgot to implement somethings to my teaching. When I teach the next time, I notice later that I filled in what I didn't before but what I put in before is not implement it in. Then I see a result of what really happens when I don't add one thing to the class. Just like Thomas Edison, I learned what happens when I do make a mistake and see the result of it. To know everything wrong so I can do everything right. It hurts to say but it seems the more I teach and see myself, the more I learn how to teach. I'll always rehearse what I'm suppose to do or what to bring up, but seeing the result of teaching the activity teaches me how to teach. What would really help me for next time is to glance over at a clipboard of notes on what next to do, or if I told them everything I wanted to tell them about a certain something.
Reflection of Labs A/B/C/D/Student Learning
Its been a funny ride. I noticed from Lab A and B, I was pretty eccentric and enthusiastic but I wasn't so focused on the little things. Once it got to lab C, my mood changed. I was trying to go for a different emotional approach for the class and to be more analytical in class. I felt it was 2 different feelings of me in each of those 3 labs, but none of them I felt I had a feeling of success. Finally for the last one, I brought my enthusiasm up but not as up as before and was less analytical but not too much. I felt a lot more balanced in my last one, not absolutely comfortably balanced but better.
As for the students comprehension, I know that students were pretty confused on what to do for Lab B and C, especially lab C. I learned that I really made things very hard for myself. I believe its because I want them to get something out of it, but the more I want to offer them, the more I get confused on how I want to offer it to them. By teaching the strike really revealed to me that that in itself is enough to show the class. It's a hard technique but simple to cue and it helped students to digest and learn it. I felt better to give detailed corrective, and positive feedback to students for them to really accept and actually as a result showed that they learned through doing it correctly. I was more present and giving to students than thinking too much about what I need to do next. The biggest thing I learned is to make things simple, and when things are simple, everything else is less stress, easier to focus not only to do what's next but to pay attention to the students.
Me demonstrating the Strike to the class
What I was responsible to teach the class was the Strike in 11th grade. In 9th and 10th grade, they have already learned to Control, Pass, and Serve. Both Passing and Serving each have a different part of the foot to hit, different part of the angle of the foot, and a certain level of power to hit. When applying the Strike into the mix, it added flavor and excitement to the students. I demonstrated the strike to them first, then I broke it down for them. I even demonstrated a different angle for them to see. Then I added an inclusive progression if students felt comfortable to add in the serve, control, pass/set up, then strike.
Even though the strike must be powerful to be effective, I stressed to students (assisted by Tom Hughes) to focus more on the technique itself than power. They broke into groups of 2 and each group got with another group and had their own net. Each group that had a net only had one ball, so when one group strikes it, the other group retrieves it and then they strike. When I allowed them to practice, there were few encounters where students had a hard time striking it downward and instead went upward. Though I demonstrated my strike well, I believe I should have added in what not to do, or a wrong way to strike it.
Cues on the Strike
Gut
The feeling I received from this was eustressful. I was nervous yet happy at the same time that I was teaching something that nobody knew. At the end of explaining it to them and letting them go off, I felt like I probably went a bit too fast explaining it to them. Once they were off, I noticed some confusion of how they were suppose to strike the ball which I felt I must have lacked something in instructing the students. I was yet happy to interrupt and tell some students what they were having trouble with teach them in more detail how to strike the ball. Once I saw students do better on striking the ball, I felt relieved. I know I also encouraged inclusiveness for them to progress but there came a point where only one group was attempting and the another group wasn't. I later instructed in a command style that everyone had to progress to the next thing. For the amount of time I had, I wasn't sure how the other students felt to be forced to progress but they were going to be in a game like situation for the next segment. I didn't want to be that mother bird to push the baby birds out of the nest, but I felt that they were ready to fly to the next lesson. Even though I was good have giving my feedback, I felt I approached it very commandingly than to use the problem solving approach.
So What?
What I learned about myself from teaching this activity is that I needed to add in the wrong way of performing an execution because students are bound to do something wrong but they would know how they did it wrong so they can do something right like what Thomas Edison said "I will not say I failed a 1000 times, I will say I discovered a 1000 ways that can cause failure". The other thing is that the students were really good with safety even though I did not remind them. But it makes sense, for each new skill that is being taught there should be a reminder or maybe an add on to a different safety for a particular situation for students to grasp. Though the intent was there for safety when the 2 groups had their own net striking, the purpose of it was to have many repetitions and safety so students do not have to chase the balls. In psychology when being taught a new skill, students could accidentally put that skill into a new schema but not taking the safety aspect along with them. I chose to go to each person to help them with their skill, but after the activity I realized I could have killed 2 birds with one stone if I whistled for the class's attention and tell them what I noticed as a mistake and then explain the right way of doing it in detail, it would have saved everyone's time and progress. What also would have saved time was to use the guided discovery. "The teacher knows the answer to the problem but leads the learner to discover the answer for himself/herself" (Rink, 2010, page 173) because that's when students start to really own their idea of why they execute certain ways.
Now What?
Every time I teach one thing and noticed I forgot to implement somethings to my teaching. When I teach the next time, I notice later that I filled in what I didn't before but what I put in before is not implement it in. Then I see a result of what really happens when I don't add one thing to the class. Just like Thomas Edison, I learned what happens when I do make a mistake and see the result of it. To know everything wrong so I can do everything right. It hurts to say but it seems the more I teach and see myself, the more I learn how to teach. I'll always rehearse what I'm suppose to do or what to bring up, but seeing the result of teaching the activity teaches me how to teach. What would really help me for next time is to glance over at a clipboard of notes on what next to do, or if I told them everything I wanted to tell them about a certain something.
Reflection of Labs A/B/C/D/Student Learning
Its been a funny ride. I noticed from Lab A and B, I was pretty eccentric and enthusiastic but I wasn't so focused on the little things. Once it got to lab C, my mood changed. I was trying to go for a different emotional approach for the class and to be more analytical in class. I felt it was 2 different feelings of me in each of those 3 labs, but none of them I felt I had a feeling of success. Finally for the last one, I brought my enthusiasm up but not as up as before and was less analytical but not too much. I felt a lot more balanced in my last one, not absolutely comfortably balanced but better.
As for the students comprehension, I know that students were pretty confused on what to do for Lab B and C, especially lab C. I learned that I really made things very hard for myself. I believe its because I want them to get something out of it, but the more I want to offer them, the more I get confused on how I want to offer it to them. By teaching the strike really revealed to me that that in itself is enough to show the class. It's a hard technique but simple to cue and it helped students to digest and learn it. I felt better to give detailed corrective, and positive feedback to students for them to really accept and actually as a result showed that they learned through doing it correctly. I was more present and giving to students than thinking too much about what I need to do next. The biggest thing I learned is to make things simple, and when things are simple, everything else is less stress, easier to focus not only to do what's next but to pay attention to the students.
Me demonstrating the Strike to the class
Tom Hughes - Lab D - Nohejbal
What?
For my lab D, my team and I taught a lesson on the game of
Nohejbal from the Czech Republic.
This is a game that requires some prior knowledge in the sports of
tennis, volleyball and soccer. The
game is played on a badminton-sized court with a low net. I did my teaching segment on the skills
of serving the ball and controlling the ball to set up for the return. To assist the students in learning I
created two visual aids that outlined the guidelines of the serve and
control. Also to make the activity
less difficult and safer for the students we decided to use a larger ball to
focus on control and form. Some
students picked up the skill right away and others it took a couple of practice
serves. Controlling the ball came
easy to the class because the larger balls traveled much slower and provided
students with an ample amount of time to adjust to the trajectory of the
ball. I modified the activity
after everyone got a chance to serve 5 times to add the in the return. This allowed students to work on team
work to set up an affective return while also providing a good lead up to the
next activity where they would work on the strike.
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| My visual aids for the serve and the control! |
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Gut?
Nohejbal interested me right from the first video I saw of
it. I liked how it took three very
common games to me and combined them into one. I was unsure of how well I would work with a group, but we
worked very well together and all had great ideas on how to teaching the
lesson. I felt that the students
picked up the game quickly because of how well our lesson flowed. We started off with the basics and then
implemented essential techniques to lead up to game play. By the end of the lesson, the students
understood the skills and rules enough to play a full game of 3 on 3. When I was demonstrating the skill of the
serve, I would have changed the order in which I demonstrated it. I should have demoed the skill first
and then bring it into the visual aid. This way the students can have an idea
of what the skill looks like before I give them the guidelines for it. Comparing this lesson to my lab C, I
like being able to teach the class a skill/game that they have never performed
before because it allowed me to see skill improvement and knowledge learned
within the students.
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| Demonstrating the drop serve to the class! |
So What?
The students learned through practicing the tasks presented
to them. To keep them interested
we constantly switched the task when we felt the students were ready to move
on. Each activity was a good lead
up to the next one that would build on the previous task. Our goal was to get the students to
understand the skills and basics well enough to participate in a full game. I learned that to make a lesson
successful it needs to have a good flow that will challenge the students and
build on the previous skill while keeping the class engaged. It is also important to know when to
move on to the next task. All
students should have a good understanding of the skill before moving on because
if students get left behind they could easily lose interest and not want to
participate anymore.
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| Giving corrective feedback to Hannah! |
Now What?
The students did a great job communicating and working as a
team when they began game play. In
the next lesson they will learn techniques for positioning and placing the ball
while continuing to use communication to set up for an effect strike. From this lesson I was able to observe
how quickly the class learned a brand new sport. They were very successful in staying on task and completing
what was expected of them. I am
now much more confident in my teaching then I was when I started my first lab. I think that I improved most in the
aspect of giving good feedback. In
my earlier lessons I would give positive feedback but not corrective feedback
that would support student learning.
In my lab D, I felt that the comments that I gave the students helped
them to master the skill. I also
liked being able to work with a group because we were all able to share our
ideas and leave all the best ones on the table. The group also worked well because we were able to look over
each other’s work and make any needed tweaks to perfect our lesson.
James Caswell -Lab D Nohejball
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| Teaching Lab D |
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| Teaching Lab B |
What?
For our Lab D, we were required to teach a game from a different country. The game we were assigned to teach was Nohejbal, which hails from the Czech Republic. Nohejbal is a tough game that is a combination of soccer, tennis, and volleyball. Its basically volleyball with your feet. Thankfully our group taught last, and because of this we were able to see that most students exhibited decent foot eye coordination. Being able to see that helped us shape our lesson plan so that the students were appropriately challenged during our lesson. As a group we decided that we should use bigger, lighter balls in our lesson. In doing this it made the skills easier to be learned and allowed the students a better chance at being successful.We also shaped the lesson to teach the students how to play a full game of Nohejbal. Knowing that the students needed to learn a few different shots to play the game we lined up our lesson so that it would teach those shots from easiest to hardest, so that by the end of the class they could actually play a game. The first shot we taught was just a partner pass that required them to bounce the ball and kick it over the net to a teammate, the second shot was the serve, this is a shot that is required to start the game and is some what complicated because you need to have decent accuracy because you are required to kick it in a certain area on the other side. The third and final shot we taught was the strike, this shot was very tough to do but was necessary because it was one of the most effective ways to score a point. Once we taught the different shots we thought it would be a great idea to allow the students to practice them in a full game of Nohejbal, with a little adaptations. The adaptations we made were simple but effective. The first adaptation was that we had them play with a big lighter balls that made the game easier for the students. The second adaptation was that you could not score a point unless your team used all three of their allowed hits before hitting it over the net. This allowed to students to actually practice what they just learned in a setting that allowed them to be successful. Knowing that this game was brand new to everyone in the class room I knew that the students were going to need to give a lot of effective feedback throughout the entire class.
Gut
Going into this I was very nervous. I am not one that likes working with a group and I had no knowledge of this game.Upon doing some research I became even more nervous because I saw that foot eye coordination and kicking were the two most important skills of this game, and I severely lack in those areas. Having to teach something that I am not good at made me very nervous. My nerves were quickly calmed though thanks to my group. After receiving the assignment we got together and talked about it and were very vocal about our concerns and instantly started throwing out ideas. Getting together with the group a lot and coming up with cues helped me improve on those skills so that when I had to demonstrate I could do so confidently. With out the group I don't think I would have been able to do that. Heading into the class we had to teach I was very excited and I knew we had a good lesson to teach because of how great we worked together as a group. This assignment really has changed my opinion on working with a group. before I hated it, but now I realize how important it is as a teacher because there will be times where I will not have the best knowledge of a game or skill to teach my students, so I will have to look for help from others in order to bring the best PE class to my students.
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| Me and Mr.Raucci talking something over |
So What?
Being able to observe the students play other games that required them to use hand eye coordination and kicking played a huge role in how we structured our class. We saw that all the students were decent at those skills, so instead of teaching them those skills over again we structured our lesson so that they would be allowed a chance to practice those skills and then added more on top of it to make them even better. Our first task was when we gave the students a chance to practice those skills to just refresh them on how to do them. Our second and third skills made it a little harder because they were more specific to our sport. Doing our lesson this way helped our students learn and apply the skills very effecivly. Changing up what we were teaching kept the students engaged in the class and active because they didnt spend all their time doing the same thing over and over again. This is important because you want the students to learn the skills and practice them while be active as much as possible, and if they are bored they tend to become less active. Throwing in a game at the end of the class was an effective way of letting the students practice what they just learned and figure out when is the appropriate time to do a certain kick. Another effective thing we did was that we made adaptations in the game play. We used a lighter bigger ball than you would normally use in a real game of Nohejball. This is important for the students because it slows the game down and makes it easier for them to be successful. This is important because no student wants to play a game that they are not good at, no matter if its something brand new to them or not, if the game is to hard and they are not good at it there is a chance the student will become uninterested in the class and stop trying. Making the game easier, like we did, made it so the students would remain active because they were being successful while doing it. Once we saw that the students were able to play the game with no problem, with the easier ball, we made it harder for the students by giving them a smaller ball to play with. This was important because it kept the students challenged if students think something is to easy they could become bored with the class and not try anymore. The smaller the ball the harder it is to kick the new ball being introduced in the game kept the students active and challenge. The other adaptation we put in was that they had to use all three of the allowed hits. This was important because it forced the students to play the game correctly. Normally in a game like this students would just hit the ball over the net with out using all of the hits or effective teamwork. Forcing them to use all of the hits, by saying they do not score a point unless they use all three, forces them to work as a team and to play the game correctly. The most important thing I did throughout our lesson was provided a lot of feedback. Knowing that this game and some of the skills were new to the students I knew that I was going to have to pay close attention to the students and provide a lot of feedback. Feedback is information learners receive about their performance (Rink, Pg 139). Most of the feedback I gave was specific corrective feedback. Specific corrective feedback gives the learner information on what to do or what not to do in future performances (Rink pg. 140). When giving corrective feedback I made sure to sandwich it between positive feedback to highlight what they did right as well as give them an area to work on to improve. This is important for student learning because no student wants to be consistently told what they are doing wrong, and really enjoy it when they are told what they are doing right. If I was giving just corrective feedback highlighting just the negatives students could become discouraged and end up not trying or giving up. Structuring the feedback the way I did made it so students could feel good about themselves that they are doing somethings right, but also understand what they are doing wrong and how to fix it.
So what?
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| Give good Feedback to joe |
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| Giving Feedback to Katie and Bri |
Reflection
Coming into this class I was very confident of my teaching skills. Prior to coming to Cortland I had coached multiple teams and thought that I was already a great teacher because of that. Boy was I wrong. Teaching and coaching, although somewhat similar, are very different. Coaching you only have to know one sport, teaching a PE class requires you to be knowledgeable in multiple sports and activities. Also coaching is easy because for the most part all the kids want to be there and I didnt have to worry about making sure they kids were engaged and active. PE class is required, so some students might not want to be there so its up to me to motivate them to participate and be active. I also learned the importance of preparing, The first lab, Lab A, I didn't prepare much, I thought I could just walk in and do a lesson with no problem. Preparation is key for a teacher and I learned that this year, you have to prepare everything from time management, to equipment to what you are teaching that day and unit its very important to have that ready ahead of time. I notice a lot of great improvements in my teaching throughout the year. In Lab A i stuttered and stammered with a lot words because I was not prepared and was trying to speak off the top of my head instead of having something ready to go. This effects the students because I was not completely clear on what I wanted them to do. Another thing I did in Lab A that was not good, and that I improved on a lot was addressing the class as guys. In lab A I said guys a lot. Doing that could make the girls in the class not pay attention because they don't think I am talking to them because well they are not guys. It is important when addressing the class as a whole to not say anything that could give the students a chance to not pay attention. In Lab B I did not provide much feedback at all if any. This is something I did extremely well in Lab c and Lab D. When I did give feedback in Lab B it was mostly general feedback like telling the students good job. Telling a student good job does not provide them with proper feedback. Its necessary to tell them why what they were doing was good. I Provided great feedback in my labs C and D after seeing how poorly I was at doing so in my previous labs. This class has improved my teaching in many areas, but the ones I listed seem to be the most important to me. Being prepared, addressing the class approtielty and providing feedback are very important in teaching a class.
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| How I started.Lab A |
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| How I Finished with Lab D |
Thursday, December 5, 2013
Katie Lupo Gaelic Football Reflection
WHEN:
The
international sport that we had picked was Gaelic Football. I was pretty
excited when I picked that topic because it actually looked fun to play and
very interesting. Even though I was excited for it I was still kind of nervous
because I knew absolutely nothing about it. Having the group that I was put
into made me feel a lot better about everything. We all had confidence in each
other and we were all there to help whenever we could, which made it so much
easier to learn and realize that it wasn’t going to be that bad. During our
first meeting with each other we did a bunch of research just on the game,
rules, and the history of Gaelic Football. We learned so much about the sport
in just that first day. We decided that Bri was going teach 9th
grade where she would talk about mostly passing, I was 10th grade
and I talked about the different shooting techniques, Anthony was 11th
grade and he got into how to solo the ball and mini game play, and Andrew was
12th grade where he focused mainly on 6V6 game play. My entire group was frustrated when we heard
about the research packet and learning about all the work that had to go into
it. On our first meeting day we decided
that we were going to meet as much as possible. We divided the responsibilities
up and then we each began working on our own lesson plans. Once we finished
those we began working on the rest of the packet. Although the packet was long
and at times stressful I’ve learned so much from it and now am so glad that I
did it. Before we taught we revised our lesson plan and made a few changes to
it and everything ended up working out smoothly.
GUT:
The day before I taught I was feeling more confident than I
have been in any of our labs. I felt like I knew exactly what I wanted to teach
and exactly how I was going to teach it. Once the time came to teach I was
feeling a little nervous but not as nervous as I was for the other labs.
Knowing that I wasn’t teaching the whole lesson about a game with so many
different skills and rules made me feel so much better. I knew that I had my
group there to help me out. There was a point during my lesson where I
completely forgot what I was going to say while I was explaining the activity I
wanted the students to do and rushed through the explanation and just sent the
students on their way. I turned to
Anthony and Andrew and told them I didn’t think I was doing so well, and they
both said you’re doing great just relax. With them saying that made me realize
that I knew what I wanted to say and that I really did need to relax and stop
treating this lesson like I was acting it out. That is the one problem I have
when it comes to teaching in front of my peers. I feel like I’m just acting
everything else instead of actually being confident in myself. While I was
going over the rules of the activity I went over safety which is one of the
most important things to go over which was good, but I don’t think I said the
directions as clear as I wanted to. That is something that I really need to
work on. If I can just relax and have confident while teaching in front of my
peers I know I will make a great teacher one day.
SO WHAT:
For my part of the lesson I thought it went alright. Teaching
about the shooting techniques in Gaelic Football is a pretty easy topic to
teach and understand. I demonstrated the different shots in different angles
which was good. I could’ve repeated the cues a few times though. During the
activity that I chose to do, I aloud the students to just shoot around to get a
feel of the different shots that they were taught to do. They were all pretty
good at all of them, some just need to work on control and accuracy. I made different changes for them like moving
closer to the to the goal because some of them were too far away and also
changing up the type of ball they were shooting with because some students
chose balls that were too light so it was hard for them to have good accuracy.
After I let them shoot around I got them into a 2V1 game where they were to
pass the ball correctly and find an open shot to shoot the ball using the three
different shots that I had taught to them. They all seemed to enjoy the game
which was great because you don’t want your students to be bored with a task.
Other than explaining what I wanted the students to do better I thought that my
lesson went alright but it definitely wasn’t my best.
NOW WHAT:
Watching my video and
looking back on everything there are a few things that I will make sure to
improve on. During my intro I need to really make sure that the students have
an understanding of the different cues that I taught by asking CFU questions
before I let them off to play. While I’m explaining things I need to not rush
and actually say everything that I need to say before the students run off.
Rushing is one of my biggest flaws, I think it’s because I’m afraid that I will
forget to say something so I try to rush to say it all and actually forget to
say stuff because I’m going through it too fast. I thought I did okay when it
came to feedback since the students were all pretty good at shooting I would
like to challenge the students a little more next time. The last thing that I
need to remember to do during group teaching is to say a closer I kind of just
handed it over to Anthony without going over anything that they had learned
which wasn’t what I wanted to do at all.
Me explaining an activity to everyone.
Reflect on your growth from lab A to B to C to D - Talk
specifically how you enhanced student learning and what you have learned from
the process.
I believe I've grown so much from Lab A to B to C to D.
Before doing lab A, I remember be a nervous wreck. I was so nervous to teach
for the whole 5 minutes that we had to teach for. I didn't think I did that bad
though I thought that my introduction to aerobics was pretty good I remember I
said exactly what I wanted to say and did an okay instant activity. I thought
that my lab B wasn't that great I was teaching dance aerobics. I started to ask
questions to check for their understanding, but I definitely could’ve asked
more. I made the tasks way too easy for my group. I didn't really think of ways
to make the task harder. I just wasn't as prepared as I shoulder been for lab
B but I did learn so much from it. Lab C I thought was my best lab that I did.
I taught water aerobics, I had everything all planned out everything I wanted
to say and everything that I wanted to ask. It took me hours just to plan the
lesson making cue cards and trying to make the lesson as interesting as I
could. In my intro I made sure to ask multiple questions just to get the
students thinking, I also used many names and made sure to call on many
different students. I really wanted the students to have a good bond with me so
that they weren't afraid to ask question or even be embarrassed to do different
tasks. I thought I was pretty clear with my instructions during Lab C which
made everything run smoothly. On the visual aids I gave the students many
different options to do and gave them different ways to make a task easier or
harder. I made sure to ask as many questions as I could during the lesson. I
asked questions like, “How do you think you can make swinging in the water a
harder workout” I think asking questions to your students is great because it
gets them thinking and makes them interested in the activity. I made sure to
challenge everyone that I saw was doing the activity with ease. Over all I
thought I learned so much after lab B. Even though I was still a little nervous
I was more organized I was confident and I thought I got the students really
engaged in water aerobics. Going into Lab D I wasn't as nervous which is good,
I thought I was still pretty organized with everything but I felt that I rushed
this lab. I did go through the cues and demonstrated what I wanted to
demonstrate, I asked a few questions to get the students thinking and they were
all pretty successful in shooting at the end of the lesson which was what I
wanted to achieve. Overall I've learned so much from this course it was so much
work but I’m so glad that we had to do everything that we had to do. I became
more confident than I was when I started off, I became more organized with my
teaching, and I learned to take a central focus and create a lesson revolving
it. In the end I think I've become a better teacher now I just need to work on
being confident in what I’m teaching.
Me teaching the strike shot.Mike Cantelli Lab D
WHAT - In lab D I helped my students learn in a few different ways. For my part of the lesson I taught the students the different ways to shoot in a tchoukball game. One tool that I used to help the students learn was a cue card that had the cues to shoot the ball. Also, when the students were going through the shooting drill, I would stop the drill and help fix any problems they had with the skill. There were also a number of times where I would stop the drill to help the students better understand the best way to shoot and score a point. During my lesson the students learned not only how to shoot, but how to rebound the ball off the frame and the most effective way to score a point. We started the lesson with a three man weave where the students learned different ways to pass the ball. After this drill the students learned how to shoot and the different types of shots. This was followed by half court 3 vs 3 games of tchoukball and a full court 6 vs 6 game with the entire class. As the class progressed you could see their understanding of the game get better and better. They found better ways to score the ball and keep the defense moving. A challenging part of the lesson was keeping control during gameplay. During the game the students were very involved and having a lot of fun. However, there were many opportunities where we should have stopped the game to correct certain mistakes made by the students so the game could be played even smoother.
GUT - I felt that throughout the lesson the students were continuously learning and developing their skills. With each drill the students were learning more and more about the game and getting a better understanding of the game. I felt the lesson as a whole went extremely well. In each part of the lesson the students were not only enjoying playing the game, but also learning new ways to play the game and be successful. You could tell just by looking at the students and the way they were participating that they all enjoyed the lesson. In every segment students were smiling, laughing and interacting with each other all while they were learning the game of tchoukball. When the students started playing the full court game I could tell that we had a very successful lesson. Students were using communication the entire time which was one of our main goals for the class. The students were also understanding the conceits of the game and showing that they truly had learned something throughout the lesson.
SO WHAT - The students learned the different shots and passes this way when they started game okay they would be able to be successful right away. We formed our lesson the way we did because we wanted the students to get an opportunity to get comfortable with all facets of the game. We felt passing and shooting were extremely key in helping the students understand how to use teamwork and score points. From this lesson I learned that when splitting the class into groups, smaller can often times be better this way the students are always active. During my part of the lesson, at first I only had one group and not all of the students were active. Once we realized this we changes it into two groups so all the students were active and practicing shooting. I decided what I was going to do next by seeing how the students were progressing with their shooting. I saw that the students had a firm grasp of how to shoot, so I introduced to them different ways of scoring the ball such as the jump shot and the alley oop.
NOW WHAT - Now that we have gone through all of the labs, I feel that I have grown as a teacher. I definitely still have a lot to learn, but i feel that i have learned a tremendous amount in 255 and all of these labs. Some things that I can work on is making sure that I state objectives for the class and remembering to include safety statements and my signal for attention. Another thing to watch out for is saying guys this way the females in the class don't feel excluded. I also believe that I can be more educated on games that I am not familiar with so when I teach it to the class I know what I am talking about.
REFLECTION - When we started with lab A I was definitely nervous. I wasn't quite sure how to come up with an instant activity for a triathlon. I also didn't want to mess up what I had to say to the class and seem unprepared. As we went to lab B i felt much more comfortable than in lab A with what I had to say. However I wasn't quite sure how to make a lesson for rhythmic gymnastics. In lab C i felt much more prepared to teach, however I didn't emphasize safety as much as I should have which is very important. I feel that lab D was my best lab because I spoke very clearly, I knew what I was talking about, and I gave feedback multiple times throughout my part of the lesson. I also was very interactive with the class trying to help them better understand tchoukball. Lab D being in a group helped out a lot and I feel that the whole group felt much more comfortable when teaching.
In this photo I am explaining to the class how to do the shooting drill correctly.
Anthony Piscitello Lab D Gaelic Football
WHAT?: For lab D my group and I taught the game of Gaelic Football. This game originated in Ireland and has elements from several different sports which makes it difficult but enjoyable at the same time. Each of the teachers were assigned a grade level to teach and I was assigned 11th grade. It was my job to teach the students the "solo" technique as well as the importance that comes along with it. Soloing is extremely important in Gaelic Football because it is a major mode of movement down the field. I went over cues for the solo and gave the students ample time to practice the skill. While they were practicing the solo I was giving corrective and specific feedback to students that looked like they needed some guidance. Once I saw that the students had a good understanding of the skill I had them incorporate the skill into an authentic situation in which they played 3v3 games. This progression was essential for their growth towards playing a 6v6 game. I thought that the drill was appropriate but could have used some more structure to ensure that none of the students could have gotten injured. I though that the students really enjoyed the game play and the 3v3 games were successful because they had plenty of room to navigate throughout the gym as they worked on the skills.
These are the cues of how to effectively solo the ball
GUT: I felt that the students learned a lot about a sport that they had minimal or no knowledge of before hand. I thought that the lesson went smoothly and I could tell that the students were enjoying themselves from the amount of participation and talking during game play. The students thought that it was a good lesson and I could tell because at the conclusion they were all out of breathe and sweating. This was rewarding for me to see because I knew that their cardiovascular endurance was being tested. I think that my explanation should have been more clear before sending them off to play because some of the students were asking similar questions regarding the solo and the rules surrounding it. I saw lab D as a huge learning experience and really enjoyed working with a group.
SO WHAT: The students went through the lesson learning the progression of necessary skills that consisted of passing, shooting, soloing, rules, and regulations. My role as the physical educator was to teach the students about soloing and how it is effective in regards to movement down the field. I taught the way that I did because I know in 11th grade that the students do not want to be lectured constantly and that they want to get more into the game like situations. This is why I had them practice the solo technique for about 3 minutes and then felt that they were capable of playing games. I learned that students respond to you as the teacher more if you speak with a firm and loud voice. When I was giving instructions I noticed that some students were anxious to go pick out their ball and begin game play but I felt that it was necessary to call them back in and further explain my fine points to ensure that there would be minimal confusion. I learned that decision making is the most important thing when teaching physical education because a large portion of the class revolves around your ability to make the class run smoothly by having the necessary equipment in the correct locations. Most of my decision making was decided before the class had even begun but nothing is ever final; making adjustments on the fly is necessary to run a great class. I had originally planned for the students to practice the solo for a longer period of time but once I noticed that they had a grasp on the technique I found it unnecessary for them to continue and thought that they would benefit more from game play.
Watch me teach about Gaelic Football!
NOW WHAT?: The students learned the basic progressions of the skills required to play Gaelic Football but they only got to play in games of 6v6. For next class it would be appropriate to bring them outside and play on a bigger field with bigger teams. For next time I would have to address the other forms of defense because when you play outside you can dive to defend shots and passes but this would not be safe in the gymnasium. I think that further and clearer instructions would improve the quality of the lesson and the learning opportunities for the students. For next lab I would want to give a thorough safety statement and speak with more conciseness. I have learned that keeping eye contact with the students ensures to them that I am in charge of the class and deserve respect. Eye contact seems like such a small issue but when you constantly maintain eye contact the students will have more respect for you and will be more likely to listen to your instructions. This skill is essential in every day life because when people speak to you and they look at the ground you cannot help but feel a lack of respect for the person. All of the issues I raised will be addressed as I progress through the following courses and I will continue to learn and grow as a physical educator. For the future I will keep in mind that safety is more important than fun and that I need an efficient safety statement before I allow the students to go play. I did not find out if any of the students had prior knowledge of the game or rules. If I had known this information than I could more effectively teach the class.
REFLECTION: The amount of progress that I have felt from day one until now is immeasurable. I feel like a completely different person. I have gained so much more confidence, control, and confidence over the class. That weird feeling in my stomach no longer exists when I have to teach. I look forward to teaching the class because I feel like I have learned so much and can effectively apply my knowledge toward a great cause. Being physically educated is very underrated and having the ability to pass my education onto other in the future is exciting.
These are the cues of how to effectively solo the ball
GUT: I felt that the students learned a lot about a sport that they had minimal or no knowledge of before hand. I thought that the lesson went smoothly and I could tell that the students were enjoying themselves from the amount of participation and talking during game play. The students thought that it was a good lesson and I could tell because at the conclusion they were all out of breathe and sweating. This was rewarding for me to see because I knew that their cardiovascular endurance was being tested. I think that my explanation should have been more clear before sending them off to play because some of the students were asking similar questions regarding the solo and the rules surrounding it. I saw lab D as a huge learning experience and really enjoyed working with a group.
This is me demonstrating how to solo the ball as I explain the cues
Watch me teach about Gaelic Football!
NOW WHAT?: The students learned the basic progressions of the skills required to play Gaelic Football but they only got to play in games of 6v6. For next class it would be appropriate to bring them outside and play on a bigger field with bigger teams. For next time I would have to address the other forms of defense because when you play outside you can dive to defend shots and passes but this would not be safe in the gymnasium. I think that further and clearer instructions would improve the quality of the lesson and the learning opportunities for the students. For next lab I would want to give a thorough safety statement and speak with more conciseness. I have learned that keeping eye contact with the students ensures to them that I am in charge of the class and deserve respect. Eye contact seems like such a small issue but when you constantly maintain eye contact the students will have more respect for you and will be more likely to listen to your instructions. This skill is essential in every day life because when people speak to you and they look at the ground you cannot help but feel a lack of respect for the person. All of the issues I raised will be addressed as I progress through the following courses and I will continue to learn and grow as a physical educator. For the future I will keep in mind that safety is more important than fun and that I need an efficient safety statement before I allow the students to go play. I did not find out if any of the students had prior knowledge of the game or rules. If I had known this information than I could more effectively teach the class.
REFLECTION: The amount of progress that I have felt from day one until now is immeasurable. I feel like a completely different person. I have gained so much more confidence, control, and confidence over the class. That weird feeling in my stomach no longer exists when I have to teach. I look forward to teaching the class because I feel like I have learned so much and can effectively apply my knowledge toward a great cause. Being physically educated is very underrated and having the ability to pass my education onto other in the future is exciting.
Anthony Zeppieri - Lab D - Cuju
Lab D - CUJU
What- My teaching group and I had the ancient Chinese game called Cuju. This game is considered the origins of modern day soccer. When I found out this was our topic I really wasn't the most thrilled person in the world. I knew the game was mostly about juggling a ball with a team and trying to shoot it in a goal which I knew was going to be hard for most of the students in the class. When we choose each section to teach I choose to do the instant activity and the first activity. This really wasn't to hard for me to figure out because I knew I had to start the class off with some type of juggling drill so the students can practice it for further game play. The main this I wanted the students to get out of my part of the lesson was to be able to juggle a ball using the proper cues. When I explained the cues I had Hannah demonstrate it because she had past experience with soccer so she was a lot better at juggling then I am. I gave the class a choice of using a soccer ball, gator skin ball, or a team handball ball during the first activity because I wanted them to have a variety of options to practice juggling with so they could feel more comfortable with a skill they might not be to great at. During my activity, I handed out a mark up sheet for the class to write down how many times they successfully juggled the ball in a row. This was for me and the other teachers to see where each student were at so we could know what to do later in the class. I wanted the students also to be aware of their surroundings because everyone else was doing the same thing and balls could end up flying around the gym, so I wanted them to be careful and to try to control the ball while juggling.
Gut- Even though my confidence was built up from the other labs I have done, I was still pretty nervous. I was nervous because I knew we didn't have any help from Dr. B or the TA's, it was all on me and my group. Also, I was the one starting off the lesson so it was nerve racking because I knew if we got off to a good start it would care on throughout the lesson, but if it went wrong it could have changed the atmosphere for the rest of the lesson. I was also worried a little bit. I wasn't worried about our overall lesson and the activities, I was just worried about how the class would react to our game. It is a very passive and respectful game so it could have seemed boring to the class and I was worried that the class would have been discouraged if they couldn't juggle well enough. I was very happy though how the other teachers in my group were able to modify the game enough to make it more enjoyable for the class and they seemed to have enjoyed it better when it was modified.
So What- I planned my lesson to try and make it as simple for the students to understand as I could. Starting off with a tag game and then having them juggle at least 3 times before having to come back into the game was a good thing because it was a little prerequisite to my next activity with juggling. I think it was hard for me to really give feedback during my activities because the students were spread out throughout the gym and juggling. I tried my best to really try and find the people who looked to be struggling the most, even though a majority of the class was struggling to juggle for a high number of times in a row.
Now What- Now that all labs are finally done, I think overall I built up my skills to be a teacher, but I still have a lot to learn. I still sometimes forget to do certain things like reiterate a safety statement and to talk about my expectations. I also really need to work on stopping the class for a teachable moment or to make a modification to the activity because they can be really crucial for the students learning. Another few things are that I need to be prepared to teach games that I may have never even heard of before, like Cuju, so I can teach it to my students with ease. And I need talk about classroom behavior more. I noticed a couple of people during my part kicking the ball without control and it could have made the class a lot more chaotic.
Reflection of Growth: When we started off with lab A I was extremely nervous. One was because of the topic I had and two was because I never really taught basically anything. Anyone could tell easily that I was nervous during this lab because I would struggle to think of exactly what I wanted to say and my body language showed I wasn't all that confident. Going into lab B I was more confident in the sense that I was more prepared to teach a full dance to a class. I was still a little nervous, but I learned from lab A that I needed to say certain things so the class could understand me easier. Lab C I personally think was my best lab. I was actually confident in myself going into it because I created my own dance and I had a solid game plan going into the lesson. I was able to portray each step with ease. I still needed to work on with giving better feedback to the students, but my overall teaching I thought was done well. I learned a new style in this lab, jigsaw style, and I feel like it worked out well for my lesson even though I could have ended it with the whole class doing the dance instead of the groups performing in front of everyone else. Lab D was a new challenge for me because of the group teaching. I learned that working together and communication was a very important thing in building a lesson as a group. I think as a group we did pretty well even though it was a tough task because of the juggling aspect. I obviously still have much needed improvement as a teacher and I will continue to work hard to improve.
What- My teaching group and I had the ancient Chinese game called Cuju. This game is considered the origins of modern day soccer. When I found out this was our topic I really wasn't the most thrilled person in the world. I knew the game was mostly about juggling a ball with a team and trying to shoot it in a goal which I knew was going to be hard for most of the students in the class. When we choose each section to teach I choose to do the instant activity and the first activity. This really wasn't to hard for me to figure out because I knew I had to start the class off with some type of juggling drill so the students can practice it for further game play. The main this I wanted the students to get out of my part of the lesson was to be able to juggle a ball using the proper cues. When I explained the cues I had Hannah demonstrate it because she had past experience with soccer so she was a lot better at juggling then I am. I gave the class a choice of using a soccer ball, gator skin ball, or a team handball ball during the first activity because I wanted them to have a variety of options to practice juggling with so they could feel more comfortable with a skill they might not be to great at. During my activity, I handed out a mark up sheet for the class to write down how many times they successfully juggled the ball in a row. This was for me and the other teachers to see where each student were at so we could know what to do later in the class. I wanted the students also to be aware of their surroundings because everyone else was doing the same thing and balls could end up flying around the gym, so I wanted them to be careful and to try to control the ball while juggling.
Here I am showing the class the boundaries for my instant activity.
Gut- Even though my confidence was built up from the other labs I have done, I was still pretty nervous. I was nervous because I knew we didn't have any help from Dr. B or the TA's, it was all on me and my group. Also, I was the one starting off the lesson so it was nerve racking because I knew if we got off to a good start it would care on throughout the lesson, but if it went wrong it could have changed the atmosphere for the rest of the lesson. I was also worried a little bit. I wasn't worried about our overall lesson and the activities, I was just worried about how the class would react to our game. It is a very passive and respectful game so it could have seemed boring to the class and I was worried that the class would have been discouraged if they couldn't juggle well enough. I was very happy though how the other teachers in my group were able to modify the game enough to make it more enjoyable for the class and they seemed to have enjoyed it better when it was modified.
Here are some facts about Cuju and China. Also a couple of rules for the game of Cuju.
So What- I planned my lesson to try and make it as simple for the students to understand as I could. Starting off with a tag game and then having them juggle at least 3 times before having to come back into the game was a good thing because it was a little prerequisite to my next activity with juggling. I think it was hard for me to really give feedback during my activities because the students were spread out throughout the gym and juggling. I tried my best to really try and find the people who looked to be struggling the most, even though a majority of the class was struggling to juggle for a high number of times in a row.
Now What- Now that all labs are finally done, I think overall I built up my skills to be a teacher, but I still have a lot to learn. I still sometimes forget to do certain things like reiterate a safety statement and to talk about my expectations. I also really need to work on stopping the class for a teachable moment or to make a modification to the activity because they can be really crucial for the students learning. Another few things are that I need to be prepared to teach games that I may have never even heard of before, like Cuju, so I can teach it to my students with ease. And I need talk about classroom behavior more. I noticed a couple of people during my part kicking the ball without control and it could have made the class a lot more chaotic.
Reflection of Growth: When we started off with lab A I was extremely nervous. One was because of the topic I had and two was because I never really taught basically anything. Anyone could tell easily that I was nervous during this lab because I would struggle to think of exactly what I wanted to say and my body language showed I wasn't all that confident. Going into lab B I was more confident in the sense that I was more prepared to teach a full dance to a class. I was still a little nervous, but I learned from lab A that I needed to say certain things so the class could understand me easier. Lab C I personally think was my best lab. I was actually confident in myself going into it because I created my own dance and I had a solid game plan going into the lesson. I was able to portray each step with ease. I still needed to work on with giving better feedback to the students, but my overall teaching I thought was done well. I learned a new style in this lab, jigsaw style, and I feel like it worked out well for my lesson even though I could have ended it with the whole class doing the dance instead of the groups performing in front of everyone else. Lab D was a new challenge for me because of the group teaching. I learned that working together and communication was a very important thing in building a lesson as a group. I think as a group we did pretty well even though it was a tough task because of the juggling aspect. I obviously still have much needed improvement as a teacher and I will continue to work hard to improve.
Here I am going over the cues on juggling a soccer ball.
Bri Lab D Gaelic Football
What?
When I found out that my group was teaching Gaelic football I was excited, because the game looked very interesting and seemed like it would be easier to teach than the rest of the games. In my stats class with Dr. Foley we talked a little bit about Gaelic football, so I knew very little about it from that class. After watching the game on youtube and researching the rules and how to play the game I was excited to teach, yet nervous since I have never played before. I was assigned 9th grade part of the lesson. 9th grade being the beginning of the lesson, I was to teach the basics of the game which included passing. 10th grade was then shooting, 11th was soloing and mini game play, and 12th was 6v6 game play. For our research packet, at first we were all so nervous because of how long the packet was and how much work had to be done especially on a game that most of us never heard of. We split up the packet by each of us doing our own lesson plans, and then each had different responsibilities to do for the rest of the packet, and at the end we put together our final lesson plan. Before we taught we revised our lesson plan so that it had more game play in it, instead of the students just doing drills, and then added full game play at the very end.
Gut
While teaching at first I felt a bit nervous, but not as nervous as my previous labs because I was not leading the whole lesson by myself. Having Katie, Andrew, and Anthony with me made me feel more confident. Since I taught 9th grade, I felt like my portion of the lesson was a bit boring for the students because it was so basic, so I believe that I could have changed some things to make it more interesting and still allow the students to learn some things. Gaelic football, has a lot of rules therefore I knew that we had to make sure that all of the rules were explained well so the students understood how to play. Since there were many rules that made me feel overwhelmed at first with everything that I needed to know, and then be able to explain it to my students. Even though this was our last lab to teach, I felt like I still need to explains things more clearly in order for my students to understand what is expected of them.
So What?
I think my portion of the lesson went well, but could have been better. I was in charge of the instant activity, and the first activity. For the instant activity I believe that I explained the directions well and students knew what they were to do. After the instant activity, I brought the students in and introduced myself and explained what we were doing for the next activity, I also gave them the word of the day which was RESPECT, they were to respect themselves, others, and equipment. My the first activity, they learned how to do the underhand strike pass and incorporated it into a game of keep away. After I explained the activity I sent the students off to their groups, but before doing so I should have mentioned safety, so I had to blow my whistle to get their attention and then mention safety expectations to them. One thing I definitely need to improve on when I teach is giving the students better feedback. During the lesson students pretty much got the hang of how to hit the ball, therefore it was a bit difficult to give them feedback since they were hitting all of the cues correctly. In order to provide feedback I could have made the task more challenging. The feedback I did give to students had to do with them not using the correct pass that they were taught and instead just throwing the ball to their teammates, or they would be running with the ball when they were not instructed to.
Now What?
For the future, I think that should work on giving more feedback. Another thing that I should work on is being more clear with my directions with students. One way that I can improve on these areas is by practicing what I am going to say before I teach, and rehearse the lesson. My group did go into the gym the day before the lesson to plan things out, but next time I think I should rehearse my portion of the lesson more. I also need to think of more ways to challenge my students, during my lesson I believe that students were not being challenged enough and I should have changed up the activity to give them more of a challenge. Overall, I think that I did a good job teaching, just need to fix some things up.
Lab A-D
At first, when I did lab A I was very, very nervous. Lab B I felt more confident but still was nervous especially since it was longer than lab A. Then when I got to Lab C, and I was teaching the whole class by myself I was also nervous. Then when I got to lab D yes I was nervous but felt better that I had my peers with me teaching. After teaching each lab I learned many things from each one, what I needed to work on and what I did well with. It being the end of the semester, I have learned a lot from this class and will continue to learn from my mistakes and what I did well while teaching. After learning all of these things, I will not look at a phys ed class the same way again. I also am a recreational gymnastics coach, and after learning different techniques from this class I will use them with my gymnasts. Overall, I believed I learned a lot from this class and have improved from the start of the semester with my teaching.
When I found out that my group was teaching Gaelic football I was excited, because the game looked very interesting and seemed like it would be easier to teach than the rest of the games. In my stats class with Dr. Foley we talked a little bit about Gaelic football, so I knew very little about it from that class. After watching the game on youtube and researching the rules and how to play the game I was excited to teach, yet nervous since I have never played before. I was assigned 9th grade part of the lesson. 9th grade being the beginning of the lesson, I was to teach the basics of the game which included passing. 10th grade was then shooting, 11th was soloing and mini game play, and 12th was 6v6 game play. For our research packet, at first we were all so nervous because of how long the packet was and how much work had to be done especially on a game that most of us never heard of. We split up the packet by each of us doing our own lesson plans, and then each had different responsibilities to do for the rest of the packet, and at the end we put together our final lesson plan. Before we taught we revised our lesson plan so that it had more game play in it, instead of the students just doing drills, and then added full game play at the very end.
Gut
While teaching at first I felt a bit nervous, but not as nervous as my previous labs because I was not leading the whole lesson by myself. Having Katie, Andrew, and Anthony with me made me feel more confident. Since I taught 9th grade, I felt like my portion of the lesson was a bit boring for the students because it was so basic, so I believe that I could have changed some things to make it more interesting and still allow the students to learn some things. Gaelic football, has a lot of rules therefore I knew that we had to make sure that all of the rules were explained well so the students understood how to play. Since there were many rules that made me feel overwhelmed at first with everything that I needed to know, and then be able to explain it to my students. Even though this was our last lab to teach, I felt like I still need to explains things more clearly in order for my students to understand what is expected of them.
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| Here I am with Mr. Billups, explaining to students where Gaelic football originated |
I think my portion of the lesson went well, but could have been better. I was in charge of the instant activity, and the first activity. For the instant activity I believe that I explained the directions well and students knew what they were to do. After the instant activity, I brought the students in and introduced myself and explained what we were doing for the next activity, I also gave them the word of the day which was RESPECT, they were to respect themselves, others, and equipment. My the first activity, they learned how to do the underhand strike pass and incorporated it into a game of keep away. After I explained the activity I sent the students off to their groups, but before doing so I should have mentioned safety, so I had to blow my whistle to get their attention and then mention safety expectations to them. One thing I definitely need to improve on when I teach is giving the students better feedback. During the lesson students pretty much got the hang of how to hit the ball, therefore it was a bit difficult to give them feedback since they were hitting all of the cues correctly. In order to provide feedback I could have made the task more challenging. The feedback I did give to students had to do with them not using the correct pass that they were taught and instead just throwing the ball to their teammates, or they would be running with the ball when they were not instructed to.
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| Here I am demonstrating the underhand strike pass first without the ball, to show the correct technique |
Now What?
For the future, I think that should work on giving more feedback. Another thing that I should work on is being more clear with my directions with students. One way that I can improve on these areas is by practicing what I am going to say before I teach, and rehearse the lesson. My group did go into the gym the day before the lesson to plan things out, but next time I think I should rehearse my portion of the lesson more. I also need to think of more ways to challenge my students, during my lesson I believe that students were not being challenged enough and I should have changed up the activity to give them more of a challenge. Overall, I think that I did a good job teaching, just need to fix some things up.
Lab A-D
At first, when I did lab A I was very, very nervous. Lab B I felt more confident but still was nervous especially since it was longer than lab A. Then when I got to Lab C, and I was teaching the whole class by myself I was also nervous. Then when I got to lab D yes I was nervous but felt better that I had my peers with me teaching. After teaching each lab I learned many things from each one, what I needed to work on and what I did well with. It being the end of the semester, I have learned a lot from this class and will continue to learn from my mistakes and what I did well while teaching. After learning all of these things, I will not look at a phys ed class the same way again. I also am a recreational gymnastics coach, and after learning different techniques from this class I will use them with my gymnasts. Overall, I believed I learned a lot from this class and have improved from the start of the semester with my teaching.
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