WHAT
When I first learned what we would be doing for Lab A I was
nervous. I felt that I wouldn’t be able to get my information across as quickly
I wanted and get the students moving. For both days I focused on being short
and to the point so the students could get straight to the activity and moving.
I feel I did a good job on doing that. What I need to work on is addressing the
students as a whole and not just the “guys”. It’s not fair to any of the
females in the class. The second day I did a much better job with using
gender-neutral terms.
GUT
I was nervous, because at first I couldn’t think of any
instant activities that would relate to badminton. Especially not using any
equipment. Once I found a few ideas I was able to get more confident on my
teaching. The first day of teaching was the most nerve racking. I wasn’t sure
how the instant activity would go and if it really would relate to my unit. On
the second day of teaching most of the nerves had calmed down and I was ready
to teach. I was much more focused on what I had to go over and spoke up much
better also.
SO WHAT
Since I was a little nervous I kept playing with my hands
and moving a lot when I was talking. I need to work on this because the
students can get distracted by my movements not pay attention to what messages
I am trying to get across. On the positive side I had instant activities that
the students enjoyed doing. This resulted in them being even more interested on
what they were going to be learning in that class.
NOW WHAT
These two days of teaching I have learned a lot. Now, when I
have to teach the next time I know what I need to do because the help of my peers. I know
that I need to speak louder, move around and communicate with the students more
when they are in their instant activity. Also I need to speak to the class as a
whole and not say “guys”. I can not wait to teach again, and show my self that i am only getting better
Explaining how the rules to the instant activity
Watch my video of me teaching Lab A for the second time
Andrew, you have good reasons to why you believe it is important for students to "enjoy" the activity but you do not back up your claim with literature you can find in your book. Remember to also think of the students in your Now what section. Always keep students in mind, not just what is on your lesson plan or instructions. Big thing is - will your students learn? Make sure to add some constructive feedback to your peer comments. Positive comments are good but how can you help the teacher?
ReplyDeleteHey Andrew, I know exactly how you felt with the instant activity at first it was hard but on the second go around it went alot smoother than the first
ReplyDeleteAndrew,
ReplyDeleteI agree with you that I thought your second Lab went much smoother. The first day your voice was low and you changed it the next day which shows your desire to become better. As you move on in your teaching experiences will see how creative you actually will have to get when creating activities for students. I necessarily don't believe that moving around when your talking is a bad thing either. Sometimes if your moving around it sort of makes the students pay attention more. In your reflection, I suggest that you relate some of your thoughts to a concept or term from the book to show your understanding of some teaching strategies.
Andrew, I thought that your game was appropriate and enjoyable. The high five idea was really creative and kept the activity loose and fun. I think that you could speak a little louder and a little more clearly when giving instructions. The entire game involved cardiovascular endurance and constant working of different muscles.
ReplyDelete