What: I found it difficult to come up with an instant activity that had to do with cycling. I ended up playing a game called "cars on the road" that I normally played with the younger kids at summer camp. I saw this game as a good way to keep the heart rate up and simulate cycling. My two mistakes in my first lab were saying "guys" instead of "class" or "students", and forgetting to state a safety statement. My second lab A I felt way more confident about. I made sure I didn't say "guys" but still forgot to say a safety statement. I know that I need to focus on this category for my next lab. Even though my second lab was just a tag game, I related it to cycling and gave the students good feedback and I corrected them if they were doing the exercise wrong.
Gut: I felt that I had everything that I wanted to say planned out, but then when I started teaching I skipped some key features like my safety statement and forgetting to set boundaries in my second lab. Although I forgot some key statements, I still felt like I was engaged with the students and provided good feedback.
So What: Having the students run worked on cardiovascular endurance and having them do jumping jacks and bicycle kicks when the students were tagged worked on muscular strength and endurance. I used these two exercises because they relate to the unit of cycling in the aspect of riding a bike (bicycle kicks) and pumping up a tire (jumping jacks). In my next lab, I will work more on teaching the students something that they don't know already and will keep them engaged on the topic.
Now What: Now that I have had feedback from my peers, I will be able to work on my weak points and make sure that I meet all the requirements for the lab. I now know not to say "guys" anymore, and that a safety statement is very important, as well as setting boundaries so the activity stays contained. I will also work on speaking more clearly with confidence.
Demonstrating to the class on how to do a proper bicycle kick
This is the video from my 2nd Lab A, playing Cycling Fitness Tag!
Your reflection was good. A few things you can work on: GUT means expressing your feelings. Saying something felt everything was planned out is not a feeling. You have to dig a little deeper to really share your feelings about something. Second, with everything, think of the students and why students need it? And thirdly, the SO WHAT should provide explanations why you did or did not do something and than backed up by research or literature as provided in your book for example. Put your thinking hat on and dig a little bit deeper. Also be sure to give constructive feedback in your peer comments. I liked how you tried to switch things up a little bit in your lab!
ReplyDeleteI thought your instant activity was a great hook into your topic. As far as the "guys", it is just something that will come with time. Try practicing not saying it, so that when you are teaching it will not slip out. Great demonstrations of what you wanted them to do so that there was no confusion. Make sure to set boundaries so that the students know where not to go. With your signal for attention, it was good that you stated that for the students to begin when you blow your whistle, but it would be better to say my signal for attention is my whistle, and then say so if you hear this (blow your whistle) either stop what you are doing or begin the activity. This will show the students what they are exactly listening for to avoid confusion. Overall great lab and keep up the good work!
ReplyDelete-Rachel