Tuesday, December 22, 2009
Standard 1- Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Scientific and Theoretical Knowledge- Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
NASPE Standard 2
Standard 2- Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Skill-Based and Fitness-Based Competence- Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in NASPE's K-12 Standards
NASPE Standard 3
Standard 3- Participates regularly in physical activity.
Planning and Implementation- Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students.
In this leeson plan for squash, I have demonstrated standard 3 by implementing the neccesary components in my lesson plan. It also shows how squash can be an enjoyable lifetime fitness sport for people of all skill levels to participate in.
In my lesson plan for ice skating, I have demonstarted standard 3 by showing the proper ways to stop and turn while on the ice. Also another developmentally appropriate skill to properly get up off the ice when you fall. Like sqaush skating can be a lifetime fitness activity as well for everyone to participate in this type of physical activity.
NASPE Standard 4
Standard 4- Achieves and maintains a health-enhancing level of physical fitness.
Instructional Delivery and Management- Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
For the past 3 years I have maintained a health-enhancing level of physical fitness by playing lacrosse for Cortland State. We have a mini fall season and then the full spring season, while also maintaining muscular strngth through out the entire year.
NASPE Standard 5
Standard 5- Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Impact on Student Learning- Physical education teacher candidates utilize assessments and reflection to foster student learning and to inform instructional decisions.
NASPE Standard 6
Standard 6- Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Professionalism- Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Thursday, December 10, 2009
For class we had to have a minimum of 10 volunteer hours. I did my volunteer hours on a make a wish foundation J.V. lacrosse tournament, helping coach a high school club team, and helping out with a graduate study using idance. The Make a wish foundation J.V. lacrosse tournament was run by the lacrosse team on October 11th in the stadium complex. It went from 9am to 4pm and included teams from all over upstate and even a team from Canada. It was a great success and we raised a lot of money for a great cause. I myself worked the clinic part of the tournament where players would come in between games to work on shooting, dodging, and other aspects of the game that we drilled.
My coach has started a club team called the CNY Arrows. It is a team composed of central New York players that practice during the fall and will be playing in tournaments over the summer. I went to their practice for 2 hours and worked with the midfielders on taking face-offs and timing the whistle. It was a great experience because I love to coach and this gave me an opportunity to work with some high school athletes on improving their game.
The last thing that I did was the graduate study on December 9th, from 8-10pm. This was a study being done using an awesome new gaming system called idance. It involves many wireless mats that students can dance on while following arrows displayed from a projector onto the wall. It is similar to DDR but allows up to 30 students to participate at once. I wasn't able to participate in the actual study due to conflicting times for the first part of the study on Monday, but I managed to help in other ways. I helped do thing such as take pictures while the study was going on and help clean up at the end. Overall my volunteer hours were an experience that I was more than happy to complete.
Thursday, December 3, 2009
I really enjoyed teaching on the ice because it was different and brought a new challenge to the table for not only me, but for the students as well. Teaching on the ice was a challenge for me due the fact that I was on skates myself trying to make it around to everyone. I consider myself a decent skater, but when you have to watch everyone and manage all the aspects of the class, it becomes a little harder to get around to everyone. I feel like I am learning how to really manage the class in all environments and also adapting to situations that I may not have planned for.
I felt that the students really enjoyed the activities and were having fun with the lesson. Since we had students falling from time to time I am glad that I taught the proper way to fall and to get up off the ice. This was something that the students can use whenever they go ice skating, and I was glad to have taught them that. One thing I wish I could have done better was get around to more students and have the time to give them specific feedback on what they were doing right and wrong. Although I got to a good amount of the class, if I had a little more time I would have gave more feedback to the students. I feel feedback is one of the most important parts in a lesson because it allows you to tell the students how they can better themselves, and to me that’s essential. In those 15 minutes there are many things that you have to make sure you include. In the future, when I have a little more time, I hope to be able to give that feedback to the students. Overall I am very pleased with how the lesson went and I would enjoy teaching on the ice in the future. You can see how I managed the class time in my time coding sheet and you can also check out my activity progressions sheet that I have created. I have posted my lesson plan for everyone to see how I set up my activities and planned the lesson.
Monday, November 2, 2009
Since this was our international lab we had to give a little background and history behind the sport of squash which seemed to really grab the attention of the class. I talked about squash starting in England in the 1890’s and also talked about the godfather of the sport, Hashim Kahn. Giving a little history and knowledge of the sport you are playing seems to have an impact on how much students listen and what they get out of the lesson. This is another little aspect of a lesson, like bringing in the squash, which can have a big impact on the overall success.
It seems as though now when I am teaching it is becoming more natural to include things such as a hook or a safety statement without having to go down the list in my head. Compared to earlier in the year, it was always a memorization game to get everything said. Now I feel more confident in my teaching and I am able to include most aspects of the lesson a little easier. I am very pleased with how the lesson went and how I feel when I am teaching. I still compare it back to day one of class when we taught for the first time. You can see there is a night and day difference in my quality of teaching from then until now in which I am very happy with. I have completed a time coding form to give you an idea of how much time is spent on each part of the lesson that I taught. I was unable to complete a feedback analysis form because when I gave feedback I was up on the observation deck of the squash courts. There are also many progressions that we covered in order to allow students complete more challenging tasks. Glance at them and also check out my lesson plan and don’t forget to watch the video above of the lesson.
Monday, October 5, 2009
This activity was a lot of fun and really kept the interest of all the students. I think the most important thing in an activity is that the students have fun, and with this activity everyone was smiling and having fun. I'm feeling like each time I teach I feel more and more comfortable. I felt like I explained the activity clearly and had a good demonstration. This time it was a lot easier teaching something that I was prepared for compared to our first lab where I wasn't prepared at all. One thing I may have done a little different is to have everyone throw the Frisbee starting on the same side of the gym rather than a staggered setup. Also I may use a whistle as my signal for attention. Although I have a good gym voice it is still no match for a loud echoing gym. In order to keep track of the feedback I am giving to the students I have completed a feedback sheet. I also have written out every word from my lesson to see exactly what I am saying while I teach. Listen
Sunday, September 20, 2009
I decided to continue my football lesson, of catching and throwing, and teach the students how to run a slant route. I demonstrated the route and then had them break up into groups of three and run the route having a quarterback, a receiver, and a defender. The lesson went well and I felt I did a much better job this time around. I was able to see the things that I did better the second time around, like adding an inter task variation to throw with the weak hand. By doing this, it helps make the task a little more challenging and the students seemed to enjoy that. I have created a time coding form to show how much time I spend on management, activity, instruction, and waiting. During my leeson I tried to give feedback to as many people as possible. You can watch this mini-lesson right here.
Friday, September 4, 2009
Tuesday, April 7, 2009
With the PRE K program the children were much easier to work with because they weren’t as hyper as the older children. It was different with the older children because they would just want to go crazy, and it was hard to keep them organized. I really enjoyed working with the younger children. They listened very well to what you had to say and they had a greater sense of appreciation towards the activities. I also felt that there were many more activities to come up with when you are working with the PRE K.
In the Cafeteria some fine motor skills that I observed were building with the leggos, and drawing pictures. These were the two most creative fine motor skills that I had observed. The children would draw many different things and create many different objects with the leggos. Having children work on these fine motor skills is something that should definitely be worked on in Physical Education. It is very important for children to do activities involving this because it forces them to use their imagination and to strategize what they want to do. These are aspects that carry over into physical activity. Using your imagination and being creative come in handy when playing sports.
From this experience I have been given insight on my individual teaching style. I have found that I like to put myself in the shoes of the students, or simply think like an elementary school student would. I take the activity that I plan on doing and see if I would enjoy from an elementary school students point of view. My teaching style has definitely emerged through my experiences at St. Mary’s. I realized that the most successful games are ones in which the children can relate to, like super heroes or the Easter bunny. So by thinking like a child helps me to see what games will be best. This is how my teaching style has been developed through my experiences and interactions at St. Mary’s Elementary School.
Thursday, April 2, 2009
Some limitations to games involve taking the movement in the game and having the students perform them where that is the only thing they are doing. For instance if you have a game that involves the movement of dribbling, you may want to have the student dribble stationary instead of on the run. This allows the people assessing to get a clear look at what is being performed. It may not be as fun for the children but like I said before it helps the observers get a good understanding of the movements being performed.
Wednesday, April 1, 2009
Some ideas or suggestions that I have to resolve these difficulties are to: manage my games according to space and time, and to also find games that seem suitable for children of all skills levels. This will help to keep more children into the activities and eager to play the games. Managing the games according to time and space would consist of keeping the movements of the game more controlled so that you determine where the children will move compared to having them running all over gym.
Since I worked with the older kids today some of the teaching strategies that I used were different then what I would use with the younger ones. We played kick ball and what I thought worked very well was to just be encouraging, partly participate, and just let the students play the game with minimal interruption. The kids really like kick ball and enjoyed having us participate as well. Overall the activity went very well and it was a great day.
There were many strategies that I have used these past couple of weeks to capture the children’s attention and keep them on task for the activity. Acting parts out and dressing to the role always had a great response for the children. I also enjoyed doing demonstrations because I fell like the students enjoy watching us participate as well. The last one is to always be encouraging no matter how bad things are going. As long as you are 100% into it, then chances are that the will be as well.
Thursday, March 19, 2009
The effective teaching strategies that I observed on Monday were using music, dressing up, acting out all the different parts, and just being really enthusiastic with all of the activities. It seemed like the more excited we were to explain the game, the more they wanted to play it. I used music and being really enthusiastic towards all of the children playing our game. These teaching strategies made all of the children really want to play and be a part of the Stink Letter Stew Game. We also had the chefs that were stirring the stew wearing aprons so the kids felt that they were giving ingredients for the stew. This really made the kids feel like they were all helping to create the end product of the stinky letter stew. I felt like each game had different strategies that worked better than others but one teaching strategy that always must be present, in all games, is just being very enthusiastic and eager for the children to be playing the games. This will make them want to play that much more and by the end of the class you want them to be excited for the next time we play.