Field Experience Day 9- March 28th 2012

Management Strategies: 

Forward Roll

Today in my host school we continued our kidnastic unit. The host teacher mainly focused on forward rolls but also incorporated balance beam, ropes, climbing wall and rolls. In order to maximize the activity time for the children, my host teacher created a circuit of stations for the students to go through. This way, there would be constant motion and the children would be able to get a lot of practice in. The stations were as follows:
1. Forward Roll on an incline mat (with assistance)
2. Over and Under Hurdles
3. Scooters***
4. Log/pencil roll/cartwheel
5. Walk across thick balance beam
6. Log/pencil roll/cartwheel
7. high balance beam (with assistance)
8. Cargo net/rock wall traverse
9. sitting/standing on hanging ropes (with assistance)
10. low balance beam

***was added

Beam

The host teacher first spread out the students to different parts of the course. Once we began, it was clear that the students were getting caught up at the beam and rope station. To combat this problem, the host teacher created a new station so that the students would have a longer time getting around. This was a very good management strategy to create a better flow with the class. It is crucial for all teachers to be able to adapt to the current situation. This lesson showed me how it pays off to have other, additional ideas in case there is a problem with the current lesson. In the lesson plans there are spaces for alterations and it seems like something extra that is not necessary but this lesson proved to me that it is.

Even after the lesson, my host teacher and I discusses how to make the loop even better and flow even more smoothly. This concepts related back to being a reflective teacher; a recurring theme that constantly reveals it's importance.

Field Experience Day 8 - March 16th, 2012

Log Roll

In this lesson, the students were introduced to some basic kidnastic skills. My partner and I each took a station to help the students develop while the host teacher instructed on the forward roll. This was a kindergarten classroom so the other two stations were basic as well. They included log rolls and walking on a balance beam (Example of elite beam routines). The majority of the students were in the control stage of the log rolls and walking on the balance beam.

Knowledge of Students:

Balance Beam

It is extremely important to know the abilities and limits of your students in all activities but even more so in those such as kidnastics, where there is more chance for injury. As each of us approached the task at hand, we began by quickly assessing the skill level of the students. For the beam, it was good to start off by having a point of contact between you and the student so that they are able to make it across. As you get an idea or the abilities, you may choose to give them a little more space and attempt to balance on their own. This particular beam was about a foot and a half off the ground, which would be decently far for any of these kindergarten students.

In addition to it being a safety concern, it is also very important to have a knowledge of the students behavior so that you may be more proactive in designing and performing lessons. From the time I have spent at this school, I have learned which students require a little more supervision during the class. If there is prior knowledge to the task, one can strategically position themselves closely to those students who tend to act out in order to reduce disruption.

Incline Mat

Lastly it is key to knowing your students and their skill level so that you can track learning and/or know where to begin teaching. Without accurate knowledge of the children's skill level you cannot to teach them effectively. In the case of the forward roll or log roll, it was good to know that these students had the ability to perform it and were not going to get bored.  

Field Experience Day 7- March 9th, 2012

Communication With Colleuges:

On this field experience there was a substitute. On Tuesday my host teacher informed me that on Friday we would be beginning a lesson on basic gymnastics: rolls and such. I was actually really excited to begin this with the students but instead, the students had free play because my host teacher was absent. The substitute did not have any lesson plans to go off of. This is a good example of how it is very important to have backup plans for your substitutes in case of a an emergency absence. It was a good thing that I was there to help the substitute with basic rules of the gym, I was able to assist him.

From this I have learned how difficult it is to be a substitute for a gym class if there are not good lesson plans to go off of. All of this practice in class on writing detailed lesson plans is very important for the future. For a substitute who is not familiar with a school to go in and teach a physical education class is nearly impossible. They would not know the procedures, rules or what the children have been learning. The possibility of needing a substitute can also be a good reason to make sure that your gym is decorated. A decorated gym can display rules and procedures that can help anyone come into the gym and immediately know what is expected of the students.

I think that when I become a teacher I will be sure I have accurate and up to date lesson plans. I would also like to have at least two emergency lesson plans (detailed) in case I was unexpectedly ill or had an emergency. I would decorate my gym and have the rules visibly posted. Lastly, I would have a list of the basic procedures for every class and a few notes that would help the substitute have a successful physical education class.

Field Experience Day 6- February 6th 2012

8. Communication with colleagues, others:

There are only two instances surrounding the physical education class where I get to observe the host teacher interacting with his colleagues. Everyday when the students come into the gymnasium my host teacher greets the classroom teacher and she informs him which students are missing. At the end of class they also speak about any behavior issues that occurred during class.

Today, there were 3 boys that had an argument about spots in line and it became physical. Some shoving and pushing ensued. It was not the first time this had happened so it was discussed between my host teacher and the classroom teacher what action should be taken. The boys were separately spoken to and given appropriate consequences.

It is extremely important for all teachers to have good, open communication at all times. This way, knowledge of the students can be passed on between them. If something happens in the classroom or in the gym, it is good to alert the other teacher so that they can deal with the situation accordingly and there is no confusion when a child misbehaves as to what the consequences should be

Communication

Lab 16: Feburary 29th, 2012

Speed

Balance

Agility

Flexibility

Muscular Endurance

Muscular Strength

Coordination

Reaction Time

Cardiovascular Endurance

Explosive Power

Field Experience Day 5- February 28th, 2012

7. Assessments of Student Learning:

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This past Tuesday we were able to see a part of our school's physical education program that starts in kindergarten and continues until the upper grade levels. It is called "Run Club. Run club is something that the instructor has chosen to implement to teach the children about pacing while running/jogging. The students are asked to try and continuously jog around the gym for a set number of minutes and while doing this, the main goal is to try and stop (and walk) as little as possible. This is achieved by not running extremely fast in the beginning (PACING: How to Pace). I was able to participate in run club with the kindergarteners. At this age, they do not run for very long (only 6 minutes) but it gives them some experience with trying to pace. There is a talk before hand about how to do it and what should be done if the students get tired. In kindergarten, this modified version of run club (which happens once a month) is used as a beginning teaching tool. As the students get older, they are observed by the teacher and their progress is tracked on a chart in the gym. Those students who were able to run/jog for the whole duration are able to be in the "run club" those who are not yet there will track their progress on the chart and see where they have improved. This chart allows the instructor to see changes in fitness and knowledge of pacing. It can give solid evidence of growth or digression.

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Many of the kindergarten students ran extremely fast and had to walk shortly after, they would continue this cycle the whole time. It shows that they have not yet grasped the concept but I think it is a good thing to explain and teach to them early on in their physical education. Pacing during activities is an extremely important skill that even some adult have trouble with. Addressing this part of physical fitness so early on is very beneficial.

Lab 16: February 27, 2012

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1. I observed kindergarteners in a class setting during their floor hockey unit. These students began with Stage one: the control of an object. The first activity had them walking slowly around the gym with their own floor hockey stick and gator ball. They were told to practice controlling it. The speed was changed a bit but it remained individual. A few activities later, the students were told to hit the ball with good form wherever they wanted in the gym (provided the coast was clear) and then chase after it. This is still and individual activity that works on themes such as possession. These students did not progress any higher than stage one. Some recommendations for improving their level of play could be: (1) continue to begin practice with games that incorporate individual ball manipulation (2) Begin to assign partners and progress to partner passing (3) incorporate games that have two students working together with passing to achieve a goal (4) watch the skill levels of the students and do not progress too high in the four stages.
Support of Rink's 4 Stages

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2. I would use the four stages of game play as a rubric in my physical education classes by taking out the important information in all four stages and placing it in block format. Stage one would be assigned to a student if the only part of the activity they were able to be proficient in was "control of an object." Stage two would be assigned to a student if they were able to be proficient in stage one and stage 2 "combining skills." Stage three would be assigned to a student if they were able to be proficient in stage one, stage two and stage three " Offensive and defensive roles." Stage four would be assigned to a student if they were able to be proficient in stage one, stage two, stage three and stage four " Modified and full games." The four stages will act like levels that the students have achieved. To assess them, after a unit has been taught, I would do activities that progressed up through these stages and observed where my students landed along the spectrum.