Tuesday, May 1, 2012

Field Experience day 18 - April 23th, 2012

2.) Knowledge of students:


















For the lacrosse unit my master teacher said are class was very skilled in the unit.  He has done the unit before with the students and that was his form of a pre-assessment.  I noticed he skipped a lot of the more basic skills and went to the more advanced skills because of his previous knowledge. The students were very cooperative with my master teacher and most student were at the proficient level of the skill.

Field Experience day 17 - April 23th, 2012

1.) Reflection on lesson:













Today in class was the lacrosse unit.  Are master teacher went through the basic skills and the students seemed to be very good at the sport. When the students were doing the passing drills I helped the last group because their was odd numbers  I joined the group of two to even out the group and helped out with the drill.  Whatever  my master teacher needed I assisted him, including cleaning up the equipment and putting it away at the end of the class. Overall it was a well designed lesson and the students learned the basic skills of lacrosse.

Field Experience day 16 - April 20th, 2012

6.) Skill themes and student abilities:






For the lesson we taught we had to pre-assess the students to gauge their ability level. For the skill theme we chose balance because the gymnastics unit was coming up at St Mary's and we wanted to make it easy for are master teacher.  The students were very skilled and all were at the control level for balance.  It is very important to assess the students ability level because it makes it easier to create a lesson plan that fits that specific class.  No two lesson plans should be the same because every class is different and has different age and skill levels.






Field Experience day 15 - April 20th, 2012

1.) Reflection on lesson:


Today was are first day of teaching.  The lesson was on gymnastics and the skill theme was balance. We had stations set up and were rotating around making sure the students were on task.  This was are post assessment so we were recording how the students did at each of the station in relation to balance. At the end of the lesson we had a cognitive quiz to see what the students had learned.  The Students did very well on the quiz and we were very pleased with the results.  Overall the lesson was a success but we could have had a little better organization and flow to the lesson and have more challenges for the students.

Field Experience day 13 - April 16th, 2012

3.) Students with special needs:




Today during kickball we had some issues with are student with ADD.  His attention is very hard to hold and he can be disruptive to the class.  He was trying to take the ball away from the class and run around the gym so no one could play with it.  My master teacher pulled him to the side and warned him he would have to sit out if it happened again.  He had me keep an eye on the student and try to keep him focused and interested in the game.  I had to remind him a couple times throughout the class but overall he was much better and actually seemed to be enjoying the game.

Field Experience day 14 - April 16th, 2012

8.) Communications with colleagues:





Today in class the students again were given a chance to decide what they wanted to do.  They again chose kickball, which is their favorite sport to play as a class. Today are master teacher let the students pitch so we were just observing the class. I took this opportunity to discuss with my master teacher strategies on managing the class and using the class time effectively.  Although today was not a very productive day my master teacher has shown throughout are time at St Mary's he has a very effective way of organizing his lessons.  The flow of the lesson is something that has always been challenging for me and the tips my master teacher gave me were helpful in correcting some of my issues.

Wednesday, April 18, 2012

Field Experience day 11 - April 5th, 2012

1.) reflection on lesson :












Today in class the students played mat ball.  Which is a variation of kickball where there are four mats placed in the corners of the gym.  Also any amount of kids can be on a base at a time and they can choose to run when they want.  The students really enjoyed this game and I had a lot of fun helping my master teacher with the game.  I helped my master teacher to organize the game and helped keep the teams in order.  The toughest part was keeping the kids in line and up against the wall so they didn't interfere with the game. It was a very fun class and the kids were very having fun and remaining active.  At the end of class we talked with our master teacher about next class because we will be teaching a lesson with the skill theme of balance in the gymnastics unit.


Matball link

Field Experience day 12 - April 5th, 2012

4.) Management strategies:














Class today we played Mat ball.  The students really like this game and at times even got a little over excited.  I observed my master teacher and how he was able to quickly control the class to save time for them to play.  He was very confident and firm with them but not in a mean way.  The students respect him and this helps the class to run smoothly.  I also noticed when something would go wrong he would stop the class and address it so it would not continue to happen.  I talked on the side with my master teacher about the best ways to keep the control of the class but not go overboard with discipline.

Sunday, April 1, 2012

Field Experience day 9 - March 30th, 2012

5.) Curriculum and NYS standards:


St Mary's has a curriculum they follow and from what my master teacher showed me it is detailed and organized well.  They have a rough estimation of when they will be doing each unit and all the physical education classes do they same unit.  So it makes equipment set up and clean up easier because the unit is the same for each class.  This keeps all the classes on the same schedule which is much easier for the teachers.  I have not observed my master teacher directly relating anything to the NYS standards but he uses them as a guideline for how he should teach his class.  I think it could be helpful to post the standards up in the gym somewhere just so the students can learn what the standards are and why they are important.

Field Experience day 8 - March 20th, 2012

7.)  Assessment of Student Learning:


Throughout my time spent at St Mary's I have seen no evidence of assessment.  My master teacher does track progress on certain activities and takes notes but there is no formal assessment.  I think my master teacher does a very good job with the kids and from my observations almost all of the student in the class have at least been at the control level in the skills performed in class.  Although I still believe assessment is a vital part of physical education and is often skipped over by many teachers.  When we have to are pre and post tests I want the students to be comfortable with it and not have them react poorly to being assessed.  I will try to make sure the students understand what is going on so they are not confused with the idea of being assessed on a certain skill theme.

Field Experience day 10 - March 30th, 2012

Classroom Observation: 5th grade - Last class of the day





1. The classroom I observed at St Mary's was set up like a traditional classroom.  Each student had their own desk facing the front of the classroom and the desks were lined up in rows.  The room was very colorful and had the students work posted all around the classroom showing the students accomplishments.  There was also some important quotes and words spread throughout the room.

2. Both the gym and the classroom had very similar decoration ideas.  The less bare wall showing the better for the students.  The main difference being that the gym was focused more around students skills and sports, while the classroom was more learning based with the words posted around the room.

3. I thought the classroom atmosphere was very positive but at times could almost be a distraction to the students.  The students had a lot of energy but a lot of that can be contributed to the fact this was their last period of the day and the students were ready to go home.

4. The last period of the day for the students is a study hall everyday.  The teacher gives the students the option of working on homework or reading.  The only rule is they can not be to loud or distracting to the other students.  This is made more difficult because the students are in the last period of the day and have a lot of energy.

5. It was hard to gauge literacy levels during a study hall.  I did have a chance to chat with the teacher quickly and she said that her students were very smart and always give effort.  A lot of the students choose to read on their own, which shows me their willingness to learn and improve their language.

6. She started the class by asking how physical education class went and then asked if the students wanted to go over any of the material from earlier in the day. She was very positive with the students but still enforced discipline when necessary.

7. All the students had a very proactive social behavior, especially for 5th grade students.  I have observed them in the physical education setting and already knew that there wasn't any students who were shy or anti social in the class. I expected it to be segregated with boys and girls but to my surprise they were mixed together almost evenly and didn't seem to be bothered at all.

8. After observing the students in the classroom setting I was able to see what groups of friends their were and how they acted in a normal classroom.  It also helped point out a few students who were bad influences on each other.  This would be helpful in a physical education setting because I would know to separate certain people to keep the class flowing and staying on task.

9. This observation just reiterated what I already knew.  That 5th grade students just want to have fun.  I would craft my lessons to keep things exciting and keep the students moving.  I noticed the longer the students were sitting still listening to directions the more off task they got.  Time management is they key to a good lesson at the elementary level.






Field Experience day 7 - March 20th, 2012

1.) Reflection on lesson:




Today in class the students started with their run club.  This is a program they do every couple weeks and compile up laps to earn prizes and rewards. They run for 20 minutes and see how many laps they can run.  Me and Mike helped setting up the track for the run club and monitored the class while they ran their laps.  After they finished with run club they were given the rest of the class as free time.  Are master teacher had already set up their gymnastic equipment to let the students play around on it and start to get use to it because the students are starting a gymnastics unit next class.  Me and Mike went around interacting with the kids during the free time, while are master teacher monitored the whole class.  I try not to just give attention to a certain student and keep moving around.  I played basketball with some of the boys and played "house" with the girls. 








Sunday, March 11, 2012

Field Experience day 6 - March 2nd, 2012

6.) Skill themes and student abilities :








Today with my master teacher I discussed what skill theme would be the best to pre test on.  Focusing on a skill the students ability level was lower on to leave room for improvement on the post test.  Throughout my time at St Mary's and having talked to my master teacher I have found the students to be very skilled and have similar ability levels.  My master teacher discussed how it is very important to base the lesson around the students ability level. He explains how he prepares extra challenges because the students don't seem to struggle with basic tasks.  With that knowledge I tried to push the students today in the floor hockey unit. I always made sure the student was comfortable before I would add a challenge to the task. The activities were mostly in lines and I had 2 lines that I was monitoring and helping with the activities.  St Mary's is very lucky to have a great selection of equipment and it makes adding challenges and creating unique activities easy as a teacher.




Field Experience day 5 - March 2nd, 2012

4.) Management Strategies:






At St Mary's today I focused on watching how my master teacher handled the students and kept the class flowing. My master teacher would use discipline when necessary but didn't let one student disrupt the whole class. I talked with him about to quickly transition from activity to activity without wasting time.  Some teachers take to long explaining a task, when the students are capable of figuring out some things on their own.  The lesson today was floor hockey and we were assisting our master teacher with the different activities.  The class was broken down into 5 lines spread evenly throughout the gym.  I monitored the end 2 lines while the master teacher was in the middle with mike on the outside 2 lines.  Although sometimes lines can have to much time standing around, are master teacher created very good activities to keep the students active.  The main ideas he  stressed to me were making sure the students were active and productive.  Go into each lesson with a good outline and plan of how your going to teach each class.



http://www.google.com

Wednesday, February 29, 2012

Lab 16 four stages of game play



















1.)    The students I observed at St Mary's during my field experience were in their floor hockey unit. The students were performing at the stage 2 level because they were beginning to combine skills but had not gone into offense and defensive strategies. The students were at the 4th and 5th grade level so it is common for the students to be at level 2.  The students were doing a lot of drills  but were not working with partners or adding defenders. I think if they incorporated partners into the activities it would add some difficulty and help the students work on improving their skills. Also as a teacher be able to explain to the students were the best places to be on the court for both defense and offense, working on rotation and moving as a team.


2.) Explain how you would use the four stages of game play by Rink ( 1985 ) as a rubric with students in your own physical education classes.


I would use the four stages to assess the ability of my students.  This rubric allows me as a teacher to know what progressions to start at so it fits the students ability.  I would not use this as a grading tool but more as a guide to assess student learning.











Friday, February 24, 2012

Lab 11 Parachute Fitness and Yoga













1.) Find information on the history of the parachute and how a parachute works.
The parachute was first sketched by Leonardo Da Vinci. The first successful jump was in 1791 by Andrew Garnerin. The design and safety of the parachute advanced through the years and has changed a lot to become what it is today.

2.) Create a parachute routine composed of various parachute activities learned in class.
I would start the routine by teaching the students how to unroll and roll up the parachute. Then I would have the students work on moving with the parachute and performing different loco motor skills. Then I would have the students make a cloud and while inside have them work on math and English skills. Such as multiples of two or the alphabet. Then have the students do a popcorn activity and work on getting all the balls outside the parachute as fast as possible. As the students become more comfortable with the parachute increase the difficulty of the tasks to challenge them.

3.) Practice the yoga routine for a week and keep journal of how you feel.
The yoga routine is designed to help you focus your mind and relax any tensions you may have.

4.) Use stick figures to diagram each pose in the Salute to the Sun yoga routine.























Tuesday, February 21, 2012

lab 15 Improving Teaching Skills













1.) Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab.
My teaching experience overall was pretty successful.  My strengths as a teacher are that I am confident and not afraid to use my voice.  I have always been comfortable around kids and try to be positive in all situations. I also liked using visuals and creating a story to connect with the students.  My weaknesses were mostly planning and structure of the lesson.  My major issue was I printed off my words to go with my props but forgot to use them during my lesson.  I had planned to use them but when I got into the flow of the lesson I just never found the time to use them during the shortened lesson.


2.) Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?
The teacher that comes to mind for me is a teacher here at Cortland.  He is very strong and confident with his lesson activities and always finds a positive. He has a very similar teaching style to how I try to teach my lessons and always tries to make things fun and exciting.


3.) What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience
I will try to use the strengths I already have and try to enhance them.  But more importantly I will focus on my weaknesses and try to have a better plan and structure before I teach the students. I also will try to make a better connection with the students and know them on a more personal level.









Sunday, February 19, 2012

Lab 10 Imagination !















1.) Identify a fitness theme and design appropriate fitness stations to enhance various health and skill related components of fitness.
Theme: Agility

Station 1: have students jump in and out of a hula hoop, working on speed and agility.

Station 2: Set up jump ropes and have the students jump back and forth or side to side of the rope.

Station 3: Set up a object to have the students step up on. have them work on quickly transitioning from step up to step down.




2.) Identify people that are famous for use of imagination and creativity such as Einstein, Picasso and Bach.
Socrates
Plato
Aristotle
Gandhi


3.) Design a rubric for assessing the acting-out of inanimate objects by students in small groups as described in the activity close of this lab.
I would use a checklist for assessing the students.

                                                                     Y                      N                        Needs practice in...                  
Creativity
teamwork
Realistic
All group members involved







Tuesday, February 14, 2012

Lab 8 Hula hoops








1.)  Explain three important benefits of hoop play.
Hula hoops help students work on their hand-eye coordination, which is a very import skill to work on at a young age. Helps students work on jumping, landing and other basic motor skills. Also you can teach students other subject matter through the use of the hula hoops. Teamwork is another easy concept to incorporate into hoop play.


2.)  Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.
The hoops are shaped in a circle. So you could use that and build of it with other shapes putting more than one hoop together and seeing what the students can create.


3.)  Describe how hoops can be utilized to promote growth in the affective domain.
Hoops can be used to teach students about teamwork through many different activities. Have students do activities that have the students work together to successfully accomplish the tasks.

4.)  Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.
A pond is a body of water, either man made or natural smaller than a lake. A pond is a habitat for many different living things such as fish or birds. Without out this pond the animals would not have a home or habitat to live in.

5.)  Make a chart of Mosston's Teaching Styles and keep a record of how many of the styles you use in your teaching.

Command
Practice
Reciprocal
Self-check
Inclusion
Guided Discovery
Divergent
Individual
Learner Initiated
Self teaching







Sunday, February 12, 2012

Lab 7 Jump Rope!!

























1.) Can a child in a wheelchair enter the front door and the back door? What modifications would you make?
Yes a wheelchair student could enter the front and back door.  You would need to people to help the student. Have one person on each side to lift the wheel chair when the rope comes around.  To modify the activity, you may need to use a larger rope and have the students moving the rope go slower.


2.) How would you apply goal setting to this lesson?
Each activity for the jump rope lesson has the students succeeding.  This can relate to goal setting because the students get use to success, which as a teacher you can relate to real life situations outside of school.


3.) Design a long rope jumping routine for a pair of students jumping at the same time.
Have the students see how many times they can jump back and forth over the jump rope. Have the jump rope on the ground and have the students go for a minute and see who can get the most jumps.


4.) Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.
                                                                    Y                  N                 Needs practice in
Swing your arms
Bend knees
Soft knees






5.) Describe how you would go about organizing a rope jumping club for your elementary school.
To get a jump rope club started I would propose the idea to the principal of the school.  Explaining the positive of the club for the health and fitness of the students.  Show them the interest in the club and try to see what students are interested .


6.) What is stimulus variation and explain?
Stimulus variation is a teachers ability to stimulate students, increase active participation, increase enthusiasm, and avoid boredom. For example if you notice you students are dazing off or look bored, stop what your doing and have the students do a quick activity to get the moving and the blood pumping.





Field Experience Day 4 - February 10th, 2012

8.) Communication with colleagues, others:
















During my field experience today I used good communication with my colleagues.  Both with my master teacher and my lab partner. First we discussed what was planned for the two classes and what  we needed to do.  Although it was a open recess type class my lab partner and I rotated around to all the different groups of students.  While the master teacher monitored the whole class from a distance.  Throughout the class my lab partner and I communicated well and worked as a team to make sure all the students were being active.  If there was an issue we made sure one person attended to the situation, while the other kept watching the rest of the class. The master teacher gave us some helpful tips for behavior management.  He explained when it would be better to be less aggressive and more stern in certain situations. I also tried to communicate well with the students. I worked on learning the students names and what they like to do, which was made easier because it was open recess.


http://www.google.com


Field Experience Day 3 - February 10th, 2012

2.) Knowledge of students:














Today was my second day of field experience at St Mary's.  The students today basically had open recess. Although this is not the way we are taught as teacher candidates to teach a class. It allowed me to connect with the students on a more individual level.  The students had to remain active but could play any activity using the equipment they had.  St Mary's has a lot of equipment for the students and they had a variety of options.  I worked my way around the gym learning new names and trying to connect with the students. It was very interesting seeing the students group together with certain students and start their own games.  One group was playing a small football game, while another group was playing a kick ball game.  Some of the more creative kids made a fort out of the mats and nets.  I then helped them turn it into a game, where one group of students was trying to defend all the balls and the other group of students was trying to retrieve the balls without getting tagged.  I enjoyed seeing the students be themselves and got to connect and learn some new faces.  This was a good experience and I left today having learned some interesting things about the students on a more individual level.


http://www.google.com/

Tuesday, February 7, 2012

Lab 5 ball handling









1.) Use the internet to search for information about turtles and how they live.
Some turtles live only in the water and are called sea turtles.  While others mainly live on land but still go in the water. Turtles are found all around the world and are one of the oldest reptiles. Although some species of turtles are highly endangered today.


2.) Identify the fitness components being addressed in squad fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education
The fitness component being addressed are cardiovascular endurance, muscular strength, muscular endurance, and coordination. These components are for a 3rd grade and up.  For younger students you may have to modify some of the tasks to fit the students skill level.

3.) Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?
Have the student throw a ball off the wall and catch it with themselves.  This lets the student get comfortable with catching the ball, without someone else throwing to them. Have the student throw with a partner from close and as they get comfortable back away and even change the type of pass.  Have the student use a softer ball when beginning to get the feel for it and to be safe.  A light bouncy ball or foam ball would be a good object and possibly a smaller object to help work on hand eye coordination.

4.) What are some of the guidelines you would follow in pairing students for throwing and catching?
 When pairing students for throwing and catching have them matched up with someone of similar skill level.  This is important because if one partner is not comfortable with a skill, the other partner may try and push the student past their comfort zone. Also for safety reasons if you notice someone struggling with catching you have to be careful as a teacher that the student does not get hurt.  The best way to avoid injury is to use safe equipment in all activities.

5.) How would you help a special needs student learn to catch that displays delayed motor control and lack of fine motor control dexterity?
 As a teacher I would work individually with the student, starting with very basic tasks.  Using large and slow moving equipment, for example a scarf. This helps the student work on hand eye coordination and they are successful. Once comfortable move to a more solid object and focus on having the student watch the object all the way into their hands.

Field Experience Day 2 - February 3rd, 2012

1.) Reflection on lesson:






The lesson on my first day at St Mary's was very interesting.  My host teacher had the students mainly working on fitness.  He said they do a running marathon once a month and I was fortunate to get to see it.  My host teacher set a timer to 20 minutes and had music playing as the students did laps around the gym. There were hurdles set up also for the students to jump over as they went around the course.  I was very suprised to see how much effort the students put forward throughout the 20 minutes. My master teacher stressed to the students that they did not have to run the entire time.  He just wanted the students to remain active throughout and tried to encourage the students that struggled. While this was going on my host teacher explained how the next few days would work. He explained that we would be doing stations and have each of us at one station running it our own way. I enjoyed his positive attitude and willingness to allow me to control my station. I look forward to preparing and teaching the next class.


Field Experience Day 1 - February 3rd, 2012

 3.) Students with special needs:


My first day of field experience was very insightful. I quickly noticed a student that stood out from the rest of the class.  When I asked my host teacher about the student he said the student had high functioning autism. My host teacher explained how he deals with the student and what challenges he presents.  Although this student has autism he uses it as an excuse to ignore the teacher and disrupt class.  Throughout the class I tried to interact with the student but he was very defiant and had trouble focusing for long periods of time.  I discussed with my teacher the best ways to handle the student without interrupting the class. For example I watched as he pulled the student off to the side and explained what he was doing wrong without stopping the class. Going forward I am going to try to use some of my master teachers techniques and work with this student to improve his behavior.



Monday, February 6, 2012

Lab 4 Bean bags!

1.) Explain how a unit based on lessons of this nature would serve as a foundation for acquiring specialized throwing and catching skills.
This unit is very beneficial for young students.  All the components of this lesson focus on some form of hand eye coordination, which very important to the skills of catching and throwing.  This will serve as the foundation for young students moving forward onto more complex skill based activities.


2.) Identify a theme that could be applied to health hopping appropriate for young children.
A theme for the health hoping activity we did is Finding Nemo.  You would coordinate the different activities to under water places and characters. Having the students travel from place to place. For example in the movie they were going to Sydney Australia.

3.) Design a checklist of critical elements to look for when observing a child performing a locomotor movement. 

Skill: Jump


                                                      Y                      N                            Needs practice in

bend knees
extend arms
2 feet
soft knees


4.) 2 bean bag games:

Bean bag shapes: Cut out different shapes and place them on the floor. Different bean bag colors. Call out commands and have the students throw the bean bags on a certain shape or color. Incorporate different locomotor skills into the game when possible.

http://www.activityvillage.co.uk/beanbag_shapes.htm

Bean bag contest: Break students into 4 lines and have the students pass the bean bags backwards until it reaches the end of the line. Vary the ways you have the students pass the bean bags. For example: only using one hand or under the legs.


http://www.activityvillage.co.uk/beanbag_contest.htm

Tuesday, January 31, 2012

Lab 3 Locomotion !






1.) Select one of the locomotor skills and create your own set of teaching cues.
Jump: swing your arms, blast off, two feet, bend knees

2.) Identify the specific pathways used in each of the low organized games presented in the lesson focus.
Fire chief: This game used a straight pathway
Forest rangers: This game used a circular pathway
Spelling master: This game used a zig zag pathway

3.) Select a topic for class talk and outline the questions and key points that would help you guide a class talk.
Topic: Sportsmanship
What does sportsmanship mean? Why is it important? Do you use it outside the classroom? Can anyone give me a personal experience with sportsmanship? Does anyone have any questions?

Give students two situations and have them figure out which situation is right and wrong.

4.) Make a checklist of performance points to look for in one of the locomotor movements.

Skill: Hop

                                                                         Yes                               No                   Needs practice
               Take off on one foot
               Land on one foot
               Swing arms
               Move knee like pendulum


Monday, January 30, 2012

lab 2 buzzz



1.) Explain why exercise such as sit-ups and push-ups have to be modified for kindergarten and first grade students in the DVL 1.
Young students are not as developed with motor skills or body control.  As teachers we need to encourage young students to want to be physically fit. Most elementary students see push-ups and sit-ups as a form of punishment which is a bad thing.  You want to encourage fitness and make it fun.  If you modify these boring exercises into something the kids can relate to, the students will enjoy them and can have fun with it.



2.) Why is rhythmic activity important for young children?
Rhythmic activity is very important for young students because it is an important component to all forms of movement. It allows student to work on their internal beat and practice for future activities.  It is also good for incorporating other subject areas like music into the physical education classroom.

3.) Define laterality and explain why tracing giant letters helps reinforce cognitive learning.
Laterality is the preference most people show to one side of their body over the other.  This is common amongst both young students and even adults.  People become comfortable using a dominant hand to do most daily activities and it becomes a habit.  Tracing the giant letters helps the students work on the alphabet and how each letter is formed.  Cognitively the student has to visualize the letter in their head and recreate it using their fingers as a pencil.


4.) Why are educators concerned about young children not being able to keep an internal beat?
An internal beat is an important part of early physical education. As an elementary teacher your job is to work on this with the students and prepare them for more advanced activities in the future.  If a young student is not able to keep an internal beat it can be a problem as they move forward in school.  It is much harder to pick something up at an older age like an internal beat.  That is why as teachers we have to focus on it at a young age and have them prepared for the next level.


5.)  Define homo-lateral and cross lateral movements.
Homo-lateral movements are same side movements. For example when a baby is creeping or army crawling that is a homo-lateral movement. Cross lateral movements are when the arms and legs cross over from one side of the body to the other.  This is s very important concept for young students to grasp.


Thursday, January 26, 2012

Lab 1 Classroom Management





1.) Why do class management and effective teaching go hand in hand throughout every day of teaching?
Class management is very important to an effective teacher.  Class management allows the class to flow and gives students the maximum opportunity for being active.  Class management is very important during the first week, to establish class rules that will be used throughout the entire year.  An effective teacher uses efficient management skills and is in control of the class.


2.) Why should your list of class rules be short and positive?
Class rules should be short so you don't lose the attention of your students.  At the elementary level this can be a major hurdle in all the activities you plan.  The rules should be positive to encourage the students to follow them.



3.) List three reasons why students enjoy the squad structure as well as three reasons why teachers benefit from employing the squad square structure for management.
Students enjoy the squad structure because it keeps them from getting singled out and puts them on a team. Students also enjoy the structure of knowing which group they are in each day.  Student like work with other teammates to conquer tasks. The squad structure helps teachers to quickly get the students into groups, keep the class organized, and e able to see all the students faces.


4.) What common elements do all of the activities in this management lab share?
All of the activities in lab 1 deal with introductory tasks.  The main focuses are teamwork, communication, and boundaries.  These activities are used to get the students more comfortable with the class and the teacher.


5.) How is the effective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?

The effective domain is addresses through the "Buddies game" and "The magic door".  Both of these activities worked on teamwork with classmates and communication skills. The psychomotor domain was covered in almost all these activities because movement skills with incorporated into most games.  For example hoping on 1 foot or skipping. The cognitive domain was addressed at the beginning of class through questions. Also the " Magic string" activity helped with the alphabet because the students had to spell there names out.



6.)     http://www.theteacherscorner.net/classroom-management/lineup.php

Secret student:  At the beginning of the class, secretly pick one child in the class to be your "Secret Student" for the day. If this child moves appropriately in line, the whole line "wins". The students don't know who the student is so they try their best.