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.

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...                  
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.

Guided Discovery
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.

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.

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.

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.