Honor and Shuttle Ball Day 2

In this past weeks lab I switched positions with my partner and now, instead of teaching Shuttle ball, I taught the instant activity, Honor, and a lead up to Shuttle ball. In this weeks lab I was not able to be video recorded, so I am not able to assess how effectively I used my time, nor am I able to assess what I said. In spite of these things I think that I did very well with the second part of the lesson.
The instant activity went well and it seemed as though everyone knew what I was talking about when I explained the activity. I also changed the activity so that everyone in the class was participating in physical activity instead of just the students' that had "won." I had the students' that won had to do five push ups while the student's that were not quite so fortunate had to do ten sit ups. After they had finished the task they then had to get up and find a new partner.
Since I was only introducing the main activity, Shuttle Ball, I did not go into great depth. I had a person first demonstrate the different cues; the kick, the bounce, and the knock. After the person was done I had them separate into groups of two and practice the skills with one of the three different types of balls that they were given.
After all of this I concluded the class with a short ending. Considering all of this I think that I did very well with the lesson. This is partially due to the fact that we have worked on all of this in previous classes, and hopefully with the next lesson that I teach I will do even better!

Shuttle Ball

Shuttle Ball is a revised name that me and my partner gave the game Shuttlecock. Shuttlecock is a game that is played in China that is essentially the same as Hacky Sack that is played here in the United States. In this game there are main moves that are used; the bounce, the kick, and the knock. The bounce is when the ball is bounced off the knee, the kick is when the ball comes off the top of the foot, and the knock is when the ball comes off the inside or the outside of the foot. Other actions that can be used are from the head, the chest, the shoulder, or the abdomen. The upper extremities are essentially the only part of the body that is not allowed to be used.
I think that while I taught this lesson I did reasonably well. One thing that I would change would be to stop saying "umm," and "ahh" as frequently as I do. It have repetitively done this throughout all of the lessons that I have taught, and it seems to be a pretty difficult habit to break since I don't even know that I am saying it.

Ultimate Frisbee- Who Knew it was so Dynamic!!

This past week I taught a lesson on Ultimate Frisbee. Before my class started to work on this sport I didn't realize that there was so much involved with playing it. Whenever I had played it in the past we weren't given very detailed instructions and mainly just played without any true knowledge on how to set up the proper offense or defense. Now after having participated in teaching and being taught in my class here at Cortland I know a lot more about the sport and will be able to apply that knowledge in the future.
While I was listening to myself teach the lesson I realize that I say ahh a lot. I think that I use it as a filler to give myself more time to think about what I am going to say next, but hearing myself say it repetitively I realize that it can become quiet annoying. I hope that when I teach my lessons in the future I try to refrain from saying it as often and instead have more confidence in the message that I am trying to convey to the class.

Do I use my teaching time efficiently?

There is supposed to be more than 50% of class time in Physical Education devoted to the children moving. Because of this it is vital that a teacher is able to give instruction clearly and in a short amount of time, while still giving all of the necessary information. This is a very difficult thing to do since sometimes student's don't listen, and some tasks may have complicated rules that include a lot of detail. A way to decrease the amount of time that student's are standing around is to break up each class into different sections of teaching a task or a game. For example, if soccer is being taught you can break up the sections of the game, or skills, that need to be learned by the student's. One class could be devoted to kicking, the next to trapping, and etc.
In the lesson that I taught for one of my recent classes here at SUNY Cortland was how to catch a soccer ball as a goalie would. When I used the time coding form that we were given in class I saw that I could have managed my time a better. Over the 2 and a half minutes that I taught the lesson I the vast majority of the student's time was spent equally in activity and instruction, which were both equal to 40%. The next time I am teaching a lesson I am going to try to cut back on the amount of time that I spend instructing and instead try to use it as activity time.

Feedback! Is it important?

In my opinion feedback is very important. I remember being in high school, middle school and elementary school, and during that time I remember how I did better in certain classes because of the feedback that I received from my teacher. When I say feedback, I am talking about the positive feedback that the teachers gave me.
An example of positive feedback is to say compliment someone on how well they are doing something. Neutral feedback and negative feedback are also forms of feedback, but using positive feedback is the best one to use because it encourages more than the others. Neutral feedback, which is usually given by saying that they are doing well but can improve it in some way, is also used to show a student how to do something right that they may be doing incorrectly. Negative feedback is given by telling a student that they are doing something wrong in a very rude manner, and most likely not fixing the problem in the end.
I think that by giving positive feedback you are allowing the student to realize how much you care about how hard they are working on what you are teaching them. By giving them feedback it is also showing them that what they are doing is right and it keeps them trying hard because they want to continue to receive praise!

The First Lesson- What I said!

After watching the lesson that I gave on being able to catch a soccer ball as a goalie would I have gained more information about the way that I project my voice across the gym. Watching the video made me realize that I need to be louder when I talk to a class so that I am sure everyone can hear me. I also found that I say "alright" quite frequently and need to change the way that I talk when I teach and use a wider variety of words. Here is the verbal transcript that I wrote up while I was watching the video. It was very hard to hear everything that I said but I think that I got most of the words.

Guinness Book Basketball Dribbler Record Holder

Mr. Odhiambo is the World Record holder for dribbling the most basketball's at a time. During this video he talks about his drive to be the best basketball dribbler that there will ever be. By achieving his goal he is showing that if you just set your mind to do something it can be accomplished. By showing this he has impacted many lives and most likely the people that he impacts will have more of a drive to do the things that they want to. His amazing ability of being the best at dribbling basketballs and being a great fifth grade teacher is very obvious in this video. Every teacher should have the same passion about what they are doing as he does!