2. Five general principles that are implications for teaching from motivation theory are teachers must find ways for students to meet their needs in positive ways, students must perceive what is to be learned as meaningful, use a variety of teaching strategies, tasks should be designed to permit each student to function at an optimal level of challenge, and tasks should be designed to allow the student to function with autonomy.
3. - Learn students names and use them: Students feel more attached to the teacher when the teacher knows their name. They will also get a greater sense that you care about them. It gives a more personal touch, and can also help when the teacher is trying to get specific students attention.
- Be enthusiastic and positive about what you are doing: If the teacher isn't excited about an activity, how can they expect the students to be? Enthusiasm will get more students interested in the lesson. When the teacher doesn't show positivity, that can only lead to a poor performance by the class.
- Project a caring attitude toward all students: All student have issues that need to be dealt with. Teachers can not give off the impression that they think less of any student even though they really might. If a student feels comfortable enough to talk to a teacher about their problems, they have the right to be listened to.
- Reinforce basic and shared beliefs of honesty, tolerance, respect, risk taking, and effort by modeling behaviors, as well as reinforcing them when the occur in the class: Racism, sexism, general disrespect, etc. are all a major part of our world. Teachers should not promote any of these ideas in the classroom. School is not a place where students should be getting negative ideas from. Instead, teachers should promote things such as honesty, tolerance, and respect to help promote students personal growth.
- Do not reinforce behavior destructive to self or others by doing nothing about it: All teachers need to deal with general behavior problems. By setting a good example and correcting bad behaviors in class, teachers can help modify these behaviors into acceptable behaviors.
- Do no allow yourself to become threatened by student misbehavior: For the most part, students bad behaviors are not personal attacks against the teacher. Teachers need to deal with the misbehavior in a professional manner. If a teacher feels threatened, there is a lot of work to be done before any learning can occur.
- Make it a practice to intentionally treat all student with equitably. Develop an awareness of your patterns of communication to different students: Teachers can not give off the impression that they have favorite and unfavorite students. Regardless of skill level and behaviors, teachers should make a point to get around to every student. Developing a relationship with all students will help the performance of the class as a whole.
- Learn to be a good listener and observer of student responses: All students have something to say whether the do or not. Knowing your students can help performance in the class.
- Chart your life for personal growth: Teachers are people to. They have goals and things they want to accomplish in life. Having a positive outlook on yourself as a person will help teachers help students reach this level.
Monday, February 28, 2011
Wednesday, February 16, 2011
Rink Chapter 7 Questions
4. Six behaviors teachers can engage in during activity that have the potential to directly contribute to lesson objectives are maintaining a safe learning environment, clarifying and reinforcing tasks for learners, observing and analyzing students responses, providing feedback to learners, changing or modifying tasks for individuals and small groups, and maintaining a productive learning environment.
6. One way to get a off task student on task is to provide feedback on student performance. This can be done in a few ways. The teacher can give direct positive feedback to the off task student when they are on task. Students like to receive positive feedback, so when you give it to them, they are more likely to do more on task behavior in an effort to get more positive feedback. Another way is to give positive feedback to on task students around the off task student. The off task student will hear their peers getting positive feedback, and will be more likely to get on task.
7. (1) This class is doing a very good job of dribbling with the fingertips.
(2) This group needs to try not to catch the ball in the palm of your glove.
(3) Johnny, bend your knees a little bit more on your free throws for more power.
6. One way to get a off task student on task is to provide feedback on student performance. This can be done in a few ways. The teacher can give direct positive feedback to the off task student when they are on task. Students like to receive positive feedback, so when you give it to them, they are more likely to do more on task behavior in an effort to get more positive feedback. Another way is to give positive feedback to on task students around the off task student. The off task student will hear their peers getting positive feedback, and will be more likely to get on task.
7. (1) This class is doing a very good job of dribbling with the fingertips.
(2) This group needs to try not to catch the ball in the palm of your glove.
(3) Johnny, bend your knees a little bit more on your free throws for more power.
Sunday, February 13, 2011
Lab A2- Volleyball Setting
I feel like this lab went much better than last time. I was able to prepare at home so I knew what I wanted to have students do. We talked in class about having a hook that would get students interested in the lesson for the day. I decided to connect setting a volleyball to looking out a window at a snow storm. I think that gave students a good cue to remember when performing this skill. When I wrote out my transcript, I realized that I said "alright" a lot. I didn't even realize I was doing that. Not saying that so much would probably be a good thing. I totally forgot to do a checking for understanding in the beginning. Because there was an uneven amount of students, there was a group of three. I didn't say anything to them, but they knew how to set themselves up so that everybody in the group got a chance to practice. Littler kids might now know how to do this, so I need to remember to give them more direction. I think I could have walked around the group more and given people more positive feedback. I did stop them to give them corrective feedback, but it is also important to make sure students know what they are doing right. This gives them more confidence in what they are doing, and will probably lead to better performance. I thought the competition at the end was a good idea because this is a relatively easy drill that everybody can be successful at. This proved to be true when every group had approximately the same score. Overall, I thought I did much better in this lab than last time. I was able to ignore the camera better and had more confidence in what I was doing.Time Coding Form
Physical Education at the Hendrick Hudson School Distrct
After searching through the district report card, there is no mention of Physical Education at all. There are a bunch of statistics on math, science, and graduation rates but not even one tiny chart about Physical Education. This is pretty shocking to me. I know that when I was in high school you had to take a total of two years of Physical Education, but it did not count towards your overall average. On the other hand, if you failed, you had to retake it. That doesn't make any sense, but those were the rules.
Rink Chapter 2 Questions
2. A student in the cognitive phase might be somewhat hesitant when performing the skill. They are still new to the skill and haven't mastered the basic movements yet. Performance will look awkward and most likely won't be too effective. The student will be really focused on what they are doing, but any little change in the environment will throw them off. A student in the associative phase has mastered the basic fundamental skills of the movement. They understand what has to be done, but still need a significant amount of feedback to reach the next level. Students can focus on a specific area or two that needs work and generally be successful. The automatic stage is the final stage. At this level, students can do the skill without thinking about it. It comes with ease. The student can perform in a wide variety of environments. Now they can being to focus on external factors without having to concentrate completely on what they are doing.
4. Different skills should be taught differently. Closed skills are aimed towards stability of the movement. You must use progressions for these skills. Open skills involve an incredible amounts of different environments so it is impossible to teach them all. Students should be taught how to perform the skills, then must adapt to the environment on their own. Discrete skills can be taught by repetition. They have a clear beginning and ending and there is little change in the environment. Serial skills are similar in that they are a combination of discrete skills. In order to do serial skills successfully, students must be taught the individual discrete skills first. Continuous skills don't require as much precision and are carried out for a longer time. Teaching these requires the foundation of discrete and serial skills.
4. Different skills should be taught differently. Closed skills are aimed towards stability of the movement. You must use progressions for these skills. Open skills involve an incredible amounts of different environments so it is impossible to teach them all. Students should be taught how to perform the skills, then must adapt to the environment on their own. Discrete skills can be taught by repetition. They have a clear beginning and ending and there is little change in the environment. Serial skills are similar in that they are a combination of discrete skills. In order to do serial skills successfully, students must be taught the individual discrete skills first. Continuous skills don't require as much precision and are carried out for a longer time. Teaching these requires the foundation of discrete and serial skills.
Tuesday, February 8, 2011
Rink Chapter 1 Questions
1. When it is said that teaching is a goal-oriented activity, that means that we are trying to get students to a certain level of performance. Teachers want students to uphold standards such as the National Content Standards for Physical Education Programs. Students all come into the class at different levels. We want all students to improve, and at least reach an acceptable level of performance. Teachers have to make these goals realistic, but challenging at the same time so that students do not get bored but also have a high chance of success.
4. The process teachers use to teach content is important because teachers need to make sure everybody in the class gets equal exposure to the skill. The process needs to be educational, but also make itself something of interest to the students. If students do not develop an enjoyment of physical activities, they will be less likely to participate in class. When this happens, they will fall behind their classmates who have interest in the activities.
5. Movement task-student response is a critical part of Physical Education. Students need to know what is expected of them. They need instruction on what is to be done during class. It is the teachers responsibility to convey this. The student response is where a teacher can tell if a student understands what needs to be done and if they can do it. If the response is negative, the teacher may need to redefine the task for the student. When the response is positive, the lesson can go on and possibly provide the students with tougher challenges. If this did not exist, classes would be in chaos.
4. The process teachers use to teach content is important because teachers need to make sure everybody in the class gets equal exposure to the skill. The process needs to be educational, but also make itself something of interest to the students. If students do not develop an enjoyment of physical activities, they will be less likely to participate in class. When this happens, they will fall behind their classmates who have interest in the activities.
5. Movement task-student response is a critical part of Physical Education. Students need to know what is expected of them. They need instruction on what is to be done during class. It is the teachers responsibility to convey this. The student response is where a teacher can tell if a student understands what needs to be done and if they can do it. If the response is negative, the teacher may need to redefine the task for the student. When the response is positive, the lesson can go on and possibly provide the students with tougher challenges. If this did not exist, classes would be in chaos.
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