Field Experience Day 18 - April 20th, 2012

            Reflection on Lesson:

            The lesson that was presented to the St. Mary’s 2^nd grade class focused on catching and passing in the unit of Lacrosse. A different skill theme was chosen to substitute a lack of transfer of weight in the new unit. Miss. Fredrickson and I felt it was appropriate to continue with the pace of Mr. Mack’s curriculum plan. After assessing the psychomotor domain of the students we now turned our attention to assessing the student’s cognitive and affective skills. The lesson plan was created after observing and assisting Mr. Mack on the introductory lesson of lacrosse. Since we were unfamiliar with the sport of lacrosse, Mr. Mack was extremely helpful guiding us on what should be taught next and where to find information on the unit.



             Prior to the lesson, Miss. Fredrickson and I felt confident and comfortable after a significant amount of preparation. The students were better behaved which I believe was accomplished by better behavior management strategies and the familiarity of myself and Miss. Fredrickson. The lesson itself went extremely well. There was smooth transitioning and an opportunity to establish teaching by invitation. Some students were also given an intra-task variation through observation of seeing certain students struggle with the tasks.

 The students began the lesson with an instant activity of GB (Ground Ball) Frenzy. Students was handed a lacrosse stick and divided into two teams that were positioned at each end line of the gymnasium. Before we went any further with the instant activity we reviewed the safety rules of space awareness and the student’s responsibility of holding their lacrosse sticks. Balls would be scattered in the center of the gymnasium. When the whistle blew the students would have to run to puddle of balls picking up one ball at a time with their lacrosse stick and dropping them at their own ends barrel. The technique for picking up a ground ball with a lacrosse stick was demonstrated in a class prior to this lesson. The team that gathered the most balls in their barrel would win that round. Since Miss. Fredrickson and I were counting the balls in the barrels we made it so that each team won a round regardless of the outcome.

            After the instant activity we established a responsibility task of putting away the balls and sitting in their attendance spots. The lacrosse stick was the first focus because it was more important to for the students to learn how to catch the ball before learning how to pass the ball. Passing the ball with a lacrosse stick before learning how to catch it would waste time with students having to chase the ball around the gymnasium. I had asked all students to place their lacrosse sticks in back of them and pay attention to the cues and the demonstration so that there would be no distractions. I presented the cues stick in front, eyes on the ball and stick head to shoulder while physically demonstrating the procedure in slow motion. I then had Miss. Fredrickson lightly toss a ball to me so the catch could be demonstrated in full speed. Before starting a task I again briefly reviewed the safety rules that were discussed during the instant activity. I partnered up the students and had them spread out across the gymnasium with their partners across from them. The students that were facing the stage of the gymnasium would be tossing the ball to their partner across from them. Students would switch roles after 7 tosses. After the first couple of minutes into this task I realized that students were not tossing the ball accurately to the students with the sticks. I quickly signaled for attention and had the students place their sticks on the ground. I explained to the students that the accuracy of the toss was just as important as catching the ball. I used a check for understanding as to why that statement I had just made was true. I had them continue this task for another 5 minutes before I introduced the focus of the pass. Teaching by invitation was used by giving the students the choice of distancing themselves if the task was too easy for them.

              There was not a whole lot of time left in the period so Miss. Fredrickson introduced passing with a lacrosse stick using the cues pointed toe step, elbows out, over head throw and a follow through while I demonstrated the technique in slow motion. We then integrated the two skills together with a demonstration with Miss. Fredrickson and I having a catch and pass with the lacrosse stick. The same task procedure was used having the students with their partner and catching and passing back and forth. This was performed only for a couple of minutes because we needed to sit the students down and distribute the cognitive and affective assessment. Knowing we may not have time to get into the details of the pass I did not focus that skill on the cognitive assessment. We had the students sit in back of one another in about four lines. The students were about 2 feet away from each other all facing the same wall.

           
             Reflecting back on this lesson, we realized that we needed to do a better job of time management. We rushed the second part of the lesson due to time constraints. Rushing is not an appropriate strategy especially when a cognitive assessment is being given. Also, the tasks involving the partners when passing was too difficult of a task and a simple task should have been established before going into this task. Student’s accuracy should have been a focus because students passing the ball to their partners had students running around chasing balls all over the gymnasium. Miss. Fredrickson and I came to the conclusion that this was one of our best teaching lessons moving forward as teacher candidates. As beginning teachers we will continue to learn strategies and organizational skills to better improve ourselves and become effective teachers.

Field Experience Day 17 - April 20th, 2012

            Knowledge of Students:

            The next class period at St. Mary’s was another class of pre-k students. The events were similar with the students going outside in the playground. I had the pleasure of experiencing and observing a fire drill with this group of students. As the fire alarm went off the students lined up quietly at the gate and were checked for attendance. They made their way out to the back of the school staying in their formed line onto the sidewalk where again they were checked for attendance. The students remained quiet the whole time and there were no disruptions. The fire department came as protocol and examined the entire school. After about twenty minutes the students were headed back to their pre-k classroom because the period was over.

            The knowledge of the students to follow a procedure that was practicing a couple of times within the year was remarkable. They were extremely well behaved knowing the importance of such a drill. Mr. Mack explained to me that they always emphasize on the importance of the drill and are always remind the students of the actions that need to be taken. Learning so much as a teach candidate it is often overlooked of such important drills. I was impressed with the learned knowledge of the students. I was glad to have experienced this situation from a teacher’s point of view.

Field Experience Day 16 - April 20th, 2012

            Management Strategies:

            The pre-k students at St. Mary’s elementary school today were again rewarded with a day outside in the playground due to nice weather. The playground is where I have seen most of Mr. Mack’s management strategies. The idea of going outside for the students gets them really excited and sometimes gets them to make bad decisions. There was no warm-up given to the pre-k students but the rules of the playground were reviewed prior to the students going outside. From past experience Mr. Mack knew that students liked to pick up the dirt in the playground and play around with it. He emphasized this rule and repeated it several times with checking for understanding.

            The majority of the class time was spent with Beka and me, playing freeze tag as well as hides and goes seek with the students to keep them as active as possible. The class was running smoothly with little to no behavior problems until the very end. A student was caught playing with the dirt by Mr. Mack. After Mr. Mack confronted the student explaining that it was not ok and they had broken an important rule the student began to cry. The student realized she was caught and wasn’t happy with the idea of being in trouble. If given the opportunity to be in Mr. Mack’s shoes there is not much I would have changed maybe just the tone of my voice. He was sufficient with getting the point across that she broke a rule. I believe any kind of confrontation would have made the student cry. The student was vulnerable, young and not use to getting into trouble.

Field Experience Day 15 - April 17th, 2012

Skill Themes and Student Abilities:

            The day continued at St. Mary’s Elementary school with the next class period involving the 2^nd grade students. A new unit of Lacrosse was introduced by Mr. Mack. The students focused on the skill theme of catching and/or collecting in this particular unit. The opportunity to be a part of this lesson gave me some new insight on ideas I could create in my own lesson planning moving forward. Students began the class with a simple warm-up jogging 4 laps around the gymnasium, jumping jacks and push-ups.

            Beginning the lesson, Mr. Mack went over the importance of the student’s responsibility when holding a lacrosse stick. The teacher made sure all students were aware of their surroundings. The number one rule for students was they were not allowed at anytime to strike another student with a stick. Moving forward the first skill approached was the ability for a student to pick up a ground ball with a lacrosse stick. The cues to perform a successful ground ball scoop were knees bent; knuckles close to the ground and shovel snow. A lead-up game was organized called GB (groundball) Frenzy to help the students practice their ground ball pickups.

            The class was divided into two teams and both teams were placed on their own end line of the gymnasium. The teams starting at their own end lines would run to the center of the gymnasium where a puddle of balls would be scattered across the floor for them to pick up using the ground ball technique. They were only allowed to pick up one ball at a time and bring it back to their side’s end line. Each end line had a barrel in the middle where the balls were to be collected. The students who collected the most balls using the proper technique won the round. Mr. Mack and I counted the balls at the end of each round. No matter what the results were for either side we made it so that each team won a round.

            After observing and assisting this particular lesson plan, I found that the preparation and organization of the lesson was a great success. There is little I would change in the structure of the lesson. If I was to change anything it would be more individual congruent feedback during practice. Also, establishing intra-task variation for students that I observed having problems picking up groundballs. In order to establish these strategies more practice time and progression tasks could have been organized before the lead-up game. This would create opportunity for a higher success rate.

Field Experience Day 14 - April 17th, 2012

             Management Strategies:

            I had the opportunity to observe kindergarten students during my field experience session at St. Mary’s Elementary school today. The weather being a beautiful day influenced Mr. Mack to give the students an opportunity to play in the playground. Prior to going outside Mr. Mack had the students perform their daily warm-up with jogging four laps, jumping jacks and sit-ups. He also expressed the safety rules that were to be abided by the students once outside. To make sure the students were paying attention he used checking for understanding by asking questions about the safety rules he just reiterated.

            There were several events that occurred that involved managing behavior once we established a play session outside. Several students had come up to Mr. Mack and me tattling about situations that were not considered severe at all. This is common during the kindergarten grade level. Eventually, the large amount of tattling began to focus on one student in particular causing the problems. Mr. Mack pulled the student aside and spoke to him as a young adult expressing that many of the students have been coming up to him and that the students name was being mentioned often. The consequences were stated to the student and the student was warned that if changed didn’t occur those consequences would be enforced. The student shook his/her head yes as to acknowledge and went back to playing. No other mishaps occurred during the remainder of the class time.

            Reflecting back on the management strategy that Mr. Mack demonstrated in the playground, I would have added some additional strategies to the confrontation with the student. Through the knowledge I learned in EDU 355 it would have been appropriate to have the student recognize what he did wrong. Also, provide a problem solving task on how the student can improve on his misbehavior. After Mr. Mack had pulled the student to the side to have an individual conversation with him/her, Mr. Mack could have established checking for understanding questions on what the rules in the playground were. Other questions could also be mentioned regarding what the student that did wrong, may have violated the rules and what could the student do to prevent the situation again.

Field Experience Day 13 - April 3rd, 2012

Reflection on Lesson:
        

            Today my partner and I presented a lesson in the unit of gymnastics that focused on a cartwheel. Prior to this lesson, a pre-assessment of the cartwheel was given to the students at St. Mary’s. The evaluation of the data results helped us determine which students needed to improve on the cartwheel and which students were successful with the option of being demonstrators, peer teachers or have the ability to move on to another task. After discussing the results we decided that we would split the class into two groups.

Prior to splitting the class up the lesson focusing on the cartwheel was presented to the entire class. A visual aid was created and discussed in the beginning of the lecture. The visual aid displayed pictures of a cartwheel broken down into individual movements with labeled cues. Pinpointing was used by having a girl who was successful in the pre-assessment demonstrate a proper cartwheel. The demonstration was done twice once in slow motion and a second time with full speed. As the student demonstrated the cartwheel Miss Fredrickson repeated the cues as they occurred. At the end of the teaching instruction we established checking for understanding with the students by asking questions of what the cues are and ask the students what the safety rules were and why.

The students were then divided into two groups with Miss Fredrickson continuing assistance with the group who needed to improve on the cartwheel. I assisted and taught the advanced students in different skills in gymnastics. The students who needed improvement were given task progressions to help them perform a cartwheel. I had the students travel from station to station so they could practice tasks that were introduced in prior lessons but still needed to be worked on. These tasks consisted of climbing the rope, different roll approaches and routines on the balance beam. At each station I reviewed the skills to refresh their memories and had them perform tasks.

At the end of the lesson a post-assessment was given to all the students having them demonstrate another cartwheel to see if progress was made. The results of the post-assessment in comparison with the pre-assessment showed that two students that could not perform a cartwheel in the pre-assessment were able to perform one in the post-assessment after the lesson was instructed. Also the majority of the students who could not perform the cartwheel did however improve on individual critical elements. This expresses that with another day or two of practicing tasks could have increased the number of students performing the cartwheel.

Although I feel I have improved as an effective teacher moving forward there is always room for improvement. If given the opportunity to teach differently I would have partnered up the students that needed improvement with the students were successful during the pre-assessment. This would allow for peer teaching to have taken place which could help the development of all the students. The students that needed improvement would have had practice time with a peer that could have expressed encouragement. Students being peer teachers also help develop their cognitive and affective domain through recognition and cooperation.

Field Experience Day 12 - March 30th, 2012

            Assessment of Student Learning:

            Today at St. Mary’s the 2^nd grade class continued the unit of gymnastics. Beka and I prepared a pre-assessment checklist for the cartwheel as we began our curriculum project focusing on the skill theme of transfer of weight. Mr. Mack allowed us to organize the class in a station format. We divided the students into four groups to allow for all the students to participate in different gymnastic activities for every station. The four stations had activities including a balance beam, rope climbing, rolls, tripods and cartwheels, which is where the pre-assessment took place.


           
           The first group of students provided their names prior to performing the cartwheel. Beka and I gave instructions to perform cartwheels down the length of the mat and provided a quick demonstration. These steps were repeated for each group. Students would rotate stations after the pre-assessment was completed for each group. During the observation of the student’s cartwheels I noticed that the boys seemed to have trouble performing the cartwheels as opposed to the girls. The results on the pre-assessment checklist expressed that eight out of the nine boys could not perform a cartwheel. Six of the eight girls however were able to perform the cartwheel successfully.

            The pre-assessment helped us evaluate where the 2^nd grade class was prior to the upcoming lesson focus on the transfer of weight. This allows us to divide the class in half and have two groups of students. One group will learn the cartwheel while the other group who has performed the cartwheel sufficiently will move on to a more difficult task. It is also possible to use some of the students that performed the cartwheel successfully to demonstrate tasks that focus on transfer of weight. The lesson that will focus on the transfer of weight will be taught in the upcoming class.

Field Experience Day 11 - March 23rd, 2012

Visit to a Classroom:

1.      How is the classroom arranged and decorated?

The kindergarten classroom at St. Mary’s has many things going on along the walls and hanging from the ceiling. There are many colorful objects that represent letters of the alphabet and arrange able posters for the students to determine the days of the week, months, years and weather outside. Each student has their own cubby to store their belongings. The middle of the room has 4 circular tables labeled with each student’s name of where they sit. One corner of the room displays a chair for the teacher to sit with a carpet for the students to sit on when it is story time. The room is filled with supplies for arts and crafts, books and equipment for activities.

2.      How does the classroom differ from the gymnasium as an educational setting?

The classroom differs from the gymnasium as an educational setting due to the smaller space, tables, chairs, shelves filled with books and large amounts of information posted on the walls. The gymnasium is open with a large amount of space and free to do many different activities with the equipment provided.

3.      How would you describe the classroom atmosphere?

The atmosphere in the classroom is isolated with a high concentration of educational purposes. The information that is expressed through the decorations gives a feeling of being welcomed into the room. The students will always be learning once they enter the classroom.

4.      What was the topic and structure of the portion of the lesson you observed?

The teacher used management strategies by having the students clean up toys that they were playing with during a recess break. The topic and structure of the lesson concentrated on the letter K as well as the days and months of the year. The teacher gathered the students on the carpet and started off the lesson asking the students to help determine what day it was of what month and the year. She then asked the students what the weather was like outside. The remainder of the lesson the teacher read a couple of books that represented the letter K. The students were asked to emphasis the letter K every time a word with the letter K was mentioned in the books.

5.      How would you describe the language and literacy levels of the students?

From my observation the students were actively engaged throughout the lesson. I did not have the opportunity to see the students work on reading or writing. I was however able to observe the students talk and learn from the material provided to them. They had a good understanding of the language and spoke well themselves. Some students however were shy and didn’t speak. The teacher and students also interacted through sign language which I thought was extremely impressive at their ages. They picked it up so well and were quick with responses. There were some students however who had trouble remembering some of the signs and other students would help them out.

6.      How did the teacher engage the students in the lesson segment that you observed?

The students were engaged throughout the entire lesson. During every activity the teacher would stop to ask a question to certain students. Songs were sung as well that involved movement. The class ran smoothly and the students as well as the teachers seemed to be enjoying themselves.

7.      How would you describe the social behaviors of students in this age group?

The students at this age have a habit of telling on each other. Toys would be stolen instead of shared and students would be quickly come to me or one of the teachers to tell if a toy was taken from them. They are easily distracted, however when they are involved they are all in. The students varied in social skills where some students were always with a friend and others were by themselves. It was interesting to see the difference in social development in the students.

8.      What did you learn from this observation that will help you teach this age group more effectively?

At this particular age group it has come to my attention that students learn a smaller amount of information at a highly concentrated level. They spent a whole lesson on one letter as opposed to learning a various amount of information within one class. I learned that repetition is important when teaching this particular age group. Students at this age learn effectively through focusing and repeating on one subject. The enthusiasm of the teacher also plays a role in the motivation of the students learning. Students focus and interact with a teacher that has a great attitude and makes the learning experience fun and enjoyable. I also noticed that students at this age are familiar with structure and protocol. The appropriate management strategies will allow for a smooth transition into effective learning lessons.

9.      What other insights did you gain from this observation?

After observing the classroom I feel that I would be just as comfortable teaching in the classroom as I am in the gymnasium. I will be concentrating in other areas of study such as home economics and health to have a diverse approach to teaching. I do however feel that I am on the right career path moving forward. I enjoy teaching students in an atmosphere with open space and the ability to develop student’s knowledge of sport and life-long activities.

Field Experience Day 10 - March 20th, 2012

           Students with Special Needs:
 

            Today at St. Mary’s school, I optioned to stay an extra class and observe the 6^th grade class. The students from this class had the same opportunity as the last class to go outside on this beautiful day. They played kickball, through footballs, jump roped and hit balls against the wall. The reason I decided to stay an extra class was to observe a particular student with special needs.

            This student was a high functioning autistic child. He rarely needed help focusing on a task. The autistic child had certain obsessions that would overwhelm him if not given an opportunity to satisfy his obsessions. He liked to hold the door open for students and teachers going in and out of the gymnasium as well as outside. Mr. Mack explained that if another student or teacher intervened the autistic student would throw a fit and yell dramatically. Mr. Mack also expressed that one time the student held the door open at the end of class for students for almost ten minutes not knowing if students were still in the locker room. There were no teachers or students around the area. Mr. Mack found him waiting there for people to come out. He had to explain to the student that he was suppose to be in class and that next time he should yell into the locker room to see if anyone is there.

            Mr. Mack expressed that he did not have to change or adapt to any of the student’s needs. The autistic student is treated the same as rest of the students in the class unless Mr. Mack visual observes that the student is having trouble. During the kickball game the student seemed unsocial with his peers. He did enjoy running around the bases and getting an opportunity to kick the ball when his turn was up. Although he is aware of everything that is going on during the game, the speed and communication between students can be challenging for him. An example of this is when he was covering third base and collided with a runner without obtaining the ball or being aware that the runner was trying to go home. The other students are aware of the student’s autism and seemed understanding of the confusion.

            The option to allow the student to learn in a similar environment as the rest of the class I think is a great idea. It gives the student an opportunity to feel a part of the class and not feel like an outcast. Mr. Mack being prepared to adapt the student’s learning experience if the student begins to struggle demonstrates an effective teacher that is cautious of the student’s self-esteem and social environment.

Field Experience Day 9 - March 20th, 2012

            Curriculum and NYS Standards:

            Today at St. Mary’s, students were given the day outside in all of the physical education classes due to the beautiful 80 degree weather outside. Unfortunately there is no field just a small area of pavement that is sectioned off with cones. The students had the option of playing kickball, throw a football around and hit a ball against the wall with a tennis racket. Most of the students participated in kickball while the others played separate activities on the side. I joined the game for a couple of innings until more students decided to join to make teams even. The remainder of my time spent was discussing the curriculum and NYS standards that are integrated into the lesson plans with Mr. Mack.

            St. Mary’s physical education curriculum was given to Mr. Mack by the school when he was first hired. He explained that the curriculum is from the 1970’s. The curriculum is considered traditional. Mr. Mack’s father being a physical educator assisted Mr. Mack with curriculums and lesson plans that he created through his years of teaching. The curriculum focuses on the skill levels of several units in grades K-6.

Mr. Mack being a product of SUNY Cortland knows the NYS standards very well and tries to emphasis them into each lesson. The focus of the standards is expressed through the student’s performance in motor and manipulative skills as well as the student’s ability to understand safety rules. He also provides students with information pertaining to athletic sports that are available to them after school. Some of these focuses I have seen in past lessons involving floor hockey with safety rules, motor and manipulative skills.

            Although Mr. Mack has done a justifiable duty in enhancing the physical education program at St. Mary’s, if given the opportunity I would take time to recreate a new updated curriculum and present it to St. Mary’s school. I would include all of the NYS standards into my lesson plans of the curriculum. I believe the most important aspects of physical education are to make students aware of sources and career options involving the information learned. I also believe that students need to learn how to create a fitness plans to keep them active not just in school but out of school as well. I have not seen these standards approached in the teaching at St. Mary’s. That does not necessarily indicate that they are not taught. I just have not observed them.

Field Experience Day 8 - March 13th, 2012

            Skill themes and student abilities:


            Mr. Mack introduced a new unit of gymnastics to the 5^th grade students at St. Mary’s Elementary School today. The class was separated into 4 small groups that were each assigned stations that had a different gymnastic activity in each station. One activity involved rolls on a mat that included a wedge to roll down. Another activity was a balance beam where students participated in balancing skills. The other gymnastic activity stations each had mats where students practiced tripods, cartwheels and round offs. Since the 5^th grade students had previous learning experiences in gymnastic units from past years, a quick review was all that was needed by Mr. Mack.

            I assisted and spotted students at the cartwheel and tripod stations while Mr. Mack did the same at the balance beam and roll stations. The tripod and cartwheel are non-manipulative skill themes that are based on balance and transfer of weight. Before class had started, Mr. Mack and I discussed what abilities of the students needed improvement. He explained that the majority of students within the school had trouble throwing an object or demonstrating a cartwheel because of the lack of ability to transfer weight. During the lesson I was able to observe problems that students demonstrated when performing the cartwheel. Students had issues determining which hand and foot to lead with when performing the cartwheel. Another issue was the student’s lack of commitment of landing on their hands due to fear.

                Mr. Mack and I expressed progression levels to the students when performing cartwheels to help them improve these problems. The students had opportunities to use a large foam block or an additional mat to make them more comfortable landing on their hands without having to go down all the way. I also asked them questions regarding their comfort ability on what hand and foot to lead with. Examples include “What hand do you throw and write with?” and “What is the first hand you push out if you fall accidently?” I also had the students try both hands to lead with on the large foam block just using their hands to jump from one side to another.

            These were all great effective teaching strategies that Mr. Mack had demonstrated to help improve the student’s skill themes and abilities. The only thing I would have done different when teaching a class would be to create a whole lesson plan that focuses on the transferring of weight and then include stations of different gymnastic activities. Given the length of time of the 5^th grade class I do understand his planning because of practical purposes. Nonetheless because of the success of performance in other activity stations I believe it is important to create a deeper learning experience for one specific skill that needs improvement. The transferring of weight will be the focus for me and Beka’s curriculum project moving forward that is too completed in EDU 355.

Field Experience Day 7 - March 2nd, 2012

            Assessment of Student Learning:

            The St. Mary’s 2^nd grade students performed their monthly jogging club with a 20 minute jog around the gymnasium. Mr. Mack provided the music, time clock and hurdles to help motivate the students during the class. The students had the opportunity to choose any activity to play after they performed their 20 minute jog and cool down.

            Mr. Mack displayed an assessment process during the jog which expressed the student’s cardiovascular endurance, participation and ability to continue to be involved in the St. Mary’s Jogging Club. He would mark down each student’s stoppage of time and why it was that student was stopping. Any student that was able to run the full 20 minutes without stopping was considered eligible for the Jogging Club. Students were allowed to continue to walk if cramps were to occur. Mr. Mack also used this assessment to show how well the students paced themselves. This assessment was also a record to help backup grades that may have been questioned by parents of the students.

            Although I would prefer for this particular jogging club activity to be performed after school I do believe the assessment created for this activity was effective. However this assessment could be considered bias based on the reasoning for students stopping. Also the assessment does not concentrate on the actual aspects of the motor skill of running. If given the ability to recreate an assessment for this jogging activity I would include simple cues of proper motor skills performed when running with a yes or no check list if the 20 minute jog was completed without stopping. Students who received a no would be counted for how many times they stopped. This is just one of many different assessments that could be established during this type of activity.

Field Experience Day 6 - February 28th, 2012

        
            Reflection on Lesson:


            After a nice long break, the St. Mary’s students continued their unit in Floor Hockey with Mr. Mack. In today’s lesson the 5^th graders had the opportunity to combine their dribbling skills with their passing skills. This is also known as the second stage of game play. The students first did their daily warm-up and then an instant activity that concentrated on cardiovascular endurance. The instant activity involved five lines of students with each line having six different lengths that were marked by cones in which they were to run. The first student that ran was to throw a dice against the back of the wall that they were stationed at and the number that was thrown was the number of cone lengths that had to be run.

            The Floor Hockey lesson began with a review of the rules and cues for what was already learned. The cones already being in place from the instant activity we had the students weaving through each cone with a dribbling drill to establish a sense of control. This particular activity is considered the first stage of game play. I had volunteered to demonstrate and instruct the class to perform this drill. Once the drill had begun I had noticed that some of the students were weaving diagonally into other student’s lanes. I obviously was not clear on my instructions leaving out vital information and learned from this particular problem. Although I assumed that the students would know to stay in their own lanes because of the way the cones were structured I learned that nothing can be assumed and instructions must be clear.

            To finish up the class lesson Mr. Mack separated the class amongst boys and girls. Miss. Fredrickson and I instructed a passing drill with the boys on one side of the gymnasium while Mr. Mack did the same with the girls on the other side. The students were paired with a partner and were 10 feet away from each other performing passes with the cues eyes on ball, follow through and receive. I had trouble keeping the students focused on the task because of behavior challenges that occurred. Students were not using the cues rather just hitting the ball as hard as they could to their partner which complicated the idea of receiving because the ball was hit so hard that they had to run after it. After a few minutes of seeing that the goal of performing a successful pass was not being met I completely stopped all activity had the students put down their sticks. I explained to them my disappointment with what I observed that was being performed improperly and what I expected of them moving forward.

The remainder of the drill went more smoothly and the lesson was finished with a keep away game using a combination of both dribbling and passing to teammates. The addition of defenders created a third stage of game play atmosphere. The reflection on this lesson I felt brought a successful organized structure to building up of game play in floor hockey. Although there were some obstacles in the way of my ability to teach this lesson with Mr. Mack I believe I handled it ok. I was disappointed with my effectiveness at first and realized time wasted could have been prevented if I had established the proper instructions to begin with. There is nothing I would have changed about this particular lesson that was established by Mr. Mack. I would have however changed my ability to give clearer instructions and to have more poise moving forward when things are going as planned. I know I am still learning but feel these were mistakes that could have been easily avoided. I know to prepare better before a lesson moving forward.  

Lab Fitness Themes

Cardiovascular Endurance

 Muscular Strength

Muscular Endurance

Flexibility

Body Composition

Balance

Coordination

Agility

Reaction Time

Speed

Power

Lab 16: Lesson Planning Through the Four Stages of Game Play

1.      Observe elementary students in a formal or informal play setting as they play any sport such as basketball, softball, soccer, tennis, etc. Utilize the four stages of game play to carefully determine what stage represents their level of play. Provide a brief written description of their skill level and stage of play. Write three to five recommendations for steps that could be taken to improve their level of play.

The 2^nd grade class at St. Mary’s learned the dribbling skill for floor hockey this past week. This was the introductory lesson to the unit. Mr. Mack felt it was vital to their development when learning the game of floor hockey to have students be able to control the ball and be able to keep it close to them when moving around during play. The dribbling skills demonstrated by the students are a representation of the first stage of game play which is individually controlling of an object. These drills consisted of dribbling a ball throughout the gymnasium while keeping the ball no more than a foot away from them. Another drill was having the students weave in and out of cones down to one side of the gymnasium and then back again the other way. The students had trouble controlling the ball during the first couple of minutes but seemed to catch on half way into the lesson. Most of the problems were due to hand eye coordination and gripping of the stick when dribbling the ball.

      These different individual skilled drills were successful exercises in the beginning of the four stages of game play. The continuing practice of these drills and additional modification could help students improve their level of play. These steps can include inserting relay partners when dribbling around the cones to begin the idea of using teamwork and an introduction to dribbling and passing. Another step can involve dribbling a larger ball in one place instead of moving to different areas that will help concentrate on hand eye coordination and gripping the stick without having to concentrate on moving around. A third step that could be taken to improve student’s level of play can be adding defenders to create a keep away situation.