Week 10

This past week when the testing ended I was very excited to move back to the normal gym time schedule. On Thursday, I felt very excited and ready for a new lesson in physical education as well as being able to address five minuets of health again. During the time that I was getting ready to start my day on Thursday for the first full day of a normal schedule, I was reassured with the feeling of excitement for teaching. After a long, almost two weeks of testing I realized how much I missed teaching my classes.

Even though I had only two days of a full time schedule, and fitness was the only lesson being taught I realized the number of times I had to adjust my lesson and instruction for the different classes that I had. I had student work at fitness stations for Thursday and Friday; I made simple changes to the lesson like different sized equipment for upper and middle grades and also made a change to how I sold the fitness days to the students. When students first hear “fitness day” it is automatic sighs, so I decided that I needed to sell this lesson to these students, to both the big and little students so there would be an interest and motivation to do well and participate. Of course for my younger students, I made fitness sound like I was the greatest activity they have practiced in and for the older students I sold the fitness stations by telling students that the fitness stations is like having our very own fitness center at school. I also mentioned to students that some of the exercises that we were working on are exercises that professional athletes practice for their sports training. With that approach to selling my fitness unit to the students, they responded very well, and did a great job with participation. I found that no matter what we are doing, if I am over the top excited to introduce a lesson, students seem to feel the same excitement.

This past week, I talked to students about self-esteem, what it looks like, how you can improve it, and things to avoid so someone’s self-esteem is not negatively affected. When I was explaining how to improve self-esteem, I also talked about receiving feedback from others. Since I have been at my placement, I did not see much (positive) feedback given to students at all during activity. When I started teaching, I wanted to make sure that I was giving constant and helpful feedback to students in order to give feedback to student’s skills and learning, but to promote progress in what students have been working on. When I gave students feedback, I noticed most seemed aggravated or annoyed that I would come around to help them on a skill. I was surprised because I always started with saying something good followed by a tip or suggestion that would enable the student to be more successful. Thinking about the students reaction, I came to the understanding that since they were not given positive feedback previously, it seems that they have seen all feedback as a negative or a sense that they were not performing well. During the minutes of health I made it very clear what feedback was and why I was constantly giving each of the students feedback. I informed the students that one; we are all in school to practice, learn and the opportunity to master skills. Two; the reason for feedback is to help students reach their individual goals and three; taking feedback and applying it to their work shows maturity, and that they are listening to was is said rather than taking anything and seeing it as criticism.

Since behavior is an issue that seems that it will be a constant battle, I have been making small changes to help step in a new direction with the behaviors while I am teaching. It is truly a shame that the students in physical education are given an A no matter their participation, improvement, or skill. Recently, I have been mentioning to students that their grades are affected by what they are doing in physical education. In return there was no reaction from students that showed they cared. Since students did not show any concern I thought I need to be more specific, rather than give a broad statement that grades will be effected, I needed to let students know immediately when they were not following direction that their actions is what will cause a decrease in their grade. Even though I know their grades will not be affected, I have been telling students when they are not in their spots for attendance, that they are unprepared and their grades are affected. Holy smokes! “What! What do you mean Ms. Colvin, I’m here please don’t take points off.” When I told a student your unprepared, I noticed how quick everyone scooted into their spots once they thought their grade would lower. I really wanted to tell my cooperating teacher the change in behavior once I told students that their grade was going to be lowered and the quick action that followed, but I didn’t.  I know he will not take the time to really evaluate students the way they should be, and it is a shame because I would bet that there would be a huge turn around in behaviors if students received the grade that they truly deserve in physical education.  As for me now, I think I am going to just continue informing students of their “loss of points” so they will be more active and better behaved in class, because it seems like I am getting a better result because of it.

Now that the weather is getting nicer it would be great to take advantage of class time spent on the outside area. The only hold up I have is behaviors. Since the outside grass area is a bigger area then students are use to, I know that once I bring the students out for a structured lesson that it will be a failure. If the students barely listen in the gym why would they listen on a bigger field with many distractions? I am really torn on what I am going to do. Of course my cooperating teacher does not see my rationalization behind this and seems a bit frustrated, but if I bring these students out with poor behaviors, it will become a free for all with these students. For the upcoming units, they can be done both in and outside of the gym. At this point, I feel that going outside is a privilege and if they don’t show a sign of effort for a change in behavior I do not see why I should give them the privilege to go outside, and then abuse it by not listening or participating. As of now I will let students know that once again, going outside will be up to them, good behaviors will be rewarded and negative behaviors will not.

For the next week, I am looking forward to a full week of teaching and introducing new skills and activities. We will begin bowling for the lower grades and volleyball for the upper grades. Since I will be introducing both new units, I am hopeful that will like the change in activity and learn more about bowling and volley ball skills than they have ever know about before. I will continue to assess student on their knowledge of rules and safety as well as their ability to participate and performance on skills. As always, I am looking forward to the next week and continuing to more forward in my student teaching experience.