Second Time Around

It's funny because I feel like I did a better job teaching the first day of class when I was caught off guard than the second time we had to teach. When I watched the tape of me teaching I was still too wordy and needed to have less "Instruction" time in my lesson and more "Activity" time. I was also told that I was a little too tense and I need to loosen up, which I definitely think is true. I want my bubbliness and excitement about P.E. to come out through my teaching and it didn't really this time around. I know it will. :)

Being able to see how I divided up my instruction, management, activity, and waiting time from Lab 1 has been really beneficial. So for lab two I wanted to set aside way more activity time. Great Physical Education teachers are able to divide up their time wisely and hopefully try to get the most activity time for their students as possible. I did the Time Coding Analysis Form for my second teaching lab and I think I divided up my time wisely. I had WAYYYY more activity time than my first teaching experience. Take a look :)

https://docs.google.com/Doc?docid=0AZ03EU4y2g4EZGdtcHRmem5fMzhkdHBkM2M5&hl=en

https://docs.google.com/Doc?docid=0AZ03EU4y2g4EZGdtcHRmem5fNGZmdzh3NWhz&hl=en

Less Talking, More DOING :)

For class today, we had to assess how much time we spent on management, instruction, activity, and waiting on our first day of teaching (The video is 2 posts back). We were given roughly four minutes to teach a skill. At the time, I didn't realize how much time I spent on instruction and demonstration. Going through, second by second, was incredibly helpful for me to make my lessons more centered around "ACTION" rather than "INSTRUCTION". Ideally, in Physical Education, you want to have your students being active as much as possible. I spent more time giving instructions than my classmates spent in the activity. Next time I teach (which is today :) I want to have my classmates participating in an activity at least 50 % or more of the time. Let's see how it goes....dun dun dun :)

Here is my "time-coding" analysis from my fist day of teaching volley ball.

https://docs.google.com/Doc?docid=0AZ03EU4y2g4EZGdtcHRmem5fMWMzajM1a2c0&hl=en

We also were asked to transcribe every single word that came out of our mouth for the entire lesson. It's scary sometimes reading what you say. It is a really good way to see the specifics of how you talk and to whom. I caught myself saying "guys" to the entire class, which is a generalization that I don't want to hold on to in my teaching career. I also noticed that I didn't give as much feedback to my classmates as I though. I spent a lot of time talking. Blah blah blah. That's why I entitled the name of this post "Less Talking, More Doing" :)

https://docs.google.com/Doc?docid=0AZ03EU4y2g4EZGdtcHRmem5fMmZtZHR6M2Nj&hl=en

Getting Refined

In class on Monday we worked on lesson introductions. It's key to be able to have the respect and attention of your students as soon as they walk in your room. There are many different secrets and success cues you can have as a teacher to get your students to follow your lead. I think I look and sound a little goofy in my video. I come across as kind of aloof and I don't like that. Kind of like I don't even take myself seriously. I know I am not feeling that way when I am speaking, but it kind of comes across like that. After seeing and hearing myself, it helps me to assess what I look like and who I want to be when I speak. Here is the video of my introduction.

Teaching Like A Rockstar: On The Spot

I walked into my first class of Basics of Effective Instruction in Physical Education and Professor Yang did not waste any time with making us uncomfortable. Whenever I feel uncomfortable, I know it's really good. I am getting over my nervousness class by class and day by day. There were two video cameras set up and everyone kind of squirmed when we heard we would be teaching a sport by ourselves...on video...the first day of class. Hahaha. I guess we all figured we would be warmed up to teaching by ourselves. Nope. So, we were given four minutes to teach a specific skill of either basketball, volleyball, football, and soccer. "Basketball, definitely," is what I thought immediately, but the class was split up into two groups. We didn't know for sure if the sport we were most "comfortable" with would be available when our name was called. Oh, and of course, when my name was called the other group was using the basketballs. That's how it always works out it seems. :) I ended up teaching volleyball because no one had picked it yet. I had to think on the spot what skill I wanted to teach and how. Overall, I was pretty happy with how I taught.

Here is the link to the video of me teaching. Tell me what you think! I would love feedback

I chose to teach setting because it's one of the most basic skills in volleyball that you need to know. I actually remembered back to when I was taught how to set in elementary school. I feel like I gave a clear definition of what setting is and when you use the skill. I showed the class the proper form of setting and gave a couple of examples. I had the class split up and I was clear with directions and did not spend too much time on the one skill, but moved on to another skill. I found that some of my classmates that went before me wasted too much time on one drill, and everyone seemed kind of bored with the same activity. One thing that I want to strive to accomplish next time I teach would be coming up with a different variation of a simple drill. Maybe spice it up somehow and make it more exciting, so it's not "just a drill". When you teach exciting, your students are probably going to be more motivated to do well and participate. Wouldn't it be great to be able to teach so your students forget about the time because they are having SO MUCH FUN. That would be ideal.