Lab D

Lab D Video Part 2

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One of my cues was "head". I wanted the students to get comfortable with having their head down and parellel to the floor of the pool. This is because during the day, students are upright and are use to this body position. While doing any kind of stroke in the pool, you as a swimmer will want to have your head down because it forces your body to aline with the water and make one more areodynamic.

Flexibility was my key element to talk about during lab D. Flexibility comes into play in almost everything students and everyone does in life. I wanted to go over why flexibility is important and life and wanted to get the students to stretch their flexibility after their dynamic warm up. I was going to use noodles for the tool to help them stretch, but I miss in communication had me react to this small problem in the lesson plan and hand them use their towels to help them stretch. I'm not just quick on my feet...I'm quick with my mind haha

My partner in the teach and I decided to break up the students in to two classes in the beginning of the class. We put colored tape on their arms to help symbolize their different teams so when we began the game of water polo we can get right into the game. As I go through learning to be a teacher I find trying to get students prepared for example a game like water before the class, it makes everything easier to go through the lesson at hand.

I'm not going to lie, I felt a little uncomfortable teaching in the pool. For one I had little room to move on my side (plus me being a be guy didn't help) and I had to teach the students from above them forcing me to talk down literally. I kind of reminded me of St. Mary's when I had to teach the elementary kids. But I didn;t really want to kneel down to their level because I knew they were not little kids, they are college students. Even though some times they do act like little kids haha. But after it all it was just a learning experience and eventhough I complained about the pool I'm glad I got to teach out of my element.

I actually looked forward to one thing to teaching in the pool. I knew I could use my surrounding to help illustrate what I was looking for when teaching the front crawl. I remembered what my aquatics instructor did when teaching the front crawl and tried to use his lesson to help my lesson. I hope if he saw my lesson it would of made him proud!!!

For Lab C I taught Toukeball and picked to focus on reaction and how to be prepared for balls to be caught. I really felt strong about my teaching performance for this lab and I am starting to understand my strengths and also my weaknesses while teaching. I wish I remembered to go back to my technology because I had everything set up and had the students prepared to use the heart rate monitors. I also realized that rushing to get all the activities in the lesson can't turnout bad and get everyone confused and hurt your lesson in the end. Sometimes you just need to shorten the lesson and continue with the lesson the next class. This is a good learning experience for me to better myself performance in the future. You can always fix or do better the next time you teach!

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I know I might not be the best with getting things done outside teaching, but when I'm in the spot like I feel right at home. I feel I am just getting better everytime I teach and love to do so. Just give me a sport or activity and I'll give it a shot to teach. Tchoukball was just another challenge that I met. Just try to teach with confidence in my heart and a smile on my face. Teaching through the physical is what I try to go by. Really there is nothing you can't teach through it so why now do it?!?

Questions anyone? I love questions from students because it let's me know a couple of things. One the students are interested in my activity which makes me feel good that someone is taking notice and wants to know more about what I'm teaching. Two it let's me clarify what I am telling them so the next time I go to teach something to students or just show someone how to do something I can let them understand what I'm looking for the first time.

Reaction might be a little hard to look for unless you actually look for what helps reaction. This is why I pick the athletic stance because alot of sports use it and it is a familiar skill to many athletes. This is why I pick it because you can relate it to many different sports around the world. Better be ready, because if you can't react you will lose.

Partner Jump rope skills. I had fun trying to figure out how I was going to approach this teaching challenge. Mr. Yang through us a curve ball the day we had to teach in the racketball courts. I thought I met the challenge well. I can see the positives in my teaching like my loud voice. I still feel that I need to be smoother when I talk to the class but I'm sure I will get better at it when lab C and D come around. BRINGON THE NEXT CHALLENGE.

255 questions Chapters 2 and 4

Chapter 2 Questions:

3) Prerequisites- involve having the physical abilities to do the skill
Clear idea of the task- Students will perform according to their cognitive understanding of how to perform a task.
Implication for the teacher- Making sure students have an accurate motor program from your communication.
Motivational disposition to the skill- Design tasks that capture students attention
Practice- Practice is necessary for students to use information on how to do the skill.
Feedback- Give feedback and correct the skills given to the students

4) An open skill is a skill regulated by variable changing events in the enviroment. A closed skill is a skill where the environment is stable from one time to another. A discrete skill has a clear beginning and end, and a serial skill is a series of discrete skills.

Chapter 4 questions:

2) The teacher can improve the clarity of communication by :
Orient the learner
Sequence the presentation in logical order
Give examples and non examples
personalize the presentation
repeat things difficult to understand
Draw on the personal experiences of students
Check for understanding
Present material dynamics

3) The demonstration should be accurate. If possible the demonstration should be done by a student. The teacher should used organizational format students will use for practice. Important information should be emphasized. The information should be proven why it is important. Students understanding should be checked.

5) Good skills are accurate, brief, and critical to the skill being performed.

This was lab A 2 basically teaching the same skill I taught in lab A 1. This time I was more prepared for it and tried to improve it. I felt, when watching the video I was much more relazed and more smooth than the first time. I need to hersitate less when talking still. I felt I was loud and the students understood what I was asking from them. I wanted to do another drill during the 4 mins but I lost time during it.I need to keep track of time better when teaching. Maybe I should wear a watch during my lessons. Watching yourself teach helps you impove on your teaching skills and helps you improve on mistakes made in the past.

Transcript of the Video:

To Class

Alright class I’m Mr. Torres, Mr. T I’m your Phys Ed uh coach again today and we are gonna be reviewing the long snap. So when you guys were younger, even the girls, you guys ever wanted to play football. Who wanted to be a quarterback? Wide receiver? How about a long snapper? Long snapping is a is a very important position just like any running back, wide receiver, quarterback alright. Boch a long snap, touchdown, that’s what happened against the Cowboys alright.  So what we are gonna do is break up into partners.  So can you guys be partners, partners, partners, partners, partners.

To Eric

Can you help my demonstrate

To Class

Alright guys pay attention for a second. We are gonna start the progression of long snapping again so when you are holding the ball you are gonna hold it just like you are gonna throw a regular football on the laces alright. So its gonna be over the head and the ball is gonna be straight up and down and you are gonna throw it to your partner’s chest. Follow through with your thumb down alright. Good. Make sure you follow through forward so it lines up you don’t want to follow through and smack the person right next to you.  So what we are gonna do is have one partner on the green and the other parent on the second green alright going this way so over here. So we are gonna be passing it back and forth. I want the ball to be on this side alright. Ready. Beginning. To the chest.

To Three Students

Can you guys do a three way to I can walk around.

To Class

Make sure its over your head straight up and down. Hold on a second guys. You don’t have to jerk it back. Bring it up and down above your head and just push it forward. Down jerk it back. Just push it forward alright start throwing again. Throw it toward the chest. Alright guys stop now we are gonna have a little competition between the two partners. Alright its gonna be on the number system if you get it to the chest its gonna be two two points alright so how many points for the chest? Good. Either shoulder you throw it to its one point. Head is also one. Anywhere else zero. So how many for shoulders. Good Head. Chest. Good Alright ready. Beginning competition. Don’t have to step into the throw only move your arms here. So legs stay stationary and just throw forward. Alright guys stop who one which side one. Alright guys bring it in. Good Alright next time we are gonna get in the actual position so we are gonna be down in the long snap and snap it back alright so which uh which special teams teams is long snap in punt. Good nice job today guys.

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Teaching and Adapting

1) In the Teaching-Learning Process you need to develop the content in which you are teaching to what you want the learner to basically learn. To make sure the student has learned the new skill you taught them mentally and physically, as a teacher we assess the students performance.
5) In the Teaching-Learning Process, as a teacher you need to present to the class or students the tasks effectively so the students have a clear understanding of what is asked of them. Now that the teacher has explained the task in hand, the teacher will need to have a plan of how he or she will give the students time to practice and experience the task.
7) The teacher needs to understand the performance of the student all depends on learning environment or the rate of how the students is learning the task. The teacher needs to mold the class he how fast or slow the students are learning the task and give corrective feedback based on how the students progress on the task