Instruction
-Communicating with students, using questioning and discussion techniques, engaging students in learning, demonstrating
flexibility and responsiveness, and using assessment in instruction.
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Setting clear expectations at the beginning of each class is vital in keeping a class moving smoothly and efficiently as possible. Not only do teachers need to set the expectations, but also deliver them in a clear and concise manner in which the students can easily understand. At my secondary student teaching placement, when I didn't set clear expectations, I noticed that I had to monitor the students much more closely to make sure they were listening to and following my directions. When giving directions, I always state the when before the what. At my elementary practicum site I told the students, “when I say go, walk to the small green circle and sit criss-cross to show me you are ready, go”. The students knew that they could follow-through on completing the assigned directions once they heard “go”. I found out by teaching at both the secondary and elementary level that students at the elementary level need much more guided and thorough directions compared to the students at the secondary level.
Bulletin Board Resource
At my elementary and secondary practicum sites, I helped create a bulletin board that corresponded with the subject content being taught in class. While teaching the basketball unit, I put all of the basketball skills and the instructional cues on the bulletin board. I typed up the cues in such a way that it was easy for the students to read the cues and understand what they meant. During a closing discussion I asked the students what the “B” in the beef shooting technique meant. One of the students had read the bulletin board before class and knew exactly what the “B” stood for.
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Assessment In PE
While I was teaching the soccer unit at my secondary student teaching placement, the students filled out behavior self-check sheets at the end of every class. They rated themselves on how they did with personal responsibility, having a positive attitude, encouraging others, and being a team player. I would remind students to think about their behavior during class and what they could do to either meet or exceed the standard. At the end of the unit the students took a soccer test which checked for cognitive knowledge of the various skills, rules, and game tactics that were learned throughout the unit. I also gave the students a study guide a few days before the test. The study guide doubled as a resource card for the students.
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In the Classroom
By forming groupings and teams myself, I ensure quick and simple transitions. It also allows me to group together students who I think would work well together.
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By having four students per team, activity time is greatly increased. Each student feels successful with the higher number of touches on the volleyball.
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