Murphys Law

Well as you all know the popular law is that anything that can go wrong will go wrong. My session wasnt taped because of some malfunction which is really no problem. It just made it difficult to fill out my forms. That go aloong with my lesson. Well aside from that to refelct on my lab c i think i did an average job. I showed good enthusiasm and was happy with my hook and the way my class flowed from activity to activity. I'll be honest by the time i was up to teach i think the class was more than ready to get off the ice. Lets get real the majority of us down right skate awful. So we were struggling as well as becoming sore for we werent used to whereing skates. Im sure some of my peers got some nice blisters out of the deal. I was a little deflated trying to teach a lesson to students who i could clearly see really wanted nothing to do with it. I suppose however that thats the way teaching is going to go. Another obstacle that i faced was that i taught last out of all four of us on speed skating. Alot of the points i wanted to address in my lesson were already taken. I was kind of going ont he fly in a way. That made things nerve wrecking for me. The time really flew by on my lesson. I went to wallmart and bought some hulla hoops a big ball and cones for an activity and i never even got to the activity. I even made a really big visual aid explaining the bisual aid. Speaking of the visual aid my history visual aid had facts similar to other students. We all probably googled speed skating and took the same history facts. I also lost have the rink when the open skaters came in. I was upset with myself for the amount of feedback that i gave. I feel that i hit on many of the items on the C9 form but i know i missed several important things. I addressed safety but it was hard to plan a lesson without having a pre assessment of the students skating abilities. We had such avariety of skills on the ice. Some of the students were ex hockey players and some hadnt skated in years. Thank goodness no one got hurt. i really thought we should have had helmets on. But im a worry wart to begin with. i was in charge and i was teaching but i got annoyed when i asked the students how many had played chuck the chicken before. Everyone raised there hand and said they knew how to play. Well when the game started people came skating to me asking what the heck was goign on. Well lesson learned. No matter if students say they know what they are doing im going to be specific and teach as if they know anything. From the first day of class up to today im learnig loads. When looking at my time coding sheet im happy with my lesson.I had everyone moving and active for the majority of the lesson. There was very little time where they were standing around. Overall the on ice teaching experience was a good time while atthe same time quite a challenge. I hope to improve frommy mistakes in lab D.

Mule Kick

My lab b experience was really stressful for me. Im really happy to have done as well as i did. Going into something being nervous is awful. I was nervous because the material i was teaching was really difficult and im not smooth at adapting on the go or on the fly. I could hardly do my jump roping tasks...so how was i supposed to teach them to everyone. MY fear was that no one would try them and that everyone would be bored and i wouldnt know how to respond. So getting started with the lesson trully was difficult and truthfully not a joyous experience for me.However as i watched my video i dont think that the lab went as poorly as i though. I'll tell you what, when Amy threw her rope at me and started giving me a hard time i kind of froze. I didn't really know what to do. I was a bit paraniod this time because during the last lab half of my class ran into the closet without me knowing. So i really didnt want to focus much on her because i didnt want to get off track with my lesson and loose track of the rest of my students. I realized fast that disruptions really are a pain in the neck. I was happy with the job i did. I made better comments and more specific feedback this time around. I think that my language and vocabulary improved during this lab also. I rationed my time well as is expressed in my time coding analysis. I hope that my next experience wont be as stressful and that i sound more confident when i study my transcript.

Audio for A1

From all my experiences at cortland in 201 and 255 i think i learned the most from this lab.I learned that it is very easy to loose your class. You cant turn your back on them for a second. Doing the worksheets after listening to my audio i learned that my feedback is weak. I think i did well in other aspects but the feedback was all general and for the most part directed towards the entire class. I could hardly fill in the feedback form because there was about nothing to write down or record. I need to be specific and make my feedback more congruent to the cues that i teach. My transcript form really opened my eyes to what i addressed in my lesson and what i didnt address. I have alot to learn and this activity really helped me understand.

Lab A1

Video For Dog Patch football

http://www.youtube.com/watch?v=OZvNxL9QGus

Transcript and Time code for dog patch football

After viewing my video i made a transcript and a time code for my teaching segment. I think i spoke really well in my instructional time. I really didn't put those ums and ahhs into it like i thought i might have. I was for the most part on the ball with what i had to say. What stood out to me was my use of feedback. I provided alot of posative reinforcement to the students however it was very general and not specific at all or even specific towards any individuals. So that was an eye opener and something that i can use to improve in my future trials. Another thing that i noticed while watching the video is my use of slang and as i call it farm talk. Im seriously the unconventional PE student. Ive worked a farm for over 7 years working with alot of different types of people and unfortunately i have picked up some poor vocabualry and slang. I suppose you could say that i talk as if im not the brightest sometimes. Truth is its habbit it's like a cultural thing that has happened to me. In the future i will try hard to be more professional and more proper in my speaking.


Looking at the time coding sheet im pleased with the amount of time i put into instruction and into the students activity time. I bent the rules for the activity. We were supposed to teach a skill and i got awy from that and taught a game which in turn got everyone active. It needed to be done. I think that as future educators we need to be prepared for everything and im sure that everyone was gettting bored of the volleyball bump and the soccer pass. After my activity several people complamented me and said they enjoyed it. Thats what it's all about to me. If you're not having a good time why do it?

Time Coding

http://docs.google.com/View?id=dc2szdw_0gx7dnsdv
After reviewing my video and and analyzing it to the time coding worksheet i realized that i didnt do that bad of a job. My activity time for the activity was around sixty percent which is about right. My instructional time and management time were also distributed well. The amount of time i speant in waiting was my downfall. Im not upset with that though because the students were running to pick up the footballs. This was a nice exercise to get a nice look at what areas we focused on. I know that when i did the teahing that i felt that i was rushed and that i flew through the directions. i see in the video a little confusion in the begining. Next time i would like to be more clear with my directions. I feel as though my voice was clear and that the students followed the directions well after getting the hang of the drills that i established. I would like to have had more space for the number of students that i had so that everyone could have got more reps.