Monday, February 28, 2011

Tyler - Spring 2011 - Lab B1

After watching my lab b1 i noticed alot of improvement in my teaching. I felt i used almost all of the skills we have been going over. I need to work on my energy, and put a smile on my face though. I was so focused on what i had to say next and wanted to remember, to check for understanding, pinpointing, and feedback. Also trying to get all the cues out i couldnt focus on my energy, and have fun with it. Im looking forward to lab b2 so i can improve again. I have two new skills that look a little more challenging, but thats what its all about!!!



Thursday, February 17, 2011

Ch 7 Teacher Functions During Activity

Tyler Phillips
Ch 7 Teacher Functions During Activity
Questions 4,6,7

4. List six behaviors teachers can engage in during activity that have the potential to directly contribute to lesson objectives.

Maintaining a safe learning environment- Keeping the students safe at all times, letting them be aware of the dangers
Clarifying and reinforcing tasks for learners- Make sure your tasks are clear and thought out so your students understand the task.
Observing and analyzing student responses- Being able to observe and critique your student’s responses will help them grow
Providing feedback to learners- Use this feedback so the student can understand their progress
Changing or modifying tasks for individuals and small groups- Making a task easier or harder for the students to keep productivity up high
Maintaining a productive learning environment- Make sure everyone is learning and mastering different skills every class

6. How can a teacher get off-task students on task?

Walking with your back against the wall may help, because when you turn your back to the students they may feel free to off task behavior. When your back is to the wall you can scan and observe the class at all times. Also positive pinpointing may get a students attention who is off task. They usually want attention and if they see on task behavior getting pointed out they may feel motivated to stay on task.

7. Write an example for each of the following types of feedback: (1) general, positive, directed to the class, and evaluate; (2) specific, negative, directed to the group, incongruent, and corrective; and (3) specific, positive, directed to the individual, corrective, and congruent.

(1) Good job class, keep working hard
(2) Class stop using the outside of your foot
(3) Good work joey, keep following through with that shooting hand

Ch. 9 Questions 2,3

Tyler Phillips
Ch 9 Q 2,3

2. State at least five general principles that are implications for teaching from motivation.

Use a variety of teaching strategies- even the best strategies aren’t effective all the time, or even work at all on some students.
Help students to see the purpose for what you are doing and attach a personal meaning to what you are doing from the students’ perspective- This helps the students attach to the lesson and really catch focus.
Help students to understand that all of us are beginners at some point and to understand what it means to be a beginner- a student will become discouraged if they don’t understand this. I always say, “You got to start somewhere”
Use humor- making the kids laugh is a sign of fun, and motivation.
Help students to attribute their success and failure to a cause that is controllable by the student- Students need to know failure is ok and it can only make them better.

3. Describe nine ways teachers can promote the personal growth of students through personal interaction.

Learn student’s names and use them- students like to know you know them on a name to name basis
Be enthusiastic and positive about what you are doing- Energy will give your students more energy
Learn to be a good listener and observer of student’s responses- Listen to what your students have to say and be able to observe and critique.
Do not reinforce behavior destructive to self or others by doing nothing about it- Discipline your students effectively.
Project a caring attitude toward all students- Care about our student’s success and weaknesses.
Chart your life for personal growth-make goals to hire your potential.
Reinforce basic and shared beliefs of honesty, tolerance, respect, risk taking, and effort by modeling these behaviors, as well as reinforcing them when they occur in class- Don’t bring differences into the classroom.
Make it a practice to intentionally treat all students equitably. Develop an awareness of your patterns of communication to different students- don’t play favorites and be aware how you treat each and every student.

Tuesday, February 15, 2011

RIP Coach Solosky

My first football coach at kellenberg memorial high school in uniondale ny. He was a great coach, person, teacher, and mentor. Keep him and his family in your prayers please.

Sunday, February 13, 2011

Teaching Physical Education Ch2

Tyler Phillips
Ch. 2 Q 3,4

3. What are the requirements for learning a motor skill? What do each of these requirements mean for the teacher of motor skills?

There are 6 different requirements for learning a motor skill. First are the prerequisites, which involves easier related skills in which the student already had mastered. If a student cant perform one skill, there’s no sense in moving on to a skill. Next the student needs to fully understand what they are trying to do. Also knowledge of the skill and a good demonstration will make it easy for the student. Next is a motivation disposition to the skill. Try and keep the students motivated and moving. Try to change up your lessons so they don’t get bored with the same routine. Practice is very important for developing and strengthens student’s motor skills. Repetition in different environments is key. Feedback is important for the students because it allows them to have an idea of how they are doing. If a student is performing well they need to hear that.

4. What is the difference between the way closed skills, open skills, discrete skills, and serial skills should be taught?

Open skills are skills performed with changing factors within the environment. For example in lacrosse, the number of defenders, or offenders, the distances from the passes and shots. The closed skills are like a free throw in basketball because most of the ideas and surrounding are the same in the environment. The teacher usually will not teach a open skill with constancy and not teach closed skills with variability. Adding factors as you go on with the lesson will help the students gradually get comfortable to full speed.
Discrete skills are performed once with a beginning and an end, like a free throw. Serial skills are a series of skills put together like fielding a ground ball in baseball. When teaching a discrete skill as a teacher you want to focus on the beginning and the end of the skill. When teaching a serial skill you will need to break down the skills in prgressions.

Lets give it another shot-Lab A2

We were given another shot to re teach our first lesson we taught on the very first day. In class we are learning a lot of teaching techniques to help us become better teachers. One aspect we learned during the week was to use our teaching voices. I think i heard my self pretty well during the video except for when all the volleyballs were bouncing around. I tried to get louder then the balls but i wasn't. I was able to pinpoint two students each time we tried something new, but it was a quick decision i wasn't positive that they had the skills down pat or that they wanted to show the class. Overall i felt i did ten times better in lab A2 then in Lab A1 on the first day. I hope to keep getting better over the semester. TRANSCRIPT

Sunday, February 6, 2011

Teaching Physical Education Ch1

Tyler Phillips
Ch. 1 #1,4,5

1. What is meant by the idea that teaching is a goal oriented activity?

Teaching is a goal oriented activity because; we as teachers need to set goals for our students and have them reached at the highest percentage. If our goals aren’t met we aren’t teaching, and that’s what we strive for. Lesson plans and classroom decisions are mostly being set by the national standards, and these standards state where our students should be in physical education. But standards can only be a guideline and we need to make it more challenging or easier for the best results. Physical education is becoming very expensive to run with all the equipment, and facilities. The lack of programs with goals in physical education may lead to the downfall. The curriculum goals must be appropriate, which is difficult but the most important factor.

4. Why is the process that teachers choose to use to teach content important?

The criteria you bring to the students are one of many factors to successful teaching. Three ideas in teaching are task, learner, and environment. We as teachers can change the task (criteria), environment, but the learner can’t be changed directly but indirectly by the previous two. Teachers usually come up with one way or style of teaching, and we need to find the way that affects all of our students. The teachers can determine the learning experience for their students. The learning criteria must include, the potential to improve, maximal activity and practice, appropriate for every skill level. And lastly the potential to integrate psychomotor, affective, and cognitive educational goals whenever possible.

5. Why is the movement task-student response unit of analysis so important in physical education?

Movement tasks are motor activities given to the student that is related to the lesson for the day. Movement tasks can be used as a progression to achieve the skill and their goals. Progressions play a huge part in helping students learn and manage a skill. Using task cards is one way of communicating tasks to the students. I have used this before and found it very helpful for my lesson. While the students are performing the movement tasks, the teacher needs to observe, assess, and provide feedback on each student’s performance.

Thursday, February 3, 2011


So last Monday we had our first class for EDU 255. We also had a chance to do a mini lesson on anything we wanted for about 5 minutes. I was nervous when i first found out about the news of teaching on the first day, and within the first 10 minutes of class. I chose to teach volleyball, which for now i think was a mistake because i am not very skilled in that particular sport. After getting up there i felt like i was doing a decent job explaining myself and the basic skills of volleyball. The 5 minutes went fast and i was ready to observe my other peers.
Finished with classes for the day i found the video on youtube to watch how i did. There are a lot of things i need to work on. First off i need a louder gym voice when showing the kids the cues and skills i want them to learn. I gave feedback once or twice when i saw the skill being done correctly, or incorrectly. I didnt give any easy cues for the kids so i could check for understanding. I need to slow down the process and get a little more involved. But its only day one and i am ready to become the teacher i want to be. My transcript is located here as well.