Microteaching Experience and Reflection
I was given the opportunity to teach my daughter’s kindergarten class of 23 for my microteaching assignment. Since all of the class would be at a pre-control level of proficiency and would lack focus due to having little experience with a more formal physical education class, I decided to come up with a fun theme based on Superheroes for their activities. I wanted to make it fun and give them a positive beginning experience with physical education. Graham et al. (2013) mentions “Positive physical education programs emphasize enjoyable participation in physical activity and ‘help students develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically …show more content…
I wanted the kids to refer to physical education as fun and not a chore. I tried to think what kids might like and came up with teaching them to be Superheroes. Since they have such a healthy imagination at that age I wanted to incorporate imagination into the activities to make them fun and educational through crosscuricular means. Also since the children were all at a pre-control level of proficiency, I focused on imaginary manipulative and real non-manipulative skill themes that could be enhanced with simple movement concepts. I kept locomotor skill themes to a minimum because Graham, Holt/Hale, and Parker (2013) states, “The initial focus is on developing a functional (applied) understanding of the concepts of space awareness, effort, and relationships” (p. 23). I was able to extend the tasks and meet the various students’ generic levels of skill proficiency. I tried to give as clear of instructions as possible, but expectations and reality were not in sync due to my lack of experience teaching an entire class of kids. 23 students look like a lot more when you’re teaching them yourself as compared to seeing them working in class at their grouped desks. I felt there was a clear progression of skills. I decided to keep my lesson almost identical the second day of teaching to compare the first and second day after my revisions. I think to properly develop and instruct a PE class it will …show more content…
I’ve given speeches before, but none seemed as strenuous as teaching a group of kindergarteners PE for 30 minutes straight. It’s like acting, giving a speech, and managing chaos all in one impromptu setting. All the planning in the world goes out the window the second you begin, it felt. I think a positive and flexible attitude works best in this situation. I think the positivity and flexibility will help guide the confidence a physical education teacher needs to respond to any last minute changes or hang ups that can easily occur. Planning the lesson is only half the battle; actually teaching it and getting the students actively engaged is the other. My teaching main teaching strength was being able to adjust the lesson based on the results from teaching the first class and based on not having the grassy area available the second day. I felt I planned a lesson at the students’ generic levels of proficiency which provided plenty of opportunities for success, chances to perform the activity, and had ample ways to extend the tasks to meet everyone’s individual skill level. What I did really well, I think, was developing a lesson that the kids could really enjoy, and almost forget they were being taught physical education. They really got into it and looked like they were having a fun time. I also thought I did well with assessing what they had learned and because I had stickers on hand to use as a reward system.
I was given the opportunity to teach my daughter’s kindergarten class of 23 for my microteaching assignment. Since all of the class would be at a pre-control level of proficiency and would lack focus due to having little experience with a more formal physical education class, I decided to come up with a fun theme based on Superheroes for their activities. I wanted to make it fun and give them a positive beginning experience with physical education. Graham et al. (2013) mentions “Positive physical education programs emphasize enjoyable participation in physical activity and ‘help students develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically …show more content…
I wanted the kids to refer to physical education as fun and not a chore. I tried to think what kids might like and came up with teaching them to be Superheroes. Since they have such a healthy imagination at that age I wanted to incorporate imagination into the activities to make them fun and educational through crosscuricular means. Also since the children were all at a pre-control level of proficiency, I focused on imaginary manipulative and real non-manipulative skill themes that could be enhanced with simple movement concepts. I kept locomotor skill themes to a minimum because Graham, Holt/Hale, and Parker (2013) states, “The initial focus is on developing a functional (applied) understanding of the concepts of space awareness, effort, and relationships” (p. 23). I was able to extend the tasks and meet the various students’ generic levels of skill proficiency. I tried to give as clear of instructions as possible, but expectations and reality were not in sync due to my lack of experience teaching an entire class of kids. 23 students look like a lot more when you’re teaching them yourself as compared to seeing them working in class at their grouped desks. I felt there was a clear progression of skills. I decided to keep my lesson almost identical the second day of teaching to compare the first and second day after my revisions. I think to properly develop and instruct a PE class it will …show more content…
I’ve given speeches before, but none seemed as strenuous as teaching a group of kindergarteners PE for 30 minutes straight. It’s like acting, giving a speech, and managing chaos all in one impromptu setting. All the planning in the world goes out the window the second you begin, it felt. I think a positive and flexible attitude works best in this situation. I think the positivity and flexibility will help guide the confidence a physical education teacher needs to respond to any last minute changes or hang ups that can easily occur. Planning the lesson is only half the battle; actually teaching it and getting the students actively engaged is the other. My teaching main teaching strength was being able to adjust the lesson based on the results from teaching the first class and based on not having the grassy area available the second day. I felt I planned a lesson at the students’ generic levels of proficiency which provided plenty of opportunities for success, chances to perform the activity, and had ample ways to extend the tasks to meet everyone’s individual skill level. What I did really well, I think, was developing a lesson that the kids could really enjoy, and almost forget they were being taught physical education. They really got into it and looked like they were having a fun time. I also thought I did well with assessing what they had learned and because I had stickers on hand to use as a reward system.