The last ten weeks at Meigs High School have helped to shape myself as a future educator. I have continued to notice my strengths in the physical education classroom as well as the items I still need to work on. Spending time in the typical school atmosphere has brought on excitement as well as nerves for what is to come.
I believe that overall my professionalism is sufficient. I attended every day that I told my corresponding teacher that I would be there. I had no trouble getting to school on time, despite the thirty minute drive out to Meigs. Even though some days jumping in the car for a half an hour in the morning would just make me tired, by the time the first class would start I would be awake and ready to go. Mr. Dunn did not require much responsibility on my part. In a physical education class there no papers to grade, or grades to enter, so I honestly just watched. If he would go ask me to grab a piece of equipment from the closet, I would do so without hesitation.
Throughout the quarter I was able to build relationships with students in a few of the physical education classes. These students ranged from Caucasian, freshman girls, to African American, senior boys. I had different types of relationships with the students, but I believe that each of those students respected me and enjoyed my presence in the classroom. There was one particular girl who I spent a lot of time talking with while she was exercising on the treadmill. I learned that her passion is animals. She loves to ride horses and she wants to be a marine biologist one day. She was curious about college and how it differs from high school. Over the weeks of talking with her, I began to notice that she wanted my advice on what to do in certain situations. Wither it was petty high school drama or what her future brings, I could tell she trusted me, and respected I had to say. Obviously, my relationships with the boys were different. For the longest time the senior boys were giving me a hard time about being and college and all that it entails. It was hard for me at first to defend myself. Even though I do not participate in the typical college lifestyle, I became very embarrassed. I wanted these students to know that I am not a typical college student, but did not want to continue on in an inappropriate conversation. I began to realize that these senior boys just wanted my attention. These boys are not technically enrolled in the physical education class, but are in there to help add bodies to a very small class. Some of the days when I would observe, the entire class except these particular boys would be exercising on the equipment. They did not get much attention from Mr. Dunn because he was focused on his real students. The boys would beg me week after week to play basketball with them. I always denied the offer and told them that I was there to watch and that was all. Finally, the last week of class the boys were playing Knock Out and coaxed me into playing a game. The first game I played I beat them, and from that point on I had a different feeling from them. I think in those moments that I showed those boys that I do have athletic ability, they began to respect me as someone who could be a teacher. The relationships I had with the students we all very different, but they we all good relationships that shared respect from both parties.
As the quarter progressed and relationships developed I began to become more comfortable in the classroom. During class, instead of standing over by the bleachers to watch, I would stand right on the court. Being up close to the action I was able to hear more conversations and be slightly more engaged in the classroom atmosphere. When the students were playing volleyball, I would stand about mid court and run after stray volleyballs and return them to the teams. I became must more comfortable talking to Mr. Dunn. Once I finally started to get comfortable with the cooperating teacher, I became more comfortable in general. The conversations ranged from high school sports, or sizes of schools in the state of Ohio. In his class I felt comfortable being out on the floor with the students as they were doing their activities. I would stand under the basketball hoops to get rebounds, or stand beside a girl on the exercise bike and let her tell me all about her dreams to play collegiate athletics. Being accepted by the athletic director made become comfortable, because I felt as if the school was comfortable with me.
My strengths in the classroom are continuing to develop. I believe that one of my main strengths is holding conversations with the students. I think I am good at holding quality conversations that both myself and the students enjoy. I really enjoy speaking to students of all ages, and I think that is really important for an educator. I do not want to be a teacher who only talks to her students when she is lecturing. I would like my students to feel comfortable coming to me with issues that they need resolved. I hope that this strength will help me become a warm and inviting teacher, not a cold and distant one. Not only are my conversations with the students developing, but also my conversations with fellow educators. At the midterm, I was struggling being able to carry on a conversation with my cooperating teacher. I love listening to what wise people have to say, but then always feel as if I do not have anything to say back. As the quarter progressed and I started to feel more comfortable in the class in general, I started to feel more comfortable talking with the teacher. I started to ask him about the things I was noticing about the class, or ask him about something I learned here in lecture at Ohio University, and ask him how it applied to his class. I had to interview Mr. Dunn for my tri-fold project and he and I had a good conversation about the importance of adapted physical education. I would like to think that we equally participated in the conversation and both learned something from each other’s ideas.
Mr. Dunn was overall pleased with my presence in the classroom. He gave me all fives on my final evaluation, and said that there was nothing wrong that he could report. From our conversations, I think he could begin to see that I have the qualities of a quality physical educator. He said he enjoyed my time spent in the classroom and that if I ever needed a reference or anything that he would be more than willing to help me out. He also invited me to come back and spend time in the classroom whenever I wanted.
As the quarter concludes, I absolutely still want to be a teacher. I love every minute of being out in the school and interacting with the students. My flame of passion is fanned every day I spend out in the schools, watching and developing my own teaching philosophy. I have always wanted to teach high school physical education. I know that I do not want to be a typical classroom teacher and that physical education is right for me. I originally wanted to teach high school, which I still do. Through the Young Life organization I lead in, I have fallen in love with high school students, and enjoy spending my time with them. However, in my methods courses I have noticed that I really enjoy the elementary school students and their excitement and energy they provide me with. Luckily, I will get certified kindergarten through twelfth grade and may get the chance to teach at both grade levels.
I cannot wait to just be out there on my own, teaching my lessons, and sharing my passion with the future generation. I know that I still have plenty to learn and will grow in my strengths as I continue on in my journey to becoming a physical educator. I still have lots to learn and plenty of work to do before I will be ready to be out in the field on my own. I am anxious to what the next year will bring, and how I will develop as an educator.
Tuesday, November 18, 2008
Goodbye Meigs High School
All That Teacher Talk... is True?
Every teacher has his or her own idea of how a lesson should be taught, and the theories behind that teaching. This week I carefully watched the instruction of a lesson in physical education and Meigs High School. I realized how the different aspects of the lesson would reflect the theories by which I believe Mr. Dunn teaches. Reflecting on the different aspects of the lesson, I made obvious connections to certain theories.
All of the class periods I observe are basically the same. When the students are finished getting dressed, Mr. Dunn tells them to shoot around with the basketballs to get warmed up. They shoot around for approximately five to seven minutes, the whistle blows, and they put the balls up. This followed by some down time because the students take their time putting their equipment away, and Mr. Dunn proceeds to just wait for them without any form of hustle command. Half the class was then sent to the exercise equipment, while the other half was told to go shoot around, throw a football, or play ping pong. These activities use the student’s prior knowledge because they know what they are supposed to be doing. Mr. Dunn walked around to make sure the student on the bikes were using the appropriate program, then went and sat down on the bleachers to scan the class. Ormrod says giving the students control like this builds a good classroom psychological climate, because it shows that he teacher respects his students. After a short period of time, he noticed that the students who were on the stage playing ping pong had all magically disappeared. He left to address their off task behavior, and to find out where the students had gone. They ended up just being behind the curtain looking for the ball. He then proceeded to walk back thought the gym to sit down beside me. He asked a few of the students what they were doing because they were just stranding around. A few more moments passed and he told the students to put away the equipment and get dressed. According to our EDTE 200 lecture, Mr. Dunn’s teacher management style is permissive. The students in his classes also demonstrate the qualities expressed in the lecture of student with permissive teachers. The students have autonomy, but little support of discipline. Due to the fact there are very few consequences, the students are mostly unmotivated and disobedient. Even though the students do not necessarily act up, they are disobedient by just standing around and not doing anything. Throughout the class periods, the students participated in cooperative and individual activities. Over all Mr. Dunn’s teaching intrusion is mostly laid back with very little discipline involved.
Teachers teach different ways depending on how he or she thinks their students learn. I can draw some conclusions about some of Mr. Dunn’s theories according to the way he teaches. I believe that Mr. Dunn believes in Vygotsky’s social constructivism. The students who are not riding the exercise equipment were all engaged in cooperative learning activities. There was no real lesson being taught so the students were working in groups and learning from each other. According to Ormrod, social constructivism is just that; working together and learning from those around an individual. Mr. Dunn also exhibits characteristics of Bloom’s Taxonomy. In a lecture in ETDE 200 we discussed the different levels of Bloom’s Taxonomy. Mr. Dunn’s students are engaging in the level of application. They are using their skills they learned in physical education class and are applying them in a game type situation. These game type activities are known as authentic activities. Ormrod states that authentic activities are learning activities that are similar to activities a student will encounter in the outside world. The students are learning to appropriately participate and behave in a physical activity setting. Sometimes as students are participating in the authentic activities, they either misbehave or participate in off task behavior. Mr. Dunn corrects these behaviors by using negative reinforcement. Ormord says that negative reinforcement is when the cause of the misbehavior is removed. Mr. Dunn demonstrated the use of this when he would ask the students; what they were doing when they were just standing still. He did not want them to be standing still, so when he acknowledged the students, they would start participating again. These theories support the instruction methods used in these classes.
I am not going to lie. I was bored with what I observed this week. Every week it has been the same thing over and over. I was not surprised when Mr. Dunn told me what the student should be doing in class. It is obvious that the students are bored and really not enjoying themselves. I know that not everyone is going to like physical education class. However, the reason why I decided to become a physical education teacher is because I believe every student should get the opportunity to learn ways to keep themselves healthy over a life time. I would like to show students how to do that which they are still having fun. If students dread physical education class, they are going to dread physical activities for the rest of their lives. I am inspired to take my time writing quality lesson plans for my classes in the future. Wither I think this teaching style is quality or not, I still benefit from every moment of being in that classroom. Even if I was bored, everything can be made into a mental note for the future.
This week I really came to realize the importance of everything I learned in the 200 block. I learned that the theories teachers believe in; really influence the style of their instruction. Theories and instruction are so closely connected, that I learned how much they affect each other. I think I am beginning to formulate my own opinions of theories and instruction.
Motivation Schmotivation
I was able to observe many cases of motivation this week at Meigs High School. In physical education the students are extrinsically and intrinsically motivated. The teacher plays a key role in their motivation. It seems as though motivation is a big part of physical education.
Throughout the day the students are both extrinsically and intrinsically motivated. In my opinion, high school students are not easily motivated in physical education. The students are extrinsically motivated because as they seek approval from their teacher. They know that Mr. Dunn is watching, which keeps them motivated to work hard. According to Ormrod, students are extrinsically motivated by factors that are external to themselves. For example, on Tuesday and Thursdays half of the class spends their class period working out on exercise equipment. The student who was on the treadmill today did not want to do anything. It took her a long period of time to start her workout, but once she did, she knew she had to keep going because Mr. Dunn was watching. The student did not want to get caught not doing her exercises. Not only were the students motivated by the need to please their teacher, but they are also motivated to please each other. The students are also extrinsically motivated in which activity they participate in. One group of friends played basketball, while another group of friends hung out on the exercise equipment. It did not matter which activity each individual person want to do, the students were motivated in their choice so they would be accepted by their peers. In this particular high school gym class, there are many students who seem that they cannot be motivated, no matter the circumstance. However there are a few students are intrinsically motivated just because they want to learn or achieve. Ormrod states that students are intrinsically motivated by factors within themselves because it gives them pleasure or help them develop. In the second period class, there are a few students who love physical education and sport and are intrinsically motivated because they want to improve on their skills. Three boys and a girl were playing two on two basketball. This game was testing the student’ skills they learned in class in a game-like situation. In class, they are given the option to just shoot around or do whatever they want. Due to the fact these students are intrinsically motivated, there were more interested in improving their basketball skills rather than just hanging out with their friends. Throughout the day I observed students extrinsically and intrinsically motivating themselves.
I believe an important aspect of physical education is motivation by the teacher. Mr. Dunn has his ways of using both types of motivation in order to get his classes to participate and learn. At the beginning of the class period, there were about four students who claimed they were not going to change for class. Mr. Dunn extrinsically motivated these students by telling them that if they did not change they would eventually fail, and just have to retake the class over again. Ormrod discusses this topic when he shares that extrinsically motivated students are often prodded at. Mr. Dunn experiences exactly this on a regular basis. Day after day he must prod his students, threatening to fail them in order to convince them to participate in the planned activities. Intrinsic motivation is also used because it is a part of Mr. Dunn’s job description. In physical education class the students are to be learning about health and wellness. He intrinsically motivates the students to continue their exercise because it will make them healthier individuals and increase their longevity. When Mr. Dunn is harping on his students about not dressing for class, he encourages them that they should want to dress. Not only so they do not fail, but because they will become more educated individuals if they participate. I believe Mr. Dunn takes this approach because he knows that not every student likes physical education class. On the other hand, he has a passion for educating the students at Meigs High School, and wants to share his knowledge with them. Mr. Dunn Is not the most aggressive motivator, but he does what he feels is best for get his students motivated for class.
I am not thrilled with what I observed this week. As I experience many different classes and students in my methods courses, I have come to the conclusion that Mr. Dunn might be a little too laid back. I get the feeling that he allows his student to get away with too much off task behavior. Today, the students were given a free period to do whatever they liked, as long as they kept working on something. Some of the students were across the gym, on the stage, playing ping pong. I noticed that one of the students had pulled a chair up to her table and was sitting down while attempting to play ping pong. I did not see how that student is going to get her daily, thirty, minutes of vigorous activity suggested by the surgeon general. She cannot accomplish this vigorous activity while she is sitting down. It took a long period of time for Mr. Dunn to go and make her stand up. Even when she did get up, he neglected to explain to her why she should not sit down. As I stated before, I know that it is hard to motive students who do not want to be motivated, but I hope that when I have own class I will be able to get my entire class intrinsically motivated to participate.
Obviously, motivation is prevalent in physical education. The students and teacher both have their ways of motivation, wither it be extrinsically, intrinsically, or both. I have learned a good deal about motivation and how important it is to the success of a physical education.
Miss B Is Not a Typical College Student.... I SWEAR!
I learned about the morals of the students at Meigs High School. Whether they know it or not, the students have more morals than they think. I observed different stages of moral development amongst the high school students. This week was somewhat awkward for me, and I am still not sure what to do about it.
I asked a few students about their thoughts on keeping promises. In response to my question, they all had the same answer. They were questioned on how important it is to keep a secret that a friend has shared with them. A fifteen year old girl and an eighteen year old boy both replied with the same answer, “It’s very important.” When I asked them why, one boy who is seventeen said, “It just is.” Even though he did not have a direct answer, he just knew that it is important. I do not know if students realize it, but stating “It just is” showed that the individual has moral value. Another individual stated that, “It is very important, because if you make promises, you should stick to your word.” He gave almost the exact same answer, but with a few more words. Why should people stick to their word? The students never said, they just know that it is the right thing is to do. The fifteen year old girl commented, “I mean… it kind of depends. I wouldn’t go kill someone for a promise, but if I made a promise I would keep my word.” She understood that promises are important and the moral value of keeping her word, but she also realized that the circumstance is a factor. These individuals are just typical high school students living in a world that tells everyone to focus on themselves, but yet they still have moral reasoning.
Different stages of moral development were observed in the students. According to Omrod, there are three levels and six stages of moral reasoning. I picked up on stage three which is titled Good boy/good girl. This week the students were in study hall due to the refinishing of the gym floor. Over all the students were bored an antsy, and needed something to occupy their time. Almost every student has a cell phone in his/her pocket, and throughout the period they slowly came out. The Good boy/ good girl stage was noticed when, as soon as Mr. Dunn would turn around, they would all shove their phones in a bag, under their leg, or in a pocket. They are in the stage in which they “make decisions based on what actions will please others, especially authority figures.” Even though they were breaking the rules because they wanted to, they did not want the consequences of the teacher finding out they broke those rules.
However, not every student fell under the stage three category. I had multiple students blow my mind with what they were comfortable talking about in school. Twice, I got asked if I was going to the Halloween block party. Considering the stereotype of what happens in Athens on Halloween, the students were not fulfilling the stage three criteria. If they were in stage three they would not want a future teacher to know what their plans were for next weekend. In the text, Omrod talks about exposing students to models of moral behavior. I tried to use this method in my responses to the block party questions. I explained that typical college partying is not my scene and I do not participate in those activities. The next thing that came out of their mouths was a story about breaking curfew to go to Wal-mart to buy beer. Students in my high school never talked about events like that. I never heard about people sneaking to get beer until I came to college my freshman year. These boys were way out of the good boy/ good girl stage. I would say these students were closer to be developing in stage five. The students recognized the flexibility of rules, and did not mind that I was hearing them talk about their social lives. The other student that stuck out to me was a girl. She said some of the nastiest things I have ever heard in regards to a teacher. She talked of things that were very sexual, while talking very loudly and having no concern for who was hearing her conversations. She was also no longer in stage three because she did not care what the authorities thought about her behavior. Most of the students I observed were representing typical development. High school students should fall under the stage three category according to Omrod.
I believe that most student fall under the pre-conventional morality heading. Growing up in school, all the students know that they should follow the ways of conventional morality. According to the text, conventional morality is “Characterized by an acceptance of society’s conventions concerning what is right and wrong.” Even though they know what is right and wrong they want to follow the ways of pre-conventional morality that lets them make decisions on what is best for themselves. For example, a group of girls were talking about an algebra assignment that was due later in the day. They all asked each other if they had done it, all feeling slightly guilty for not having it done. However, they all came up with excuses that made them feel good about themselves not doing the assignment. One of the girls said she did not have time due to practice, another spent the night at her grandmas, and the third girl said she just wanted to relax and not do her homework. Conventionally, they know what the right thing to do was, but they wanted to run things on their own terms.
I felt somewhat uncomfortable with my observation this week. I really did not know how to respond to the students when they are basically asking me if I drink. I have never been very comfortable with the idea of alcohol, and even though I am finally twenty-one, it still makes me uneasy. Obviously I denied their accusations, but it bothered me that I knew they thought I was lying. I guess I should not care what high school students think of me, but when I want to be respected as a professional I think their opinion is important. I know it is unprofessional to have those conversations with students, but I knew if I laughed it off they would defiantly get the wrong idea of me. Shortly after Mr. Dunn walked over and said that he heard some things that he does not think are true. His comment made me feel a little more comfortable, but my mind was still racing make sure I did not say the wrong thing. Alcohol is a thing so commonly associated with college, that I feel once I have graduated and get a job, my students will respect me more as an adult. I will no longer just be some college kid who is watching their classes.
Overall, it was an interesting week at Meigs. I can definitely say that I am so glad I will be a physical educator where there the students are up and moving around in my class. I did not like dealing with the students as they just sat around and talked to each other. Through their conversations I learned that the students probably have more morals than they think, and their moral developmental stages vary somewhat. Even though it was not the best week of my observation, by no means am I discouraged on my journey to becoming an educator.
It's Not Roll Out the Ball... It's Go Sit on the Equipment... Still Lame
I have been able to make connections in cognitive developmental trends between my observations at Meigs High School and what I have learned in EDTE 200. I have noticed that the physical and social environment plays a factor in the students learning. Students benefit from cooperative learning in physical education class. The students in the classes I observe demonstrate aspects of the theories about cognitive development presented in class.
Piaget assumed that interactions with an individual’s physical and social environments are essential for cognitive development. According to the EDTE 200 text book he believed that, “active experimentation with the physical world is critical for genitive growth.” Piaget also believed that social interaction was just as important to the cognitive development of young people. In the physical education classes that I observe, I get to experience this assumption every day. The students at Megis have been playing volleyball for the last few weeks. During their games of volleyball they get to develop through the physical world and social interactions. The students reflect Piaget’s because they learn about cause and effect relationships. They see how others react in a social setting and can process their own beliefs on how the think social situations ideally should be. The text also states that these high school students are in their formal stages of operation. I see this demonstrated in the classroom with the students’ abilities to think for themselves. During a game of volleyball, it was obviously that one team was better than the other. Instead of just allowing themselves to get beat every point, they started to come up with strategies that would give them some help. Their first idea was to ask me to play on their team. They could use their logical thought processes to know that I probably have some volleyball skills due to the fact I am studying to be a physical education teacher. After they found out that they could get no help from me, they started to form strategies on the court to help out their play. They had one guy who always tried to make the first hit to get the ball under control, and then the other three players would work on getting the ball over the net. These physical and social interactions are so important because the same type of cognitive development cannot be developed while sitting in a chair in the classroom. Sitting in class for hours on end without talking or moving around does not provide real life learning for the students. According to a lecture in EDTE 200 students should be participating in authentic activities that relate their learning to real world contexts. The students in physical education class are receiving these authentic activities everyday as they grow in the physical and social environment.
Working collaboratively in groups helps students develop knowledge. Vygotsky’s theory of social constructivism identifies why working in groups can benefit the students. The students mutually construct knowledge when working together, and the ETDE 200 text states that the “collective efforts impose meaning on the world.” When students are demonstrating social constructivism they are working together to achieve a common goal. I see this theory reflected in the physical education classes I have observed. When the students are playing a game of volleyball the students are all working together to win each and every point. A game could not be won if just one person was putting forth the effort. All the students work off of each other and learn from each other. The students who are not as skilled are seeing constant demonstrations from the talented students in the class. During a lecture in EDTE 200 we were told that “it’s not just about putting students in groups.” It is believed that sometimes people get put in groups just to split up the work load and make life easier. However, that is not the goal of social constructivism. I see this reflected in the classes I observed when the students were given a new warm up activity. They jogged around the room in a single file line, passing a soccer ball backwards with their feet, and passing a medicine ball forward with their hands. The teacher did not give them many instructions on how to perform the task, but the students used their social constructivism to mutually learn the task together. Working together helps students develop knowledge that they may not have been able to develop on individually.
I feel that my observations this week were redundant. The students at Meigs high school have been playing volleyball in physical education class since the school year started about 8 weeks ago. I understand that during volleyball season the net has to remain up in the gym, but I do not believe that students should have to play volleyball for so long in class. Unfortunately, this is reality for PE teachers. There is always something that can throw our class off. In the future, if I am in this situation I would develop activities to work around the net. My observations make me hope that when I am a teacher I will be able to be creative to write lesson plans to work around the obstacles thrown into my path, while keeping the students physically active. I am not passing judgment on the teacher, but personally I made a mental note that 8 weeks is far too long for one unit. I am continuing to enjoy my time at Meigs and am learning from each encounter I have with the students and staff.
It is evident that what we are learning in class on cognitive development is reliable, due to my observations of the material in a real classroom. Students develop from participating in a physical and social environment. Student’s learning is also enhanced with the help of social constructivism and group work. Seeing the theories in action, helps me understand them and realize why they really are important.
4 Pages in 40 Minutes
The last four weeks have been an adventure. I believe I have grown as a professional and future educator. I have been able to build some rapport with my co-operating teacher as well as the students in his classes. Throughout the last few weeks I have realized that I have some obviously strengths and weaknesses. There are a few goals I would like to accomplish before this quarter is over, and I move on with my education.
I believe I have been professionally proficient at the school. I have shown up when I told the co-operating teacher I would be there. I try to be there every Tuesday and Thursday from
The other staff members at the school have been very accommodating. The ladies in the office recognize me and say hello each morning when I walk in. Also , during week four when I needed to find a special education class room to observe in, the principal himself took me around and introduced me to a few teachers. He really made sure he found what I was looking for. I really appreciated the gesture, and hoped that because of his willingness he noticed my professionalism. I was worried at first about the staff looking down on me. Two other girls from class drive out to Meigs with me each day. The two of them always look so nice dressed up in their professional clothing. Although I make sure I am presentable, I felt uncomfortable in my sweat pants and sports polo. I felt that maybe people would not see me as professional as the other observation students. As time went by I realized that the staff understood that I am going to be a physical education teacher and what I was wearing was professional and presentable for my future occupation.
Each Tuesday and Thursday, my co-operating teacher pulls out exercise equipment for the students to work out on. This has been a blessing for me to have conversations and build rapport with the students. At first, they would try and get my attention by saying, “Hey Dude” or “Hey teacher person”. They now know who I am and what I am doing there, and refer to me as “Miss B” or “Miss Brandenstein”. I have been able to talk to some girls who really do not enjoy physical education. These are important conversations for me because; those girls are the reason why I decided to be a physical educator. I know that some people especially girls tend to hate physical education just because the set up of the class, or they think their teacher is rude. These girls I have been talking to have been sharing with me about why they do not like class. They tell me that it is boring, or they always get picked last. These are the classic answers of why students do not like gym class. One of the girls asked me why I wanted to be a physical education teacher, because she said that no one likes those teachers. I told her that it was my goal to not have the kind of class who people do not want to attend. I shared with her what I would do in my classes and she told me that she thought I had some good ideas. I like to have these conversations with these girls because the whole time they are talking they are walking on the treadmill or riding an exercise bike. When I talk to them I keep them occupied and they get their full twenty minute workout in because they do not realize that they have been exercising. If I was not talking to the girls, it would be likely that they would cheat themselves. When Mr. Dunn is not watching, they have a tendency to stop peddling or step off the treadmill until his eyes find them again. I have been able to build rapport with these girls, and I believe they respect me for the position that I am in.
I have noticed that I have some strengths and weaknesses. My strengths are that I am able to professionally interact with the students, and pick up on things that are important for me to remember when I become an educator. The students have been playing a lot of volleyball in the time that I have been observing. I stand off to the side about mid-court and watch them play. When the ball comes to me, I make sure that I get it and pass it back. I make sure that I do not just stand there and let the students run by me without even acknowledging their presence. While the students are participating or not participating in class, I try and pick up on activities that I think I will be able to use in the future . When Mr. Dunn is teaching I like to think about whether or not the activity would be appropriate according to what I have learned in my classes. Most activities that Mr. Dunn uses are great activities that keep all the students involved. From time to time I have picked up on something that according to my professors is not quality. By no means do I judge him for these activities, I just make note that they contradict what has been drilled into my head. For example, most days two captains are picked and they pick their teams one by one. I have been told this is not a good idea because there are always the same students who are picked last. This makes these students feel defeated before they even begin their activities. I like to make mental notes of these things just to build my knowledge of physical education in general. I have found my strengths, but I have also found my weaknesses. I have realized that when Mr. Dunn is sharing his knowledge with me, I am at a loss of words to keep the conversation going. I love listening to his wisdom on physical education and I could sit and listen all day, but when I am sitting there it is like my mind is blank. I know I have things I would like to ask about it, but I just can not think while he is talking. I know this is not my best quality but I hope and I become more and more comfortable, I will loosen up and be able to carry on a conversation.
As the quarter comes to a finish I would like to be completely comfortable in any classroom I set my foot in. I would like to improve my strengths and make my weaknesses few. I hope that my knowledge continues to grow and my passion for teaching physical education becomes stronger. I am overall pleased with the overall experience and opportunities I have been given at