"Champions are made from something they have deep inside them: a desire, a dream, a vision."
-Muhammad Ali

Thursday, December 3, 2009

Studiocode Reflection

After looking at studiocode I realized a lot about my teaching style. First of all, in regards to Instruction I do not circulate the classroom enough. I think I walked a full circle around the class one time. For this lesson it was officially difficult because with the paddles and balls I need to help specific individuals. To do this I walked in the middle of the class which caused me to lose sight of the entire class. In the future I need to get the student to step to the side where I can talk to them so I can still see the entire class. Also, I do a good job at disciplining but I let it slow my lesson down.
Also, I learned that I demonstrate a lot- which is a good thing. I used other students to help me demonstrate, which makes the students feel special. So I think this is one of my strengths with teaching. Another weakness would be transitions. At one point I needed to get the students into partners. This turned out to be a much harder process than I anticipated. The students were confused on who they were partners with and it took way too much time away from the lesson. I've realized the
Some of the changes that I need to make is to 1) Keep up the pace of my lesson. This keeps the students interested and I think avoids discipline problems because the students are too busy being active. 2) I need to rehearse my transitions. This is something that you just cannot "wing it" during the lesson. They need to be crisp, clear, and concise if you want them to be smooth. 3) Circulate the classroom more and avoid the middle. I can give individual feedback by pulling the kids to the side. Lastly, I just need to relax. With all of the things to think about with teaching I forget to just enjoy myself and enjoy the kids. The kids can sense when you're stressed and they want someone to teach them that is fun. I think that is the most important thing I need to do next time.

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