I create an environment that allows all students to feel respected and welcome in my classroom. I always try to use communication tactics that make the students feel comfortable and allow them to feel like they can talk to me, no matter what issues they might be having. I learn the cultural background of my students in order to ensure that I am not doing anything that makes them feel disrespected or insecure.
Target - I achieved this standard by creating things like "Mr. Reid's Wolf Pack". It started as just a start/stop signal, but has grown as a means for me to communicate with my students in and out of the class. Students give me their Wolf Pack signal in and out of class. It's a way for us to communicate, say hello, and for them to let me know that they are doing alright. It helps children with language barriers to know when to stop, set the equipment down, and listen. This gives them an opportunity to take full advantage of instructional segments, which can help towards the goal of learning the English language.
I have a sequence for how I introduce a new skill or the progression of a skill. I first explain what skill it is we will be working on. Then I demonstrate the skill myself with a heavy emphasis on the cues. I have students repeat the cues as I do the movements. I will also incorporate student demonstrations in to the lesson as well. It gives students the desire to perfect their craft so they can demonstrate for their peers. I always make sure the cues are relevant for students and are developmentally appropriate.
Self Assessment: Target - I achieved this standard by engaging my students with developmentally appropriate demonstrations and cues during each of my lessons. The cues are short in duration and fit within my lesson objectives.
I believe that you must be very flexible and very adaptable as a teacher. There will be days where some things will work perfectly and other days where those same things hardly work at all. Teachers must be constantly finding new methods and practices to engage students and facilitate the learning process. This is also very important during classroom management segments.
Self Assessment: Target - I achieved this standard by adapting to a very unusual situation and taking advantage of every learning opportunity. During my first methods class, we had the task of walking our students 3/4 of a mile to and from the recreation center. The school had no space for us to conduct a class so we had to hold class at the rec. center. Students struggled to stay on task when traveling to and from so I decided to make fitness activities that engaged them during the walk. I was also able to maximize our class time.
I love to highlight positive behavior during my lessons. Whether it is a student who is going above and beyond in class, or a means to manage the classroom, highlighting positive behavior leaves students more engaged and feeling supported. All of this leads to safer and more engaged students.
Self Assessment: Target - I achieved this standard by introducing students to my "GRIT" belt. The GRIT belt is a behavior management tool that rewards students for displaying hard work, inner strength, perseverance or passion. I will keep the GRIT belt on display to remind students what they are working for during class.
I can not give my students appropriate feedback without properly analyzing their motor skills and performance concepts. My two go to methods are visual observation and through the use of technology. There are so many video apps that allow students to review and self observe or allow teachers to record and review a student's performance at a later time
Self Assessment: Target - I achieved this standard during my Parkour lesson at Shawsheen Elementary. Not only did I observe students in real time, but I also had students record their front rolls on a video delay app. This allowed me to give students specific feedback. Students were also able to observe themselves and provide feedback to themselves.