Lab One: Class Management and Organization
1. Why do class management and effective teaching go hand in hand throughout every day of teaching? Research shows that effective teachers introduce class rules, management routines, class procedures during the first week of class and help students practice or rehearse these rules and class routines the first several weeks of school and consistently throughout the year. Once the students have a good hold on the management rules they will respect and obey the teacher. This will allow the teacher to focus on effective teaching rather than keeping the kids in line.
2. Why should your list of class rules be short and positive? Keeping the rules short help the students see them quick and easy. When rules are positive the students will look at them in a better light. Rather than having the students see rules as if they are already in trouble, the rules are there to kindly remind them what is expected.
3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management. The squad square is beneficial because the students feel as if they are part of a team. They learn others names and can become friends with their squad in PE class which takes some pressure off in finding people to talk with. The students also do not feel left out because they are now apart of something with others and will not have to worry about being picked last. The teacher benefits from the squad structure because it helps with easy attendance. It is also a great way to group students up by simply saying squads one and two over here, three and four over there rather than counting off. Squads are also a great way for easy transitions and organization in a large gym.
4. What common elements do all of the activities in this management lab share? The management activities all help students practice sound body control as well as differentiate between self-spce and personal space. They are all designed to enhance cardio-respiratory endurance as well as challenge the students to think and respond to my signal and directions.
5. How is the affective domain addresses in this lesson? How is the psycho-motor domain addressed in this lesson? How is this cognitive domain addressed in this lesson? The affective domain was addressed in this lesson because all of the students feel a sense of belonging. We were all laughing and having fun! The success rate was high which can really help a students' self confidence. The students are running around, starting and stopping, and moving in all types of ways which are great ways to practice the psycho-motor domain. Also the students practiced counting, and configuring new ideas in their heads when solving problems which contributed to the cognitive domain.
6. What is one activity management that you enjoyed? I really loved the Magic String activity. I thought it truly made all of us laugh and giggle. I thought it was a smart way in helping students identify and recall difference body parts.
7. A management skill that was not performed in the lab I could use to teach is something called 'warm up' lines. Each student has a specific spot on the floor that they stand in once they enter the gym. This is their spot for attendance so they MUST stand in the correct spot to earn attendance that day. Also while the teaching is checking each spot, the students are starting their every day warm up routine. This kills two stones at once. The teacher has a chance to take attendance while the students are being active due to the 'warm up' lines they are always in. It is a great management skill and would be effective because each student knows where to stand in their own personal space. They get a kind reminder once class beings to get into their correct spots. After the warm up is over the class comes into the middle for an introduction of today's lesson.