-Kylie -Kylie
-Breanna -Breanna
-Giovanni -Giovanni
-Bryson -Bryson
I got ya. Good job Ben.
-And freeze. -Hands on your knees [class in unison]
Now let's think about this. When you say freeze, should there be moving?
-No [class in unison] -Should there be talking?
-No. [class in unison] -No.
So we're going to practice that again because I don't like it.
Keep walking.
So my objective for the first couple of weeks is to really go over my expectations
and make sure the students understand what I want them to be doing.
My expectations are: listen, try your best, and be kind.
And then I always tell the students if they do those well then we will have fun,
and that's my fourth expectation.
I'm going to be kind...
with my big heart.
If I do that,
we're going to have fun.
So stand up
We're going to do that one more time. I can be successful
-I can be successful [class in unison]
-Here's how -Here's how [class in unison]
-I'm gonna listen -I'm gonna listen [class in unison]
-with my big ears. -with my big ears [class in unison]
So for the first couple of days and just in general I believe students learn best by
doing it. So I try to have the activities mirror what the expectations is.
And you can only listen for so long and then you tune out so I figure the best way
to do it...give short little snips of what I want them to do, show 'em what it looks
like and then reinforce it.
Say it with me, your hoops...
are no longer regular hoops...
they are spaceships.
When you're flying in a spaceship in outer space, can you get close to other spaceships?
So for the spaceship activity when they were moving around with the hula hoops
I was really reenforcing the listening because they had to move the hula hoops to
different levels, but on a movement perspective we were working on personal
space which is a-a big PE objective throughout the year.
We want to make sure students are moving safely and not bumping into their friends.
Perfect. Go.
-Put water by the trees and walk on the outside of the cones.
-Awesome job.
-Put water on the trees and walk on the outside of the cones.
-Yes!
And jog. It's not a race, we're just warming up our heart. Jog.
The second week I was definitely working on expectations, I came out, we still had our
PE buddy poster. Um, I went over my expectations. And then every game that we
played reinforced those expectations. And when I saw something I didn't like,
we stopped and had the students do it over until-until it was great.
And swim the open seas.
You are swimming in your own space.
And freeze. -Hands on your knees [class in unison]
I'm sorry I had to stop you so quickly but I saw some crazy fins.
Is that safe? -No [class in unison]
-No, that's going to hurt somebody.
I think it's just important when you're planning a lesson to start with the why.
And for me, my expectations were the why. I wanted them to know how to listen,
how to try their best, and how to be kind. And then I planned the games around that.
I love the communication over here.
The more I spend at the beginning of the year, the more it pays off in the long run.
And for elementary PE, I see these kids usually kindergarten through sixth grade.
And if I spend a lot of time in the early years, it pays off so I can do...great things
you know when they-when they are older.
So I usually spend about a month, two months going over just teamwork, being kind,
listening. And then I sprinkle it in to every other lesson that I do.
And those three were amazing. -Yay, awesome.
-Okay. -Thank you. -You're welcome.
-Alright. Come in. -Alright. Have a great week. See you later.
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