SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Reflection:  Lab Six

Name: __Brandon Lintern_________________________________________                         Date: ___05/09/2011____________

Tasks

A. To reflect on your experiences working with the St. Mary’s students.

B. To gain knowledge and insight as to your individual “teaching style” through play and participation.

Answer the following questions to the best of your ability.

TASK A/B:  Reflection on experiences working with St. Mary’s students.

  1. Based upon observations and interactions with the St. Mary’s students, describe what you have learned about young children?  Provide examples of activities you felt were appropriate. Why? Were there activities that were not appropriate?  Why?  

I have learned that young children enjoy running around and like activities that keep them running around. They also like to play activities with sport type qualities to them. A couple of activities that seemed to work well with the young children were the turtle and the rabbit story I used in Pre-K during the first lab, all the parachute activities, and the activity where the mission was to try to rill the ball through another person’s legs. These activities worked because they got the kids moving and running around and let the kids have fun. The only type of activities that were not appropriate I felt were the tag games because it had one kid chasing a bunch of other kids causing many safety concerns and potential injury risks.

  1. Based upon your interactions with St. Mary’s PRE K program, describe your experience.  How was this different from working with the older age students?  Did you enjoy working with younger age children?  Why or Why not?

The PRE K program at St. Mary’s was an interesting experience where most of the kids wanted to run around and have fun and then there were other kids who either wanted to play a different activity in the classroom or just did not want to play anything because they were tired. This was different from working with the older age students by the PRE-K kids having a lot more energy. They were a lot more excited to hear about the activities and wanted to play them.  I enjoyed working with the younger age children because of their high energy and excitement for the activity. These two things just helped the activity flow better.

  1.  During your field experience, each of you worked with children in the cafeteria setting.  Describe the fine motor activities you observed.  Do you feel that working on fine motor activities is something we should work on in Physical Education.

The fine motor activities I observed were thinking, dribbling a soccer ball in the gym, and drawing more noticeable shapes. The thinking I observed in a game of checkers when I played checkers with the gym group they would not think about their moves and would find a way to change the rules so they won. However, with this group during checkers I noticed the two students I played with thought about their next move and would not randomly change the rules. Yes, I feel that working on fine motor activities is something we should work on in Physical Education because it can help us out in our classes if they have the fine motor skills necessary for a certain activity and it can also help teachers in other subject areas out too.

  1.  Reflecting on your growth as a future teacher, what have you learned from this experience that has given you insight as to your individual “teaching style”.  Has your teaching style emerged based upon your experience and interaction at St. Mary’s.  If yes, in what way.  If not, how else might this occur?

I have learned from this experience to never let a bad day get you down in front of kids/students. This means if you are feeling down still show enthusiasm and excitement because if you do not the students will not want to participate in the activity you may be trying to show. Yes, my teaching style has emerged based on my experience and interaction at St. Mary’s because it showed me it takes planning and thinking on your feet together to be a good teacher. For instance, you could have an activity planned but then not have enough people for the activity then you would have to think on your feet and find a way to change the activity to the number of people that there are.