SUNY CORTLAND MOTOR DEVELOPMENT LAB
PED 201 – Professor Yang
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.
Young children are all different and react differently to games provided. Providing many different ways to do the games, making it harder or easier depending on the grade level and also changing the motor skills during the game can change the way students react to them. Games that are not good for young children are: relay games, games with a definite winner and those games that do not have a lot of diversity in them. Relay games and definite winner games are not good for the young children because they get discouraged easily if there is someone who is the winner and they feel like they are losers. This is horrible for the students’ self-esteem. Games that were appropriate for the young children were those that provided different motor skills and movements to do throughout the game. Also games that were not very complicated because it is hard for them to understand exactly what you want them to do. Simple instructions, diagrams, examples and different elements of a game make children more interested in them. Providing examples on how to do something helps the students understand what you want them to be doing.
I love working with younger students because it is a lot easier to get them excited about a game that you are providing for them. If you are excited about telling them a game then they are just as eager to play it. Younger students are more willing to do games that are less focused on competition and they just want to have fun. Sometimes it is hard to get their attention because they are younger and just want to run around, but if you use different techniques that we learned in Motor Development then this becomes easier.
While in the cafeteria students would be playing board games, coloring and building with blocks, all of these require fine motor skills. Children who would be building with the smaller Legos would have to make sure that they pinched the block and placed it in the right spot. Children who were coloring or drawing had to grip the crayon or marker and hold onto it while creating their masterpiece. Some of the board games had smaller checker pieces which required the gripping of the piece and placing it on another square in the board. Mancalla required grasping small pebbles and moving them from slot to slot and not dropping more than one in each slot. Fine motor skills are essential in life, wanting to be a Physical Education teacher I would most definitely agree that we should work on them and not just focus on the gross motor skills.
Throughout the field experience I gained a lot of different techniques on how to do games and change them up and also on how to maintain and get the attention of the class. All of these are extremely helpful and I will be using them when I go out and teach someday. I believe that being at St. Mary’s and having to be in front of students by yourself and holding their attention and trying to explain to them what you are going to be doing that day is exactly how my teaching style emerged. Teaching games to children is sometimes a difficult thing to do because the game may not work as well as you think it should. Having to try to explain directions that may be hard for the younger students to understand is another element that you face while teaching. Learning to manipulate these obstacles and get around them to help your students and provide a learning environment for them is the reason for teaching. You want to make sure that the children are learning and having fun while doing it.