This blog I simply want to give people an insight into the type of lessons that I strive for on a daily basis. Stage 6 students have just completed their Fitness Choices module and will move onto First Aid next week before sitting their half yearly exam on 22 May 2014. Stage 5 students are currently working on a PDHPE project focusing on teenager’s pop culture that links to the theme and driving question, “Are teenagers misunderstood?”
Students are focusing on mental health issues, alcohol abuse and drug use in Australian teens and will be assessed through class debates, individual written tasks, interactive tests and small group work activities. The final assessment task will see groups create a hard hitting NSW television advertisement campaign tackling one of the above three key areas.
So what do my lessons actually look like?
My PDHPE sessions see the students engaged in learning, creating, collaboration and being active. The class is organised and follows a progression throughout the session. Students take responsibility and initiative in activities where I am merely the facilitator. The environment in my classes is energetic, caring, fun, innovative and respectful. Sessions focus on teaching physical literacy, fitness concepts, skill development and practice, utilising a DIY approach to learning.
I am never too far from my iPad or iPhone either using it as a teaching tool or using the camera/video to capture the students doing something great! Oh yeah, and there is usually music playing!
I’m a risk-taker in the classroom – as I am in life! Taking risks by trying new activities, games, units, etc. and letting my students know that I’m taking a risk, and that we can do it together, has been one of the main reasons for my growth as an educator in the last couple of years. I try to implement technology in ways that is meaningful to the students while allowing for an increase in learning time. This year I’ve incorporated a couple of activities in the modules I’ve designed that will result in student-developed skills, games and activities which include peer-teaching and focus on collaboration. Being flexible and knowing that nothing is an emergency allows the students and I to trust one another to dive into activities without knowing the specific outcome.
The best teaching advice I ever received, from both my time in the UK and Australia, relates to relationship-driven teaching. It was a focus while I earned my degree through UWIC University as my lecturers helped shape my beliefs about the teaching profession. I really feel that building relationships with my students is essential. I strive to learn about my students’ interests and I strongly believe students learn best from someone they feel cares deeply for them.
In light of this, for the rest of term, I will be joining Friday futsal or tennis sessions which should give the students the chance to put me through my paces plus provide them with a great opportunity to dazzle me with their skills outside of the classroom.
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