Module 3 Reflection Paper

Writing the teaching objectives and the learning outcomes, what the pupils will be able to do at the end of the lesson.

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

Review each scenario below, and choose one to complete for your assignment. Each scenario contains specific questions that will ask you to provide examples, explain your suggestions for improvement, and refer to the lesson. Be sure to respond to each question in complete sentences.

In the Thursday sessions, I have implemented that he is able to practise the right technique of the shot by understanding the biomechanics of the shot as well as helping when it is the correct time for the shot to be played. Then on Saturday, he would practise the smash shot where he would practise the technique and implement that within the SMART targets where at the end of the session I would need to beat my previous score by placing the shuttlecock in certain places of the court.

Technology has open the possibility for new advancements and creations in the world. In medicine, for example, technology has helped increase lifespan, improved our life conditions and reduce the risk of harmful diseases. However, for some patients, technology has also been accompanied with prolonged suffering and with devastating physical and medical expenses. With more people connected today to CPR machines during their time of deaths, many individuals are having a harder time to achieve a “death with dignity”, in part because technology is disrupting both the quality of living of patients and the control they have over their own bodies. That being said, given this new technological context, can it be possible for patients to

At first, the kids did not want to listen to either of us and had no interest in doing their drills. Also, they did not have the attention span nor the comprehension level that we were used to making it difficult to explain the drills. Walker and I were very frustrated and desperate to find a way to explain the drills in

I feel our performance relates very well with the information we have learned in class. Our original Idea was to use a few moves from all the

Over the cause of the golf unit the students swing improved greatly, mainly because of teachers advice and assistance, drills recommended and practice during class lessons. To improve the student’s ball flight after analyzing it from the 30-ball exercise, she had to look at the errors within her swing and body positioning and rotation.

After they get warmed up, I either have them hit,set, or pass. Which ever needs the most practice. It’s normally hitting. So when I teach them how to hit I always start with their approach. The approach is what helps them hit the ball and to be balanced. Teaching the approach could take a while, especially if there's a left handed

Although it showed how well the students were progressing inside a classroom that used hands-on activities, it did not provide any data describing why and how the kids were progressing. This chapter was only written to explain how the classroom would look if the instructor used hands-on activities. It did not describe the reason as to how they came to that conclusion. However, I thought the chapter was very easy to read. It was well set up and it was enjoyable to see how the educators’ classrooms were set up. I would have liked to have known how the students acted before making this change. I honestly would not recommend this chapter to any teacher or administrator if they were looking for data. If they were looking to see how the classroom should be set up, then this would be the chapter that they need to

Pt. is in phase 7 of the AMS treatment program and is progressing as anticipated. Pt. was not subjected to any involuntary taper, relapse or crisis intervention for 39 months. Pt. demonstrated competency on his treatment plan work and interested in continu9ing his mental health services, engaging in the 12 Step and completing the TX program. As the patient participated constantly in the AMS program services and activities, he has been able to main abstinence since entering the program on 9/3/13. Pt. was assigned to this writer for the new quarter. Pt. has made excellent progress on maintain his financial goals by paying all tx services fees on time. During this quarter, Counselor will identify current success and challenges in his relationship

Ask the student if they have been practicing what you have taught from the previous lesson. The key points were grip, address position, and ball position? Also, ask the student about success and/or troubles they have been experiencing?

Since this is a gym class, the children must learn the sport-related skills before they’re tested by Coach Abrams. This was present when teaching the children the fundamental skills for basketball as the children had to learn basic dribbling, passing, and shooting skills. When I was overlooking the dribbling station, I had to be patient and teach them the basic skill of dribbling a basketball.

2) Group Work: When the instructor at front finish perform a series of movement, let students form a small group (three kids

Feedback is only effective when it is received correctly and effectively. A teacher’s decision of what type of feedback should be given, and who should deliver it is especially important to a student’s initial skill development (Boyce, et al, 1996). There are three main methods of feedback delivery that are routinely covered in teacher preparation courses; by the teacher, by a student peer or via videotape with teacher directed cueing. All of these feedback delivery systems should be accompanied by an assessment checklist. Schmidt states that the teacher-delivered feedback plays an extremely important role when students are in initial skill acquisition; during this stage students are often incapable of using available internal feedback needed to improve performance (Boyce, et al, 1996). The teacher-delivered feedback needs to be immediate and specifically related to the characteristics of the movement pattern rather than the outcome. Schmidt states that while videotaping is a popular choice of feedback, not enough research can support a positive impact on student learning. However, Rothstein and Arnold found that students could benefit from videotaping used in conjunction with teacher-cueing on specific movement aspects (Boyce, et al, 1996). In 1992, Boyce indicated that peer teaching was sometimes less effective because the learner does not recognise the peer teacher as capable of delivering appropriate feedback. The