Virtual School – PE lessons (1st Part).

computer

I was rehearsing to write about virtual school because I don’t want to miss any information regarding what I already did. I took a 15 days break since we started at the beginning of March, and now we have a few days of resting before we restart all the virtual lessons. Actually, maybe we won’t come back together, the whole faculty. We will have meetings to discuss which professional go back to the role right now, and perhaps we will take turns among us. I think it will happen because the school decided to open the Early Years routine again only on 1st June. Many parents didn’t handle all the tasks that we sent to the Google Classroom, which was a kind of a mess, giving back the duties until the deadline. I know their concern because most of them have more than one child, and could you imagine manage tasks regarding all the areas like PE, Visual Arts, Music, Performing Dance, and all the content regarding the teacher of reference (classroom teacher). It’s tough! One parent came to talk to me, virtually expressing her concerns because she has three kids. For many times she had to manage all the three tasks all day long. She told me that she needed to open the three files, prepare the environment for the lessons, material, equipment, cameras or cellphones to take pictures and record her kids, answer questions on Google Classroom, follow the reference teacher’s schedule on time (virtual class), etc. Imagine doing this with your kids and need to work at the same time… Too much work! For now, children from EY are not able to open all the files, use the technology properly to follow a routine and, understand the deadlines without parents’ support.

For Lower and Middle School (my school goes until Grade 8 this year), the scenario is different. Children can attend the classes on time on their own, open all the files, research, use all the technologies requested, answer questions, watch presentations, also our video calls of Q&A. We as teachers are engaged to produce daily content to deliver in the Google Classroom, following the pattern of school’s standards, the Brazilian education document, using all the strategies and studies like Habits of Mind and Making Thinking Visible to support us in this journey.

For PE lessons, it’s been a challenge to bring physical content into the home environment. Of course, we have content enough to deliver, mainly using YouTube as a partner. I subscripted YT Premium to help me to save time while watching videos and avoid adverts. I’m collecting videos with a different purpose, but always looking for videos that I can fit in my practices as a PE teacher, and as a Psychomotricist, I mean, exploring the Psychomotor Factors as Balance Skills, Fine & Gross Motor Skills, Lateralization, Spatial-Temporal Perspective, etc.

This text is just the opening text about the virtual school because I have a lot of things to mention and describe here. Let’s keep the first part as an introduction of the content, then I’m going to split the subject into topics and write another text afterward. See you soon!

Engagement Rating Chart.

20190823_100110

I’ve been thinking about strategies to engage my students to take PE lessons. A teacher struggles to keep students engaged all class long, and it’s mine also. Sometimes I feel early years involved, and lower or middle school don’t. On the other hand, talk to the old kids it’s quite useful to find new strategies to achieve student’s expectations, that’s because we can chat and discuss what is the best for them looking for their own interests. So, I have toddlers to kindergarten engaged and Middle School already spreading wings and discussing their interests, but what about Lower School? I started to put in practice some visible things to engage them as an Engagement Rating Chart.

I’m not talking about disengagement and disrespect only but giving them instantly positive feedbacks. Following this idea (to give positive feedback while teaching them) I think I could make it visible as I am pursuing this model of practices. I described the importance to do not complain while playing games, and this is the start of our new philosophy in PE lessons. If we do not complain about our friend’s behavior and try to solve problems by ourselves instead of taking short breaks during the PE lessons, children can enjoy more time and play.

This week I made this chart to gather some data of their behavior, and we (my assistant and I) felt children worried about the progress of the class. The main idea is starting the lessons one hundred percent, very happy and full battery. I made the connection with the battery because we are in the digital era, which means, students could understand the idea to lose something while the battery is losing energy. I established the rules below:

  1. The three faces: Happy, Thinking, and Sad. I will manage the humor of the faces according to the power of the battery. Starting the battery a hundred percent, the face is Happy. Achieving fifty percent, the face is Thinking and, less than fifty, the face will become Sad (I’m rethinking to change the faces for thumbs up or down).
  2. The battery: According to children’s behavior, if they score Disengaged or Disrespectful, the group will lose ten percent of the battery, which means, one less minute of ten minutes destined for free play at the end of the class.
  3. At the bottom of the chart, you can see the rating behavior. I will gather their data through the development of the class. Disengaged is the “worst” one because some students don’t even try to take the class and find some humor in my lessons. For the old ones, students that don’t like sports or plays, in general, come to me asking to go to the nurse complaining about something instead of taking lessons – this is an indication of disengagement. Following the same idea, Disrespectful embrace all bad behavior as physical and verbal disrespect to each other and the teacher’s approach. If students score one point only in both categories, they will lose ten percent of the battery. They can recover the energy of the battery if they show Engagement, Happiness, or play and have fun like a Pro.

Of course, I have many things to consider and maybe remodel the chart. I’m applying the Engagement Rating Chat for the first time and know more about their feedback. I felt students engaged and worried to do not lose their free time and last but not least, to do not lose the PE class. If the chart becomes something meaningful, I’m thinking to ask the Teacher from Maker Space to do a wooden chart and also I’m thinking to make an APP. Let’s gather more data and reflect on the chart as a kind of research.

 

 

Habits of Mind Action Research Planning – Body & Movement (PE) – Escola Concept São Paulo.

IMG-20190816-WA0001

Moving forward on the previous content mentioned below, this is the picture of the practice of my action research of Habits of Mind. As you can see in the picture, a small group of students from Grade 6 wasn’t engaged in my PE lessons, and I asked my assistant to take some photographs while teaching them. We were playing Dodgeball at the beginning of the class as a warming-up activity, and in less than ten minutes, one student just ignored the deals and procedures of my classes, which is taking the whole class and attend the expectations of the practices.

This is the picture of the beginning of my research. The research will last a month and a half, and the idea is engaging these group of girls and use the Habit of Mind “Finding Humor” – check the all information below to know more about my action plan for this research. Looking forward to showing pictures of engagement through the process of my specific research. This is my debut of HoM researching after taking an online course. My research will last a month and a half as I mentioned above, but I will keep working on this project until December when I’ll present a TED Talk at Escola Concept SP to my leadership and coworkers.

Crossing fingers to have an excellent experience through this new perspective of teaching PE lessons to Middle School.

PE Research Project connecting the Habit Of Mind “Finding Humor”.

3dd6f6ba18bc3374b9a02334bc29d675.png

Introduction:

This semester I completed an online course of Habits Of Mind. I was able to discuss what’s going on during my classes in different perspectives of my practices, connecting HoM to early years until middle school. This planning below you will see my strategies to engage a group of students from Grade 6. I’m going to use “Finding Humor” to engage a group of four. I’m displaying the planning without many explanations for now, but the next post I’ll discuss more details, also showing pictures of practices regarding the group in evidence.

Games & Plays for Grade 6 – Finding Humor (1 or 2 students approach)

1st Session

Identify a Challenge: Engaging students all class long (small and whole group)

Some of the Differences I would like to make are: Connecting HoM often than usual, reflecting at the end of class. Also, choose two or three previous HoM and work on it developing starting from the HoM and promoting reflections over the chosen HoM.

What Do You Already Know? I know that some students don’t like to take physical exercises, and what struggles me is how to engage students that decided by themselves to do not take PE lessons.

What Do You Need To Know? More scientific strategies to become more confidente while exploring the habit of mind.

2nd Session

Describe your motivation for pursuing this: A specific student is not engaged in PE lessons. She usually says that she doesn’t like physical education at all. My partner and I, as a team, are looking for new strategies to engage her in new activities avoiding traditional games and having fun more than usual. She was explaining to me that it is not about me as a teacher, but she is considering the fact of having preferences for activities with less movement. The footage is: while arriving at court, she instantly look for her best friend pushing her to stay with her to have a conversation with another content (basically foolish content) instead of taking lessons as the other group are taking without problems.

Outline your timeline, goals, and resources: The idea is to engage the student (also her friend) until October of this year. The main goal is getting her confidence to talk to me when she feels unengaged during lessons. I’m going to use many different PE contents, also games and plays to differentiate PE lessons from other traditional schools, following the benchmarks and Habits of Mind routines and mentions.

Explain your proposed product: Here, I’m going to explain the strategies that I will use to engage her and have the proper approach to this research.

Strategy #1: Invite the student to become part of the teacher’s team to develop an explanation and showing how to play the game/play.

Strategy #2: Do not split the group of children who usually make a mess. Instead of the split, deliver a responsibility to engage others to run the game/play.

Strategy #3: Giving her positive feedback all the time, in the beginning, during the lesson and especially at the end of the class.

Strategy #4: Approaching students also at a different time of PE lessons, which means having a conversation out of the learning space.

Strategy #5: While strategies are working and going well, mentioning her as a model of ideal for PE lessons, measuring her improvement through the process of changing behavior.

I will measure her through Gathering Data from pictures and movies of her performance and engagement. I started already taking photographs of her non-efforts.

General instructions: Describe motivation WHY, Explain your method, time frames, goals WHAT. What will your end product be RESULT.

Why?

I chose a specific student from Grade 6 to engage her in PE lessons by Habits Of Mind’s Finding Humor. She told me that she doesn’t like physical exercises (PE classes) at all. I think I can help her to find humor taking PE lessons.

Explain Your Method

  1. Inviting her to become part of my team (me and my assistant) to explain the activities, set the environment, helping me to engage other students, and also measure the whole group (solving conflicts).
  2. I will give her positive feedback all the time, in the beginning, during the lesson and especially at the end of the class.
  3. Do not split the group of children who usually make a mess. Instead of the split, deliver a responsibility to engage others to run the game/play.

Time Frame

  • One month and a half (Half August and September)

What

  • The main goal is getting her confidence to talk to me when she feels unengaged during lessons.

Result

  • Gathering Data from photos & videos of her performances.

Opportunity for Growth:

  • Making her aware of the whole process – measurement.

Teacher Assistant Duties That’ll Help You FINALLY lead your own class.

teacher assistant that'll

I’m bringing this subject because after two years and a half I’ll have my own (PE) assistant. People ask me why I am happy about it? I usually say: “That’s because we can speak the same language.”
It means, set up a court or a classroom it’s not that easy when we talk about specific content – PE.
Through the process of application, I’m already prepared duties for my new assistant to help me to develop my own classes properly (as I wish to lead my classes). The first thing about class management which I’m really uncomfortable is my storage. I cannot set up the stuff because I don’t have time enough to split equipment by types, organize spreadsheets to have control over what goes out and what comes in – in terms of balls, racquets, vests, mats, etc.
The second step will be to know more about the approach with the kids. It will be an essential part of the introduction in PE contents for children. In my point of view, I’ll start modeling while teaching when the assistant starts taking notes and everything. I’ll be on the spotlight – and I do like this.
Having an assistant made me wonder since we started to talk about (my leadership and me) what kind of professional I need to be to guarantee that the assistant will learn the drill, and at the same time I’ll have all the benefits of the assistance. I’m looking forward to planning new activities, games, and plays that I finally know I’ll be developing differentiated PE contents.