Instructional Delivery and Management
Use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
The basis of my strength as a teacher stems from my instructional delivery and management. My ability to organize my thoughts and communicate effectively to the students along with my management of practice activities as well as behavior adds to the fluidity of my class. I plan and am confident in my lesson delivery. In order to teach to various learners and behaviors, flexibility and adaptability are required. My experience working with diverse groups of people in athletics, work-related situations, teaching experiences, and volunteering with children of all ages has enabled me to think on my feet, remain composed and find a different way to be effective that is suitable to the individual student or situation.
Here is a clip of me instructing middle school students on the rules of the next activity, Frisbee Baseball. Note my quick organization into teams (students were previously partner passing), and how I manage questions. Also listen to my clear voice and the sequence of information that I give to the students. The rules are provided in a way that is easy to follow and understand.
Here is a clip of me demonstrating and explaining the underhand serve in volleyball. Though when this clip was taken I was sick and had lost my voice, I adapted. Instead of having students spread out against the wall I, had students sit closer together and closer to me. I also started by sitting down and talking to them, doing this prompted students to be extra quiet and listen in. Also, note the visual cues and reasoning that I use with my students to enhance their learning of the skill.
4 Corners Warm-up Activity gets stopped due to students repeatedly not following the rules. It is important to confront misbehavior in a suitable and effective manner. It is important to know the student or the class and to also host a discussion that will promote thought and understanding. I believe that opportunities such as this serve as a good time for students to reflect on their behavior and articulate to the teacher what had happened, why it happened, what can be done in the future to prevent it from happening instead of the teacher talking at the students (words going in one ear and out the other) students must think, say, do and will therefore be held accountable in the future.