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Colbrative and creating trusting relationships with students

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Colbrative and creating trusting relationships with students

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How do families create a positive, trusting and collaborative relationship with their school?

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ED:2314

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Bloom's taxonomy    BLOOM’S, T. M. E. (1965). Bloom’s taxonomy of educational objectives. Longman.

Myers Briggs, Isabel. n.d. MBTI Basics. https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/.

Inclusion (youtube video)

https://youtu.be/RgOtlV2h_2s

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Myers Briggs personaility test

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Adventure education is the promotion of learning through adventure centered experiences. Adventure centered experiences can include a wide variety of activities, due to the different ways people experience adventure.

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We as a group felt the nature of session's went terrifically well.

From a personal stand point I felt a confidence boost, in the sense I was nervous and my voice projection needed to be developed  and by the end of the three sessions these enhanced my perceptions of PE teaching and has made myself more confident to teach in front of the class.

We added progressions in each of the sessions, as this made the students cognitively aware of what to expect and this was clear and apparent throughout.

Within our final student feedback session they mentioned how that they had such fun over the three weeks and how we as physical educators enhanced their knowledge in a positive way on Adventure Education.

Accommodated for students that we absent or that had to join our class for instance three 5th class joined our group for the final session.

They also mentioned how they would hope in the future for our group to meet the students again, and we as a group felt extremely satisfied by how positive they thought our sessions were in these three weeks.

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Session was more obstacle based which resulted in a higher intensity, which helped with cognitive development.

Within the feedback session the children mentioned how they felt they wanted to do more PE within school hours.

Last session had a rock, paper, scissor game which the students absolutely loved and  would definitely love to do it again.

They enjoyed the mix between a competitive and non-  competitive throughout the three weeks .

With time constraints of the session  we as a group helped each other as we felt it would give the students sufficient activity time.

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In conversation with the group we felt the second session developed and progressed well from the first session, which was highlighted by Mr.Costa.

From an individual point of view, I felt I developed my voice projections and after the session I felt a sense of achievement as there was improvements from the previous week.

From last week we did the tasks individually, as from a developmental point of view we felt that it helped the flow of the session and more relevant for future placements.

The students could focus on one individual throughout each task and this helped students develop their understanding of the tasks.

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In completion of the session we as a group met and we gave an overall feedback of the session.

My personal reflection I felt I was very nervous and my voice projection and positioning needs to be developed.

In conversation with Mr. Costa he gave us constructive feedback where he asked how the session went and how he perceived the session.

His advice was very relevant as he mentioned how we could switch to a group of 3 with an individual taking feedback notes.

For next week we decided that we would individualise the tasks with an individual doing feedback.

Furthermore, developing voice projection and positioning for next week.

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10 years old

4th class Bishopstown.

From observation of my student it was apparent that he was a confident and outspoken but in a positive manner in his willingness to learn Adventure Education in  an extensive capacity compared to before.

His personality according to the Myers Briggs testing, would be described as an extrovert, a confident individual with a will to learn, works best through visual learning i.e. learning from the form of demonstrations.

Has an interest in rugby as he plays it in a team nearby, where he trains twice a week and has a game at the weekend, currently they are training  but finished playing games until after Christmas, but he misses the games as they are more enjoyable than training he said.

Was very observant and showed an avid interest on the Irish rugby team, and I was taken aback by his supreme knowledge  at such a young age.

Showed great interest in adventure education and highlighted specific points such as  balancing on a bench, he found it the task difficult but through observation you could see how much he enjoyed this as it tested the  fundamental movement  skills such as balancing, coordination and working as at team,  playing in a team sport environment acts as a beneficiary as he learns the team bonding, and importance as working a team member during the tasks that we conducted, i.e. rock, paper, scissors game and the over, under game.

What was apparent throughout was how he communicated within the team, he showed stern and positive communication when he was in the  "West" group he was very successful in driving his team-mates in helping win a few tasks such as the obstacle course.  This could have affected how the "West" team as  he was extremely competitive throughout, he had difficulty in the balancing at the beginning but his determined manner which made him do the task with ease, but he was more expectant of the students he was with, and became frustrated. They lost the first round, but through good coordination and teamwork on the over, under game they succeeded on winning a round, and by his body language he was extremely happy.  Overall, my student was well liked among his peers and his willingness to drive on other students and overall it was  positive influence on his team.

Favourite subject PE and art within the school hours,  he found that PE was done far too seldom, and that an hour a  week was too little for his class,  having only an hour of exercise was an issue he felt, but from a personal stand point I agree with how little Fundamental Movement Skills are being developed throughout the Irish curriculum and that this needs attention in a primary and post primary setting.

My student by the final interaction was very complimentary of our session's, his personal belief was that the PE sessions we did with the class were very fun and that it differed from doing sports such as basketball, so this reflected on him as he showed a willingness to expand his horizons on different types of activities and this was apparent as his remained very attentive throughout each session. Overall, from the three weeks he found the rock, paper, scissors

In our final communication setting with my student he mentioned how they took inspiration from our Adventure Education classes as they took part in a session called "Playground Friends", this is an activity where the fourth- class students rotate amongst each other and peer teach the junior enfants. My student explained how he used some of our activities as they were very fun and helped them teach the junior enfants about the basic terminology, such as North, South, East and West.

This increased physical activity time for all participants and they were learning something that they may not have learned and that was a real postive of the three sessions as they took inspiration from us physical educators and they passed these down to the younger generation and this made myself proud of how my student is making an influence on not just his own but students younger then him, and with his extrovert personality this helped him gel with the other student in a positive manner.

As I was saying my farewells to the student and the class I noticed outside there was a notice board and that my student was student of the month for 4th class, and I  felt overwhelmed to have such a student as during the 3 weeks he was a model student that was trying to the best of  his abilities but also helping peers out in a positive manner, he was a joy to work with throughout the 3 weeks as he remained attentive but also used some of our peer teaching to the younger generation and that his made the whole placement a joy and looking forward to working with such good students in the future.

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The use of questioning is a key and fundamental part of learning for students and teachers  They help the student think in a cognitive manner as they allow the students to deeply and analytically review what the teacher has asked.

Bloom's taxonomy  which was created by Benjamin Bloom in 1965, have an interest and relevant theory which have a pyramid.

Within this pyramid they outline key factors which are important factor foe learning and developing.

Bloom's taxonomy set objectives, such as, a pedagogical interchange between students and teachers  which helps with them to understand the process.

Secondly to organise objectives and achievable goals for the students.

In completion of setting objectives the teacher can now devise a plan for students that are appropriate  and achievable for teacher and students,.

This helps with the validity, to ensure instructions are aligned in a correct manner with the objectives, this helps with planning the session of an appropriate level for the types of students involved as making a session too difficult will make it less enjoyable for all involved.

So when conducting a session the use of a learning wall is of key importance as this outlines the specificity of the session and what the aims are of the session.

During the main session you would confide with the students and if there was a mistake made this would be a key time for the teacher to ask the students questions if unsure of how to carry out the task or how to demonstrate correct technique.

Questioning throughout makes the students become aware of what to think of such as correct technique.

In the conclusion of the session you would revert back to the learning wall and this is where you would ask the students:

Feedback of how they felt the session went, what did you learn from today's session?  how does this relate to the sport?

Furthermore, the use of technology to advance cognitive domain as it you can track progress but also develop technique, this can be done through apps such as "Hudl technique", or through the use of Youtube videos, we live in an age where technology is of paramount of importance as this will help develop students FMS skills and this could be a method of giving feedback to the students.

Feedback can be giving by visuals such as videos or by demonstrations both effective methods  of making the students aware but also to be able to critically analyse different techniques, and as Blooms taxonomy has understand and remember and this in an external factor that will lead to muscle memory making the exercise easier.

In conclusion, learning walls are important factor that physical educators are using on a daily basis as they give students an idea what they are doing, but also on reflection on the end of the session will be able to highlight the key areas of learning done in a session.