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PE Inquiry

Wondering: How can I elicit student voice through my PE teaching practices and pedagogies?
by

Candice Plaisted

on 24 September 2013

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Transcript of PE Inquiry

PE Inquiry
Session One
Candice:
I found today very challenging in terms of dealing with behavioral issues. I was trying to keep my talk time to a minimum to allow the children more time to plan as a group for the game strategy. I gave the opportunity to experience student voice through several different methods:
-Formal assessment: by asking questions such as "what did you like about the game?" and "What would you change next time?"
a child suggested to change the game to being played where the children try to run across the infested waters without getting hit by a hoop that is being rolled by someone.
a child said: 'I liked the team work'
-Student leadership:
naming the game for themselves after playing ( which is now called "island to island")
Aim for next lesson:
Enact the children's suggestions and gauge responses.
Perhaps set ground rules for the way the PE lesson runs in an attempt to reduce behavioral issues

Session one - Alisha
Today was very challenging for me. The class we have are a very mixed bunch, with a few problem children who pushed the boundaries during our teaching session. I was taught right from prac 1 to never let children get away with behaviour issues, so I found myself being a lot harder on the children than I should have been. I pulled them up on all behaviour problems and found myself shouting a lot more than I should have, as I wanted the lesson to be fun for them and we wanted to attempt to build some sort of class community with today’s mini sessions. I began to illicit student voice by allowing the children to form their own groups – however, now that I know which children cannot work together sensibly that will not happen again, and I will have to find another way to elicit student voice in my teaching. I also used questioning and set a context for the lesson, and the children gave great feedback, stating it was a “perfect” game, which made me feel slightly better as it had been rough and a few children had been hurt during my session. I will aim to elicit student voice more during the next lesson and believe I will need to hone in on my behaviour management techniques for the remainder of the lessons.
Session One : Mina
Taking room 25 on their first student-voice focused p.e lesson provided us with an insight into the type of attitude the class held about p.e and more importantly, their understanding of the place p.e holds in their curriculum. We quickly realized that we will have to alter our plan of handing over student voice until we have developed a better relationship with the class so that behaviour management does not take the spotlight. Personally from the 10 minute activity I taught, I found that they worked together better than I had anticipated (did not care for holding hands with boys and girls) and they were mostly all willing to give the 'time warp machine' a go and contribute ideas for its context. Paying special attention to my own body language and instructions proved challenging as I had to focus on the kids as well as try to hold myself back from controlling the situation.
Conclusion
Full transcript