Lab 1

1. Why do class management and effective teaching go hand in hand throughout every day of the teaching?
By keeping your kids organized and controlled you can easily transition between activities. This leads to a more productive class that keeps your students more active and informed.
2. Why should your list of class rules be short and positive?
By keeping them short it makes it easier to read the whole thing through without being side tracked. Some students have shorter attention spans then others. By putting words like "no" it makes the kids want to be rebellious and go against the rules.
3. List three reasons why students enjoy the squad square structure as well as three reasons why teachers benefit from employing the squad square structure for management.
Students benefit because they can see the rest of their classmates, they feel like they're apart of a group/squad/team, and their are no line leaders. The teacher benefits because it has the kids organized and in groups, can easily monitor if the kids shoes are tied, and can make it easy put equipment away.
4. What common elements do all of the activities in this management lab share?
The lab went through basic gross motor movements. It also covered students listening skills. Went over the difference between personal and general space. The listening skills were tested in the activities. The rules were changed depending on the activity (boundaries, personal space, buddies).
5. How is the affective domain addressed in this lesson? How is the psychomotor domain addressed in this lesson? How is the cognitive domain addressed in this lesson?
The lesson included a lot of activities that required communication (Affective Domain). The first activity was the "Hello" game. This required students to read a classmates name tag and say "Hello Sarah" for example. The class also comprised of gross and fine motor movements (Psychomotor Domain). Things like hopping, skipping, and jogging were all included in the activities. One of the last games was to pretend like you had a string attached to a body part given by the teacher (Cognitive Domain). So if the teacher said that the string was attached to your elbow each student would have to pretend like they were getting pulled at their elbow.
6. Find a different management game.
Have the students line up on a line in the gym. Choose a student that did well during class and have them select an animal for the class to imitate. The entire class will pretend to be that animal. The gross motor movements are encouraged. Flamingo would be balancing on one foot and rabbit would be hopping on two feet.