Vilas School and Alstead Primary School (Alstead Area Schools)
Alstead, NH
Mission Statement: Providing a stimulating learning environment to encourage lifelong learning through social and academic curriculum.
Mission statement: Providing a safe learning environment that promotes responsible, respectful learners.
My elementary student teaching assignment was completed at Vilas School and Alstead Primary School (Alstead Area Schools) in Alstead, NH. Working in the Fall Mountain School district, I had the opportunity to work at two other schools, Sarah Porter and Acworth which are both two room school houses. It was a great experience working with Kevin Hicks. I was able to learn first hand how a teacher must wear many hats in his/her job. Mr. Hicks is a physical education teacher, a lead teacher, a coach, and an athletic director. It was invaluable to observe how he handled himself in a variety of situations. I appreciated him for asking for my input and for being accepting of my questions. Here I learned that teachers have many responsibilities, not just developing a curriculum and lessons but being aware of the safety and well being of their students.
It was eye opening to work in such a rural community where opportunities are limited. Students in this district (as is the case in many districts) have such diverse needs and many struggle academically. It was interesting to see how these students transitioned into physical education, and how they were able to become successful. A focus I have had for my classes is for students to work cooperatively. I taught lacrosse to students in grades 3-8. I enjoyed teaching this unit because for all but a handful of my students, it was their first time hearing and learning about the sport of lacrosse, let alone picking up a stick. Students were asked to work out of their comfort zones and put forth their best effort, ultimately, improving class camaraderie.
While working with students K-8, I was able to refine my classroom management skills. At Vilas, I implemented class procedures to increase activity time and structure to contribute to the overall fluidity of the class. By bringing structure to the curriculum, I was able to set higher expectations of my students who were able to improve with each class. It was here that I recognized the importance of setting these expectations, so students would be held accountable for their behavior and actions.
At Vilas, I contributed to the knowledge and well being of students by teaching them about the components of health-related fitness in my weekly lessons, connecting the content to what they were experiencing in and out of physical education. Also, to encourage students to make healthy choices, I created a ChooseMyPlate.gov bulletin board. My bulletin board catches the attention of my students as well as the community that uses the facility. The bulletin board is supplied with a handout of resources and information for those who are interested. I encouraged student participation in the creation by having students draw, take pictures or write about what they eat or a component of health related fitness that they enjoy doing.
It was eye opening to work in such a rural community where opportunities are limited. Students in this district (as is the case in many districts) have such diverse needs and many struggle academically. It was interesting to see how these students transitioned into physical education, and how they were able to become successful. A focus I have had for my classes is for students to work cooperatively. I taught lacrosse to students in grades 3-8. I enjoyed teaching this unit because for all but a handful of my students, it was their first time hearing and learning about the sport of lacrosse, let alone picking up a stick. Students were asked to work out of their comfort zones and put forth their best effort, ultimately, improving class camaraderie.
While working with students K-8, I was able to refine my classroom management skills. At Vilas, I implemented class procedures to increase activity time and structure to contribute to the overall fluidity of the class. By bringing structure to the curriculum, I was able to set higher expectations of my students who were able to improve with each class. It was here that I recognized the importance of setting these expectations, so students would be held accountable for their behavior and actions.
At Vilas, I contributed to the knowledge and well being of students by teaching them about the components of health-related fitness in my weekly lessons, connecting the content to what they were experiencing in and out of physical education. Also, to encourage students to make healthy choices, I created a ChooseMyPlate.gov bulletin board. My bulletin board catches the attention of my students as well as the community that uses the facility. The bulletin board is supplied with a handout of resources and information for those who are interested. I encouraged student participation in the creation by having students draw, take pictures or write about what they eat or a component of health related fitness that they enjoy doing.
Lacrosse UnitConclusion of the lacrosse unit
On the last day of the lacrosse unit, students grades 5-8 took a quiz to demonstrated their knowledge of the sport's history, rules, strategy, and its contribution to their fitness. Lacrosse is new to the area's high school which currently competes at the club level. Perhaps the interest I created will inspire the start of a lacrosse team and give secondary students a greater variety of activities from which to choose.
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