DREAM PAPER 1

Frank Kohn Elementary SchoolDream Paper

Courtnee Jones

Fresno Pacific University

Frank Kohn Elementary SchoolDream Paper

Frank Kohn Elementary school serves kindergarten through sixth grade students in the

central San Joaquin Valley in Tulare, California. Kohn has strong academic focus, characterized

by a hands-on philosophy of teaching, inspires the curiosity, creativity, enthusiasm, and self-

motivation of each of our students. The goal is for every Kohn Cobra to reach their potential and

become positive, responsible, and productive citizens in our society. I plan to teach either 1st or

2nd grade at Frank Kohn Elementary school. I enjoy watching and teaching the little ones things

they have no clue about because once they understand and can apply it to their everyday lives

makes it that much more valuable to me. I can use reflective teaching in my 18 day sequence by

keeping a journal that includes what I am doing in the classroom and how the children are doing

an responding to what its being taught. By keeping a journal or some sort of detailed paper I am

able to evaluate if it is working properly. If students are not meeting their required skills then I

can reflect on what is being done in the classroom that could be changed to accommodate the

students. This can be done by possibly spending more time on each subject, or by giving more

attention to those students that are not meeting their goals.

The movement concepts is intended to show how the skill themes and movement

concepts interact with each other. Movement concepts deal with how players negotiate space.

Developing movement concepts includes training to develop vision, direction, speed and level.

The movement concepts that I will be teaching is:

1. Traveling; Non-manipulative, Working on not picking up the ball and walking it multiple

steps. A hands down activity for example, keeping two feet down and throwing it over the head.

2. Chasing, Fleeing, Dodging; Locomotor, have each student with a ball and they have to kick

and maintain the ball from one end to another scoring in the net
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3. Jumping, landing; Non-manipulative, have students pair up with one another and have one

student throw the ball into the air and the other student has to be able to jump up and control the

all without using hands to avoid the other team from getting the ball

4. Balancing; Non-manipulative; have students each have a ball and they have to one foot on the

ball and the other on the ground. Students should switch feet back and forth being able to

maintain balance. Can also count the many times the feet touch the ball within a minute

5. Transferring weight; Non-manipulative; have students pair up with another student and go

head to head with a soccer ball. Students should be able to kick the ball to the goal but maintain

it so that the opponent does not get it; so if they kick right should be able to transfer weight to

use left foot to control it

6. Kicking; Manipulative, students should kick the ball in a controlled way back and forth to one

another like the triangle position

7. Punting; Manipulative, students should be able to punt only if you're the goalie, Hold the ball

at waist height, Take your first step with your kicking foot, Push off your lead foot and plant

your other foot firmly into the ground, Bring your kicking leg straight up, Drop the ball straight

down, Point your toe up after contacting the ball, last but not least follow through

8. Throwing; Manipulative; students should be able to play keep away or monkey in the middle

to avoid the opponent team from getting the ball to score

9. Catching; Manipulative, goalies should be able to catch the ball from it exceeding into the goal

by the opposing team by catching it or blocking it

10. Volleying; Manipulative; this activity requires you to take the ball out of the air without

having it bounce, more about timing, coordination and body movement. Students can have a
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partner and have one student bounce the ball to the other and the kicker has to be able to kick the

ball without it bouncing up high

11. Dribbling; Manipulative, students should be able to move the soccer ball swiftly without

looking down so memorizing where the ball is without using your eyes but the feel of it with

your feet.

By incorporating skill themes in my teaching it would be a fun way of getting the

children to see and understand the different fundamentals in other skills so that when it comes to

a specific sport they are playing, the children will automatically know what they are doing.

Children can be exposed to different themes and learn that it takes time to develop a skill

(Graham, 2009). The main skill themes I will be working on in regards to the manipulative

would be throwing, catching, kicking, punting, dribbling, and volleying. The main skill themes I

will be working on in regard to the non-manipulative would be jumping and landing, transferring

weight, balancing and stretching. The last main skills that I would focus on would be in the

locomotor section which is the running, chasing and dodging the soccer ball as well. These are

all essential to every sport that you play because they include the basic needs of them. All sports

require you to have the correct way off stretching so that you do not pull a muscle and hurt

yourself and it also includes you do know how to kick, catch, run or jump and even maintain the

tiredness you may have while playing. In my 18 day sequence I will be focusing on soccer and

teaching the children all that they should know about soccer!:

Day 1: Introducing to the children the terms used in soccer; Vocabulary

Day 2: Focusing on the guidelines and rules that is included in soccer

Day 3: Reviewing the vocabulary in soccer and the rules to it, read soccer book Kick Pass

Score by Meg Greve so the children can see and give some inspiration to them as well
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Day 4: Take children outside and review how to kick a ball not hard not soft but just right.

Kicking a ball that is too close will reduce your power and accuracy. A good touch puts the ball a

few feet away from you. You should be able to kick the ball in one step. Touching the ball at a

slight angle is to set up a standard kick and touching the ball straight when setting up is a straight

kick.

Day 5: Practicing kicking the ball back and forth with your partner so that the ball is controlled

and no-one should be running away from their partner having to go fetch the ball. The kick

should be controlled and set up to be a standard kick or a straight kick. After complete the

student should be able to move forward on kicking the ball with the inner part of their foot as

well. Include the vocabulary words students first learned to call out the ball being used to pass

and being caught by the next person got it or mine

Day 6: Review day 5 and have the children go in and out of the cones with the soccer ball. This

will require maintaining balance, kicking, having control of the ball, and transferring weight.

Day 7: Continue from day 6; cones and the soccer ball

Day 8: Continue from day 6; cones and the soccer ball

Day 9: Continue from day 6 with the cones and the soccer ball but now add another person trying

to get the ball from the student so that the student can show how much control he/she has over

the ball.

Day 10: Now that it has been 2 weeks it is best that the children review the vocabulary terms that

they learned about soccer, review the guidelines/rules and review how a soccer ball should be

kicked.

Day 11: Move into learning more about punting, throwing, catching the soccer ball with different

activities like for example for throwing in the ball an activity called throw in challenge this
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means making a sideline using cones or use an existing sideline on your practice field. Set up one

cone in the field about one yard away. Set up a second cone two yards out (one yard behind the

first) and then another one three yards out. Players line up on the sideline in a single file line

facing the cones and each player has a ball. Each player takes a turn taking a throw-in and tries to

hit the first cone. Players go to the end of the line after each try. After hitting the first cone a

player then tries for the second cone when it is his turn again. Challenge the students to be the

first one to hit the third cone. There can be several lines of this going on at once, with only two

or three players in each line.

Day 12: Continue throw in challenge then move on with learning about catching, volleying and

dribbling the soccer ball. An activity for the students to use for volleying the ball will be having

the students around a 10 x 10 yard grid stand of four players. The soccer drill begins with the

players passing the ball around the grid in the air by throwing gently to serve themselves and

pass with a volley. Players should use a variety of volleying techniques in the drill,

predominantly using the inside of the foot and the laces of the boot. The ball is always played in

the air. Players should start this drill by staying in their positions, only moving to get misplaced

passes, then they can advance the drill to include moving around the grid and varying the height

and angle of the pass.

Day 13: Continue onto day 11 an 12 with the activities the students have practiced with

Day 14: Students will now be split up into small groups like a 2 on 2 game so that they can use

their skills an techniques they have learned during the past week or two, and show the instructor

they know how to maintain control over the ball and be able to balance themselves out and

around the other opponents.

Day 15: Continuing on from day 14 with a different group of children but still in groups of 4

playing a 2 on 2 game. Showing the teaching that they are applying the right techniques and are

ready for a big game with more students involved

Day 16: Students will now talk about once again the vocabulary, terms, rules and guidelines

about soccer and will go outside so that they can be paired off into two big groups to have an

actually game now. Students will show the techniques of running, dribbling, passing, key words,

transferring weight, catching, volleying and scoring the soccer ball the correct way.

Day 17: Continue on from day 16 but now switching students around so that it is different

students on different teams and once again showing the teacher the correct way of playing a

soccer game.

Day 18: Last day of review the children will earn some goodies from the teacher of those

students that can show and tell the teacher the correct way of playing soccer with the correct

skills and techniques it has to it.

Once children have learned the importance about soccer and learned the correct way it is

played it is now time to focus on the learning environment for them so that they can feel at home

when it comes to learning. A number of factors contribute to a positive learning environment for

the students in your classroom. Three of the most important ones are: Core ideas, Ambience, and

Expectations. Core ideas of your classroom these remain consistent so that students know what

to expect and what is expected of them. It is important that students know that theirs is an

inclusive, respectful, community-oriented environment. How students would want them to be

treated is the exact why the need to treat their teacher. To build community and an inclusive

atmosphere in the classroom, one idea is to involve students in taking attendance, using photos of

each student as a supplement to the boring old HERE! style of attendance taking and being in
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charge of the classroom phone. Students love to be on the phone and answer it when it ring so

why not get them involved and show them the responsibility of the classroom. The ambience of

the classroom is an extremely important and quite the fun part of creating a positive learning

environment. Your classroom should be a dynamic and engaging place to be for your students.

The walls should be covered with their creativity on the multiple things they will be creating or

writing to display their piece of art. Last but not least the expectations of the classroom. If you

establish your expectations for student behavior early and keep them consistent, the teacher may

be able to avoid many classroom management issues. Laying down the ground rules early in

your relationship with a class is quintessential to your success as a teacher. Involve your students

in this to be sure that they are aware of the rules and the consequences. Posting the rules on the

walls may not do any good for the students but to be able to remind them every time they do

something they are not suppose to then they will eventually correct themselves the next time.

The techniques I will use is of course being fair to each student, raising a quiet hand

when the student has a question or needs to speak, minimal interruptions, keeping high

expectations of the class, be consistent as well and to start fresh everyday do not let anything

drag out from the day before. The observation techniques that would be used to keep track of my

classroom and my students will be Anecdotal Observations and Running records to write down

what the student does at that particular time to see if they were following along to the teacher.

During the day I am sure I would be so busy to not remember at the end of the day what

happened and when it happened for each student so it is best to use these records at the time

being so that I am able to go back and re look at what happened at the particular time. The main

emulation techniques that I would love to use for my classroom would be I will have the

Formative and Summative Evaluation. During and after the sequence will tell me what was
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wrong that happened during the process and what I need to fix after the process. I will evaluate

my teaching performance from what the students are learning and if they are doing it correctly

they proper way I introduced the topic. If they children are doing it wrong than I need to head

back to the drawing board and figure out a way that would make sense to them and would be

better for me to introduce what I mean for them to do. Every child learns differently like every

adult does. The different learning styles are visual, auditory, reading/writing, and kinesthetic.

When it comes to the generic skill levels I will use generic skill levels in my teaching on each

day that we move into a new section. Moving into the new section means that majority of the

students have gotten the idea of what the main idea of the lesson was so at the end of the day I

will see what child needs more help with. Some children may be more advanced and are ready to

move forward than those that are struggling.

I will incorporate children with special needs by providing extra equipment with the skill

theme so that they are able to participate as well with the other children. Making sure that their is

accessibility for them and that they can move around freely with no problem. I will do my best to

remove all bullying because I know that is number one with this generation of children which is

horrible because other students tend to take their lives over a bully. My brother who is autistic

has been bullied while we attended elementary school, middle school and high school together

and I was the little big sister to stop them from saying anything inappropriate to him. It is not the

childs fault that they are made that way, God created them the way they are on purpose to test

our ability to love one another as he loves us. When it comes to teaching the children other areas

of physical education like the different games, dances, and gymnastics I will spend about a day

or two teaching them because I want to give them enough time to grasp the understanding and

concept of what they are doing but also do not want to drag it out so that they get bored and
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students tend to goof off and lose focus when that happens plus we lose out on time as well. I

will integrate movement concepts because in order to play soccer it requires you to have some

sort of movement and control of the ball as you are moving it down the field and away from

others. If you do not have any movement and skill to control the ball away from the opposing

team then they will eventually steal it away and continue to score until the game is over. To

incorporate Self Actualization in my first year of teaching, I will incorporate self actualizations

by bringing out my strong abilities and what I am good at so that the students see that everyone

is good at something even though it may take some time to figure out what that something may

be. To include my personal strengths and abilities only makes it easier for me and gives that self

confidence of you know exactly what you are doing. You are always good at what you know best

of how to do something rather than something else that you may know nothing about.

The dream I would love to accomplish for physical education is the health part of it. Yes

it may seem just like fun and break from being inside a classroom to the students but it is much

more than that because it includes their lives from then on out until they get much older. This

involves them living for a very long time so that they get to have children and see their grand

children maybe even great grand children as well. I will build support for my program with other

instructors by telling them my plans and my goals to accomplish with this programs and how

well it benefits the children and even the teachers as well. I would get all the children involved

one way or another so that it will spread the word to their friends and family. It is always best to

work out and conquer exercise with family and friends that being by yourselves and getting

discouraged because you have no one to help motivate you.

References

Coaching Soccer 101 - Soccer coaching and youth soccer drills. (n.d.). Retrieved November 05,
2016, from http://www.coachingsoccer101.com/drills.htm

Pangrazi, R. P., & Beighle, A. (n.d.). Dynamic Physical Education for Elementary School
Children.
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Equipment