Larry Walton Westview Treadmill program 4th Journal Entry 1. Week 2-24/2-28 Week 3-3/3-7 2.

These two weeks were a little hectic. I had some student absences and we also had Preprofessional days the following week so we didnt meet all 8 days. But each time we met my three students I started off with a 5 minute warm up, which is a walk at 2.0 mph. I slowly increase the speed until we get to 5 minutes. After the warm up we move on to either sliding or walking backwards or running depending on what the student needs to improve on. Each of my students is at different skill levels while on the treadmill. My first student is very proficient in all skills we perform. The first week on Tuesday student 1 was not acting like himself; he was quiet and didnt say much during the warm up even when I asked questions. He finally told me that hed been sick the night before and wasnt feeling well. I told him he could have the day off and he ended up going home sick. Student 2a is proficient in walking; she is developing on sliding, and walking backwards at a slow pace. Student 2b is proficient in walking, and sliding, and is developing on walking backwards at a slow pace as well. With students 2a and 2b after the warm up and walking running or sliding session I will focus on hand eye coordination activities with bigger objects to fit their personal skill level. 3. I observed my students behavior a lot throughout these two weeks. For the first several weeks of doing the treadmill program all my students behaviors were very happy and ready to work. The past two weeks I saw a variety of different behaviors. I saw happy, sick, sad, and very motivated which was AWESOME to see. 4. Student one and I performed a variety of different skills. We played catch while walking backwards with many different objects including medicine ball (5-6 pounds), small bouncy ball, a medium sized heavier ball, and a football. He also worked on the ball on a string activity and we

Larry Walton Westview Treadmill program 4th Journal Entry volleyed with a Styrofoam paddle and shuttle cock. He beat his record of18 and reached 22 with the ball on a rope activity. Student 2a and 2b are very similar in skill level so we perform almost the same activities. We start with a warm up and then move to sliding and walking backwards and then for the last 5-8 minutes we will work on hand eye coordination activities and these would vary from day to day. I usually stick to bigger objects and move to smaller objects depending how the student is performing that day. Student 2b was having a bad day so I let him choose anything he wanted out of the bin. It actually seemed to help cheer him up and get his focus off the negative event that happened to him. 5. I learned over the past two weeks that I love being very prepared for everything and I really enjoy having a set schedule. I also learned that even though I have my set schedule and I am comfortable with it, I need to be flexible and understanding of the students schedules as well. 6. I observed many different behaviors throughout these two weeks. What I learned about teaching is that no matter what mood your students come to classes in you still have to do your best to educate them. So if we need to adjust our teaching strategies to fit the needs of our students that day in order for it to be a successful day, then we do it! Your student is your main priority so even though it is challenging, do everything you can to fit the needs of each student every day.

Case study #11 page 67 1. What was the initial problem with Sylvias self-contained APE class? She wasnt getting appropriate attention or being challenged in class.

Larry Walton Westview Treadmill program 4th Journal Entry 2. What did Mrs. Fernandez do to resolve this problem? Mrs. Fernandez developed a peer tutor program which allowed Sylvia to be a part of the GPE class. 3. Why did self-contained APE class have to be changed? Could it have been left the way it was? Why or why not? It needed to be changed because not all students were being challenged and were completing all given tasks. It needed to be changed in order to fit the needs of the specific student that was achieving her IEP goals and objectives. Her still being in this class and not being challenged conflicts with the least restrictive environment portion of the IDEA law.

4. What is peer tutoring and why was it successful in this particular situation? Peer tutoring is a program in which students provide assistance to younger students during class. This specific program was successful because Mrs. Fernandez had everyone on board with her. It was also successful because she gave the students training and provided a schedule; she also gave feedback to the tutors and gave cues to help the students. She prepared the students well which set them up for success which made the program successful.

5. What APENS learning standard does peer tutoring fulfill? Standard 9: INSTRUCTIONAL DESIGN AND PLANNING-Instructional design and planning must be developed before an APE teacher can provide services to meet legal mandates, educational goals and most importantly the unique needs of individuals with disabilities. Many of the principles addressed earlier in human development, motor behavior, exercise science and curriculum theory and development are applied to this standard in order to successfully design and plan programs of physical education.