Question 2: State at least five general principals that are implications for teaching from motivation theory
1. Positive/Safe Enviornment: Teachers must create a positive teaching environment that is safe in order for students to learn.
2. Numerous Methods: Using different teaching strategies is important in teaching any subject. This will allow students not to get bored, and help those who learn in different ways.
3. Stimulate Senses: Using music within a lesson gives an extra kick to any lesson and gets students motivated even more. Also using visual aids help students to understand cues to a certain skill you are doing and helps them be more creative.
4. Observation/Analysis: As an educator you must know where your students are in specific skills you teach. You must be able to observe them, then positively critique them and help their skill. Here is where you could use challenge by choice, or notice a skill is too hard for your students and modify it to something easier (scaffold).
5. Be YOU!: As a teacher you must have your own personality, enthusiasm, and way of teaching. Don't be a cookie cutter PE teacher, be who you want to be. Bring humor to your class, friendship, and respect. A quote I came across last semester was, "They don't care how much you know, Until they know how much you care." You may be the most knowledgeable PE teacher out there, but if you are not enthusiastic and passionate about your students, no amount of knowledge will impress them.
Question 3: Describe nine ways that teachers can promote the personal growth of students through personal interaction.
1.
Know your students: As we did earlier in the year, playing the name game, or having an exercise that will help you remember the names of your students is vital. Trailing from the past question, if you don't know the students names, it seems as if you don't care. If you know each student personally and give feedback using their names they are much more likely to respond positively to your class
2.
CARE! Once again enthusiasm plays a huge roll in teaching. Kids know if you want to be where you are and if you are excited to be teaching. If they see a bored look on your face, no smile, they respond negativly to that. On the contrarry if you come into class smiling happy with a positive attitude it will rub off on your students.
3.
Follow School Motto: Usually every school has a motto. For example my high school was a "Community of Caring". Intergrate good moral values into your teaching and attitude to produce well rounded students who are not only physically fit, they are a good member of the community.
4.
Discipline: It is important to have students respect you as a teacher. You must have an attitude where you will be listened to. Behaviors that are negative, such as fighting or students disrespecting each other or equipment need to be addressed. Don't let students walk over you.
5.
Be strong! Students will be intimidating and try to break you in any way possible. Keep confidence and don't take students misbehavior personally.
6.
Be Fair: All students should be created equally regardless of gender, race, ethnicity, or athletic ability. Your goal as a teacher is to have these students see physical activity as a fun activity that they like to do. Being fair to all those in the class will help.
7.
Observe: Not only observe students skills, also observe their behavior. You will notice patterns of a child getting away with not doing a specific skill you ask them, or you'll notice a lack of confidence in a student, or conflicts between students. Being observant and acting on you observations will keep students safe and learning to the best of their abilities.
8.
Step out of your comfort zone! Sticking with the traditional PE activities that you feel comfortable with makes you a poor PE teacher. Introducing some new activities, that you yourself may not be the best at, is a great way to expose students to a verity of different physical activities that may get them interested in physical fitness.
9.
Be Confident! When in doubt, smile and pretend you know what you're doing. Don't lose your cool and dont panic. Usually if you make a mistake your students wont notice if you just keep rolling with the punches. Nothing is ever static so be prepared for sudden changes and be flexible with them.
After the anticipation of how much lab C really counts for, I think I did well once I got into teaching. I was very nervous and stressed out before this lab because it is longer and used a different skill that most people are not familiar with. I looked up rules of Polo, a brief history, and passing techniques. I decided that I wanted some fake horses for the students to ride on while passing the foam ball to each other. 
Some positive things I did was the organization with the cards for partners. I made index cards with numbers on them. I had 1-4 with blue maker, and 1-4 with red marker. 1's paired up with 1's, 2's with 2's and so on. When the students paired up I had them work on a slow smooth pass to a partner while standing without their "horse". Once students got that down, which happens so fast in our class compared to how it will happen when we're teaching high school or grade school students. Once this pass was done well we moved on to back hand passing. The progressions start at forehand passes on the right side, and moved up to back hand passing and a neck pass or tail pass. 
