Nathan handled filming duties here.
Ladies, be sure to add some clarification questions here. Remember, we shouldn’t make too many moves until we are fairly confident students understand the rules of the activity.
Leah, appropriate response to the situation.
Again, students should have his or her ball on the floor while waiting. Nicole, nice work here @ 0:50.
Refrain from letting students set up like this in the beginning. This is similar to Red Rover. Bad. I would stagger students in space. Perhaps, some of them should be allowed to rotate in.
Nicole is talking to a student here. What type of time out is this according to the Lavay text?
Here at the end, I would have students sitting on a designated line, not lying on the floor or sliding equipment on the floor. Lying on the ground promotes bad posture and some students probably are not paying attention. I did like the fact that you didn’t let them participate in the Indiana Jones activity because they could have behaved better.
After a few weeks off and some adjustments, we have decided to highlight some of the more recent instruction. Danny handled the camera duties.
Notice the girl here at the beginning. Is this a situation where this activity should not have began? There are also a few other students with objects in their hands here. The best strategy for this is to put these on the side with Joe, the cooperating teacher.
This is an example of the ABC approach we discussed in the Lavay text a few weeks back. What would be the antecedent? The behavior which hasn’t changed? The consequence for not listening?
Later on in the video you will notice that there is an abnormally uneven ration of boys to girls on each side of the room. A small issue of note.
Love the explanation here. A bit long in getting students organized, but students have gotten a lot better since the beginning. At 2:13 you will notice that Jay begins to explain in detail how this is supposed to look. Notice that some of the students later have some trepidation with touching hands. Next time try to ask students to name (and show) five different ways to make a bridge with a partner. Pick out the one you want as a teacher (which will likely be what you are showing them for this activity).
This gets students away from thinking about touching body parts, yet they focus on the task at hand.
Think about three alternative ways you could structure this so that students can get involved into the activity.