Fall Creek Valley Field Experience
In the past two weeks of my field experience, I have been reflecting deeply on how the physical and social dynamics of the classroom, particularly during physical activities like dodgeball, impact student engagement and inclusivity. Here are three key reflections that have helped me consider how I can develop more effective lesson plans and instruction that meet the diverse needs of my students:
Inclusivity and Engagement Strategies
One of my key reflections stems from my observations during the dodgeball game. While many students thrived in the energetic and competitive environment, some were more reserved and hesitant to participate. This made me realize the importance of providing inclusive strategies that cater to different comfort levels and interests. I’ve started to think about how to design activities that meet the needs of all students, especially those who may not enjoy or feel comfortable with traditional physical games. For instance, if dodgeball is a popular activity for some students, how can I integrate modifications or alternative activities that allow everyone to engage in a way that suits their interests and abilities?
In the future, I plan to incorporate a mix of individual, small-group, and team activities into my lesson plans to allow for varied levels of engagement. These activities would offer both competitive and non-competitive options, enabling students to participate based on their personal preferences. For example, I might include games that require less physical contact or provide options for students to choose from, such as activities involving skill development rather than just competition. This would encourage participation from a wider range of students, ensuring that everyone can experience success and enjoy the class.
Impact of Environment and Space for Participation
I’ve also reflected on how the physical layout and environment of the gym can influence student participation and their sense of belonging. The gym space and how it's arranged can either encourage or discourage engagement, especially for students with different fitness levels or backgrounds. I noticed that dividing the class into teams based on skill level can either boost confidence for some or make others feel self conscious if they’re always placed in the "weaker" group. I plan to experiment with mixed-ability teams where students of different skill levels can support each other, which will help promote a more positive and inclusive atmosphere.
Additionally, I’ve been thinking about how to design the space to allow for more choice and autonomy. Buchanan Rivera’s concept of creating intellectually engaging environments rather than just physically challenging ones resonates with me here. For example, setting up stations with a variety of activities—some more physically demanding and others focusing on skill development or teamwork could help students choose what they feel comfortable with while still being part of the collective experience. This approach also supports a sense of belonging because it doesn’t force students into a one size fits all model but instead honors their diverse preferences and abilities.
Seasonal Changes and Student Motivation
The change in weather and the temporary closure of one of the gym areas have given me an opportunity to reflect on how environmental factors can affect student engagement and motivation. As the weather gets colder, I’ve noticed that students seem less motivated to go outside, and the lack of available indoor activities has resulted in more unstructured time. Some students are coping well by socializing, while others seem more restless. This has made me think about the importance of having structured, varied activities available to maintain student energy levels and engagement, even when the weather or space availability presents challenges.
In my future lesson planning, I want to incorporate strategies that can be adapted to different settings, whether indoors or outdoors, and that can keep students active even when their energy levels are high. For example, I could design movement-based activities that can be done both inside and outside, or I could introduce games that allow for flexible participation based on the space available. Additionally, providing moments of reflection, as mentioned by Buchanan Rivera, where students can think about how the environment affects their energy and mood, could be valuable in helping students connect physical activity with their emotional well-being. This can also help students learn to regulate their energy levels and develop coping strategies when faced with less ideal conditions.