Whilst critically reflecting on the inclusivity of all students in my lessons I believed I still had work to do with that one class, in trying to get them all involved in practical lessons. I had tried different strategies such as, the ball must be passed from a different boy to girl for the first six passes before they can attempt to score, if a girl scores it is worth 2 points (as it is mainly the girls that do not participate). These strategy started to work but there were still students standing still. Adding another ball to that particular modified game may have solved the problem. During that lesson debrief with my cooperating teacher I had been set the challenge of coming up with three different inclusive strategies to implement in my next lesson to try and get all the students moving and participating.
The strategy I included in my next lesson was to have a team of completely girls and to divide the remaining boys into two teams. I decided to try this because there seems to be a lot of issues between the girls and boys in this class. I included a game in the warm up that I thought the girls may have played before because I knew I had to get them enthusiastic from the beginning. This strategy worked well throughout the whole lesson (warm-up, drill and game) with the girls and I was very impressed with their effort as a team. I made sure I included as much positive reinforcement, praise and encouragement as possible and the girls became more and more confident and involved.
This week the school goes into an alternate program with the remaining year 8 and 9 students. Each faculty runs a different day and is in charge of all the students and implementing literacy and numeracy activities into the day. Myself and fellow prac student have organised the HPE day included a period on persuasive writing, modified games, numeracy activity (connected to nutrition) and the fourth period students will select the sport they want to play.
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