Date: 2022-10-09
School, class: Kaunas Jonas Jablonskis Gymnasium, 1 ak grade.
Type of lesson: Lesson of learning new knowledge.
Purpose of the lesson: Learning and performing a cheer-leading combination during a physical education lesson.
Pedagogical situation presentation: During a physical education lesson, a dance session was held for the girls of the class, during which the selection for the gymnasium chear-leading dance team took place. It was carried out in a joint lesson in the gym, boys and girls were divided into groups and assigned different tasks. The girls were warmed up and taught a short cheer-leading combination, which they then had to perform unaided.
The situation is analyzed, when the girls have to perform a learned dance combination for their classmates and how the teacher can help them regulate their emotions and concentrate on completing the task.
SITUATION ANALYSIS
SITUATION STRENGTHS
Students often face stressful situations in class when they have to speak, present or do an assignment in front of their classmates. It can lead to negative emotions or behavior. Because of this, before performing a dance combination in front of their classmates, the teacher suggested to the girls:
1. To practice performing the dance in front of spectators or strangers, pay attention not to the reactions, but to the task itself.
2. If the reactions of the audience are disrupting them, turn the attention to the teacher, who stands in a visible place and morally supports the performing students.
3. To stand in a place where you would feel more comfortable, calmer.
In this way, the girls, without changing places, performed the dance combination concentrating on the quality of the movements, many choosing to look at the teacher and not at other spectators. After performing the combination, the girls were motivated by applause and praise from the physical education teacher and classmates. More than 10 students expressed their desire to take part in the cheer-leading lessons.
WEAKNESSES OF THE SITUATION
Students may feel uncomfortable dancing in front of their classmates, and stress can trigger strong, negative emotions that can be difficult to control. POSSIBILITIES OF THE SITUATION
If the stress of the students is visible, the teacher can change their standing positions, create more rows (so that the stressed students move to less noticeable places). Also, the teacher can allow some students not to dance the combination. Before dancing, the teacher can provide examples of audience etiquette to the students watching. For example, that the audience must be respectful, supportive, and not disturb the dancers.
SITUATION THREATS
If students have low self-confidence or have emotional problems, this situation can provoke negative behavior that can unbalance the emotional environment and negatively influence others. They may refuse to participate in the audition, walk out of class, or have a panic attack. Therefore, it is important to create a learning environment based on trust, so that students feel safe and can express their dissatisfaction openly, the teacher can adapt and find a way to calm down and relax the student. SITUATION REFLECTION
When faced with stressful situations, it is important to ensure a safe environment where students can express their needs and feelings, and are offered options for reducing stress. For example, move to the back row or a less visible place, sit down and watch the activity, sit back and breathe evenly, etc. At the same time, the teacher gives the students information on how to reduce stress and concentrate: focus on the task and observe the teacher, who is in a visible place. In this way, students will be able to focus on the entity that supports them morally, they will gain self-confidence and learn self-regulation. It is also important to develop the respectful behavior of the observing students, future spectators, during the performances, the creation of a supportive environment and the promotion of motivation of the performers. In this way, they will learn respectful behavior during events, encourage performers to participate more boldly in performances, and demonstrate their abilities and talents.
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