Group 9 - Clark, Holly and Michael. Clark, Holly and Michael take you through their experiences of their placements at St.
Clark Duke. Кларк Дьюк. карьера. Актер, Режиссер, Сценарист, Продюсер, Clark and Michael. Рейтинг фильма. Imdb: 8,4. 5. Офис (ТВ-сериал (с 2005. Университет / Greek (2007-2011) (сериал) Dale Kettlewell / Dale. Campus Ladies (2006-2007) (сериал). Кларк и Майкл / Clark and Michael (2006) Clark. В 2006 году Сера выступил как режиссёр, сценарист и продюсер телефильма Кларк и Майкл ( Clark and Michael), в котором сам же сыграл главную роль. Indie band whose members include actors Michael Cera (of Arrested Development, Superbad and Juno), his Clark and Michael co-star Clark.
Clark Duke. Кларк Дьюк. карьера. Актер, Режиссер, Сценарист, Продюсер, Clark and Michael. Рейтинг фильма. Imdb: 8,4. 5. Офис (ТВ-сериал (с 2005.
Anne Clark live на концерте (M'era Luna Festival) в Хильдесхайме группа Anne Clark live 2008 (Слева направо): Jann Michael Engel, Murat Parlak, Anne. John Clark's son, Edward Clark, 1585-1630 remained in England, and Edward was the father of Michael Clark 1610-1678. Michael Clark is. Кларк и майкл ( CLARK AND MICHAEL). Всё о фильме: фотографии, обои, комментарии пользователей, сеансы, новости, рейтинг фильма. Информация. Кларк и Майкл ( Clark and Michael) - Герои сериала начинающие продюсеры Кларк и Майкл. Они воодушевлены идеей сделать популярное.
Josephs, Loirston, Charleston and Cornhill Primary Schools. Group 9 began their placement by teaching badminton in St. Josephs, Loirston, Charleston and Cornhill Primary Schools.
Knowing we would be teaching children of all ages alongside my small amount of previous coaching experience, I have to admit I was both nervous and excited to see how each lesson would go but my confidence grew quickly from the beginning. The idea to start off our lessons with some fun tag games was simple but effective despite highlighting just how long ago primary school was for us, as most of our more old school suggestions gave way to newer and, I must admit, better versions of the game. Cat and mouse proved to be a real favourite despite a few disputes over what was deemed acceptable tail length among the winning mice. Before starting placement I was convinced that the younger classes would be more difficult to teach, however this quickly changed when we substituted the shuttles for balloons to teach the primary 2s and 3s.
They absolutely loved the challenge of trying to do as many keep ups as possible with our high score totalling somewhere around the 1 million-billion mark with a few claims of infinity keep ups from some of the pupils. I was also really impressed with the skill level across all ages with some classes completing the more difficult tasks we had given them with ease. As a whole, I would have to say that my week of teaching badminton was a successful one, the highlight of my week definitely being when one pupil asked their teacher if they could stay and continue playing instead of going for lunch. I would like to thank my fellow group members for assisting me, especially when my poor attempt at a teacher voice failed to restore order on a few occasions. I would also like to thank each of the schools and their pupils for providing a great first coaching experience and I look forward to returning for the next 3 weeks. - Michael Brady. This week Group 9 were teaching basketball to their schools and I was leading the session.
The sessions had a similar formula to them throughout the week. The sessions had a game of Tag or Stuck in the Mud to get the children moving about and active. It then moved into a more specific activity of Basketball tag where passing was introduced and the idea of teamwork was presented to the children.
The principle behind this game was to get them into the mindset of playing as a team and being aware of the space around them as well as getting them used to the concept that they can throw the ball faster than they can run so it’s better to pass to than run will the ball themselves. This part of the session was also used to assess the children’s basketball ability so I could decide what activities were suitable for the remainder of the session. The next part of the session was working on more skill specific aspects of basketball with the children. This included drills for Dribbling, Passing and Shooting.
These drills taught the participants the fundamental skills used in basketball and involved introduction to some of the rules of basketball as well. The sessions then ended with a game of bench ball or a race of passing the ball around the class and this was just to add a competitive element to the session which proved to be the favourite part of the session amongst the older groups that took part in the session. All in all my feelings of leading this week’s session were mixed. I enjoyed sessions to a certain degree as when the kids were having fun and enjoying the sessions it was a better experience as a coach.
However the fact the session was taught to each class once, there was no experience of seeing the kids development in basketball and this left me feeling that there was no real enrichment for myself as a coach and I didn’t know if the coaching I was doing was actually having any impact on them. Thanks to everyone involved in helping me with coaching this week. - Clark Cameron. I think it’s safe to say that, despite my previous experience as a coach, I was incredibly nervous about leading tennis in week three of our placement.
The prospect of keeping a class of primary children under control while simultaneously making the lessons fun and informative was a slightly daunting task to say the least. I did, however, feel at a slight advantage getting to watch how Michael and Clark handled their lessons for the past two weeks. Each lesson started with a warm up game of Stringy Onions, as I call it, but was soon corrected by the first class that it’s name is actually Chain Tag now. Following the warm up we then moved onto ball skills. Each child got a racket and a ball and started off by either bouncing or throwing the ball into their hand, eventually moving on to more complicated instructions like using the racket to bounce the ball or do keepy-ups. These skills then led onto doing tap up tennis with a partner. This part was changed depending on the skill level of the class, so the younger classes did floor tennis and then if they were individually good at it they could try tap up tennis if they felt confident enough to.
Each one of these, floor tennis and tap up tennis, developed the child’s control of the ball with another person rather than just on their own. After learning tap up tennis we then would play a game to finish off the session, usually round the world floor tennis so they had to roll the ball instead of hitting it. Overall I would consider my week of teaching to have been a success and found that the kids enjoyed it as well. They all engaged very well with each activity and even the younger P2/3 classes proved to have considerable skill with the ball.
Looking forward to nutrition I think I can speak for my whole group when I say that I hope we can make it as fun for the children as they have found each sport over the last three weeks. On our last week of placement we did some basic nutrition lessons. We decided that it was best to combine nutrition with fun games, because it was our last week in the schools. This seemed to go down fairly well with the children judging by the round of cheers and fists in the air when games were mentioned to each class. In each class, we asked the kids what their favourite warm-up game over the past three weeks has been and played it to start the lesson. Following the warm-up, we then sat the class down and asked them about what foods they thought were healthy, and what foods they thought were unhealthy, which we then turned into a game.
We shouted out a food - for example chicken, oranges, chips, etc. - and they had to run to the red cone if they thought it was unhealthy and the green cone for healthy. On the most part they were all very good at it but, knowing we couldn’t make it too easy of them, we threw in a few tricky ones every so often to keep them on their toes. With the very young classes this was enough for them, to learn the difference between health and unhealthy, but with the older ones we moved onto putting things into four food groups - carbohydrates, proteins, fats and vitamins and minerals.
This was more challenging for most of our classes and we had a good mix of right and wrong answers so that everyone learnt something. All of the kids that we taught were very engaged and just about bouncing off the walls at the thought of getting to do games, that even a forfeit of 10 burpees - meant for the people who got wrong answers, turned into the whole class wanting to do them for fun. The last 20 minutes was spent playing the class’ favourite games from over our time in the school. A lot of ‘cat and mouse’ and ‘fish in the net’ was played with the younger years, while the older classes seemed to enjoy the basketball games like ‘bench ball’ and ‘killer’ the most. We even had a pretty epic battle for ‘killer’ victory between Clark and one of the P7s from Charleston in our last class. Although there were, as there is always bound to be when teaching primary children, some disagreements and bumped knees over the four weeks, we had a lot of fun teaching each and every class and we hope the children enjoyed it as well and now have new skills that they can take forward to the Aberdeen Youth Games.
Lastly we’d just like to say thanks to Charleston, Loirston, St Joseph’s RC and Cornhill Primaries for making our four weeks on placement very enjoyable and welcoming, see you at the games. - Holly, Clark and Michael (six foot six guy).