Tuesday, December 2, 2008
Monday, December 1, 2008
Memo
Date: December 1, 2008
Barry Bachenheimer
Superintendant
Caritas Academy
2495 John F Kennedy Blvd
Jersey City, NJ 07403
Dear Superintendant Bachenheimer:
Physical Education is an intricate part to a student’s well being. According to CDC, students at the high school level should have at least a minimum 60 minutes of physical activity a day. Our curriculum isn’t satisfying these needs for the students. The format of our current health and physical education program is spent half of the year in physical education and the other half in the health classroom. During the second half of the year, our students aren’t receiving any physical activity.
Our recommendation is to condense the health portion of the curriculum into one quarter of the year, and the physical education portion spread out over three marking periods of the year. In order to obtain our goal, another faculty member must be used to teach at least one to two periods of physical education in the day. In order to ensure our students are receiving the highest level of physical activity and health, we also need new equipment. The equipment we have doesn’t accommodate the entire class, which doesn’t allow for full participation. We need to fill in the gaps to have a full set of equipment to use.
As you know, our school is an all girls program. We would like to change the curriculum to target young females and their lifestyles. This change in the curriculum will shorten the time frame needed for health, and allow the change to three quarters of the year in physical education. We will also integrate health lessons into our physical education lessons to ensure we are giving our students the best of both worlds. As well as integrating health concepts, a team-building unit would be placed into the curriculum.
Sincerely,
Shirah Odeh
Physical Education Supervisor
Jackie Ferranti
Project Partner
Barry Bachenheimer
Superintendant
Caritas Academy
2495 John F Kennedy Blvd
Jersey City, NJ 07403
Dear Superintendant Bachenheimer:
Physical Education is an intricate part to a student’s well being. According to CDC, students at the high school level should have at least a minimum 60 minutes of physical activity a day. Our curriculum isn’t satisfying these needs for the students. The format of our current health and physical education program is spent half of the year in physical education and the other half in the health classroom. During the second half of the year, our students aren’t receiving any physical activity.
Our recommendation is to condense the health portion of the curriculum into one quarter of the year, and the physical education portion spread out over three marking periods of the year. In order to obtain our goal, another faculty member must be used to teach at least one to two periods of physical education in the day. In order to ensure our students are receiving the highest level of physical activity and health, we also need new equipment. The equipment we have doesn’t accommodate the entire class, which doesn’t allow for full participation. We need to fill in the gaps to have a full set of equipment to use.
As you know, our school is an all girls program. We would like to change the curriculum to target young females and their lifestyles. This change in the curriculum will shorten the time frame needed for health, and allow the change to three quarters of the year in physical education. We will also integrate health lessons into our physical education lessons to ensure we are giving our students the best of both worlds. As well as integrating health concepts, a team-building unit would be placed into the curriculum.
Sincerely,
Shirah Odeh
Physical Education Supervisor
Jackie Ferranti
Project Partner
Thursday, November 13, 2008
Results now
As a supervisor of a specified area it is important to be active in the role one plays to improve the curriculum. This is a very difficult thing to do if I have no presence in the classroom and have no idea exactly what is going on in the classroom besides the two or three evaluations I do a year on the teacher. “The most important people within and outside schools know very little about what actually goes on inside them.” (Page 13) I find this statement to be one of the most problematic statements referring to schools today. I also find this statement to be very true. Some of the most important people when it comes to school and evaluating teachers and the school itself, are simply not present on a daily basis to see what goes on in the classroom. There needs to be a better presence of higher power watching, and taking notes on the things that actually go on within a classroom. I am aware that school budgets don’t allow to new people to be hired to do just that, get in the classroom and evaluate on a consistent basis, and it is difficult for one person who has many other things to do to get in the classroom all the time as well, but maybe the roles of the supervisors, and the administrators need to be reevaluated and reconstructed to make it possible for them to get in the classroom more often and evaluate teachers on a consistent basis.
The second quote that is very important in the schools is “No one can lead effectively where constructive feedback is regarded as an invasion of privacy, an affront to professionalism." (page 29) This statement is very important in any learning or teaching environment. Being able to relay criticism and feedback to a teaching is an integral part of a teacher improving and constantly making themselves better teachers. This atmosphere within all classrooms and a district itself is created starting from the highest level of administration all the way down the newest and youngest teacher just entering the field. All teachers and administrators need to feel comfortable enough to have open communications with each other and ensure that they are there to help each other.
D. “We have created a system in which generations of talented, hard-working teachers have engaged in inferior practices without receiving feedback that would alert them to this fact.” This goes along with the last quote take from page 29, and all of the practices that teachers and administrators have fallen into in recent years as well as the first quote. All of these excerpts from the reading are directly related and need to be fixed within the school system. Administrators need to change the way they evaluated and teachers need to be open to criticism and evaluations and not take them personally.
The second quote that is very important in the schools is “No one can lead effectively where constructive feedback is regarded as an invasion of privacy, an affront to professionalism." (page 29) This statement is very important in any learning or teaching environment. Being able to relay criticism and feedback to a teaching is an integral part of a teacher improving and constantly making themselves better teachers. This atmosphere within all classrooms and a district itself is created starting from the highest level of administration all the way down the newest and youngest teacher just entering the field. All teachers and administrators need to feel comfortable enough to have open communications with each other and ensure that they are there to help each other.
D. “We have created a system in which generations of talented, hard-working teachers have engaged in inferior practices without receiving feedback that would alert them to this fact.” This goes along with the last quote take from page 29, and all of the practices that teachers and administrators have fallen into in recent years as well as the first quote. All of these excerpts from the reading are directly related and need to be fixed within the school system. Administrators need to change the way they evaluated and teachers need to be open to criticism and evaluations and not take them personally.
Wednesday, October 29, 2008
By Design
MSU Lesson Plan Format
Name: Shirah Odeh
Date: 10/27/08
Title of Lesson: Jumping Over Puddles
Numbers of students in class: 25
Target Audience: K-5
Goal of the Lesson: Students will be able to jump the distance of their height.
Instructional Objectives:
1) By the end of the lesson, students will demonstrate their ability to perform a jump for distance using the proper fundamental motor patterns.
2) Throughout the activity students will be able to cooperate with instructions asked by the teacher as well as encourage one another at all times.
3) Students will describe the proper cues for an effective jump for distance which are bent knees, arms back, push off, extend arms, land on 2 feet in a squat, arms forward.
Core Curriculum Content Standards and Cumulative Progress Indicators:
Indicator 2.5-1 Perform locomotor, non-locomotor and manipulative movement skills
Materials and Equipment List
- ropes ( 1 per student) placed on sideline
- strips of masking tape ( 2 per student) placed loosely on floor beside the rope
- 4 pinnies for tag game
- music
Time Allotment
Lesson Plan Segments
Student Formations and
Transitions
2 mins
Attendance:
Teach will have attendance cards in the order they are seated in their squad. These cards will have the name of student and a calendar. Teacher will flip through quickly and mark if a student is absent on the day in the calendar.
Upon arrival into gymnasium, students should sit in predetermined squads. There will be 6 per squad and each squad is in a straight line one behind the other
5 mins
Warm-ups
Students will be asked to play a game of tag with 4 people wearing pinnies as the chasers. After 2 minutes new chasers are chosen by the teacher. Throughout the game if you are tagged you need to run outside the out of bounds lines and do 5 hops on each foot and then get back into the game.
Tag game will be played within the out of bounds lines of the basketball court
2 mins
Introduction/Motivation
Teacher will say: Think about your favorite pair of sneakers. If they are your favorite then you want to keep them for as long as possible. So you don’t want to get them dirty or messed up in any way right? Think about when it’s raining and theirs a lot of puddles. Sometimes you want to jump in them to make a splash but you wouldn’t do that with a new pair of sneakers. Today I am going to teach you the secret to jumping over puddles as big as you are by jumping the right way. Are you ready to keep those sneakers clean? Let’s jump over some puddles!
Gather everyone in and have them sit down
Activity 1
5 minutes
Activity 2
25 minutes
Instructional Tasks and Application:
Activity 1- Teacher will show cues of the fundamental motor patterns of jumping by lining the students up on the sideline. The teacher should be facing the students and explain the cues off take off, flight, and landing. This will be a “copy cat” explanation where teacher will show each cue and students will do as the teacher does. Teacher will make sure students have proper form throughout the activity making sure to give positive feedback and constructive criticism.
The cues for take off are- knees bent (in a squat position as if you are about to sit in a chair), arms back.
The cues for the flight are push off your toes as you jump forward and extend your arms up elbows near your head.
The cues for landing are land on both feet arms out straight in front of your body ending up again in knee bent position.
Then we will go through it in slow motion saying bent knees, arms back, push off, extend arms, land on 2 feet in a squat, arms forward.
Activity 2-
Students are asked to place their rope on the sideline where they are set up with their partner. Jump over the rope as far from your rope as possible. Repeat until instructed otherwise. Place your tape where you landed and try and improve it on your second jump.
Finally place your marking tape on the floor. Then lie down and place the rope at the top of your head. This will create the distance of your height. Take the second piece of tape and stick it to your clothes loosely. Standing behind the rope try to jump your height. Put the second piece of tape where you landed and try to jump over the puddle as big as you are! Repeat and practice until stopped by the teacher
As the students perform
Assessment
Teacher will walk around watching the students progression in there jumps commenting on form as well as distance. The teacher will watch and go through a checklist of the cues. After the class students should have carried out distance jumps with 3 out of the four correct cues.
2 mins
Lesson Closure
The teacher will bring everyone to center court and have them seating. The teacher will ask Who can show me a distance jump as big as they are. Student will do it in front of the class. Then students will be asked to identify the proper cues in the fundamental motor patterns dealing with jumping for distance. Finally the teacher will conclude with: Now you all know the special secret to jumping over huge puddles as big as you are. Thanks you for enjoying my lesson I had a great time teaching you guys. You were great
By Design Template.
Understanding By Design Lesson Template
Title of Lesson
Physical Education- Jumping over Puddles
Grade Level
K-5
Curriculum Area
Time Frame
40 minutes
Developed By
Shirah Odeh
Identify Desired Results (Stage 1)
Content Standards
Indicator 2.5-1 perform Loco motor, non-Loco motor and manipulative movement skills.
Understandings
Essential Question(s)
Overarching Understanding
Overarching
Topical
Fundamental motor patterns of jumping- cues of taking off, flight, and landing using the copy cat explanation.
Jumping
Jumping over puddles.
Related Misconceptions
Knowledge
Students will know…
Skills
Students will be able to…
Take off- knees bent (squat position as if you are about to sit in a chair)
Arms back
Flight – Push off toes as you jump forward and extend your arms up, elbows near your head
Landing- land on both feet, arms out straight in front of your body, ending up again in knee bent position.
Go through in slow motion- bent knees, arms back, push off, extend arms, land on 2 feet in squat position, arms forward.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Jump over puddle with proper form
Role
Use proper form to jump
Audience
K-5
Situation
Raining outside, making puddles
Product/Performance
Jump with proper form
Standards
Locomotors coordination
Other Evidence
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Students can learn basic motor function and be able to progress in a natural state. A progress chart will be laid out for each student to ensure they are progressing properly.
How will you hook students at the beginning of the unit?
Students will be hooked on jumping by making it seem fun in relation to a kid’s real life.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
Within this lesson, it will be helpful that the students are “jumping over puddles” When it rains, the students will be able to relate to the event.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
I will guide them with example and demonstration.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Student can keep track of how far they are jumping and if they are following all of the proper jumping steps needed.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
The jumping unit can be changed to tailor each student because of the difficulty of each event. Each event can be significantly simplified to help each student.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Reflection-
Working on this template, and using it as a guide was extremely difficult for me. I feel that his template was not designed for a phys ed teacher to use. In the past I have not had to do lesson plans, and have no experience in doing lesson plans to begin with, and to make it more specific in this template was very hard. I really didnt know how to make it more detailed and come up with an overarching question for a lesson that I used with younger elementary kids in a phys ed setting. if anyone has imput, it would be welcomed.
Name: Shirah Odeh
Date: 10/27/08
Title of Lesson: Jumping Over Puddles
Numbers of students in class: 25
Target Audience: K-5
Goal of the Lesson: Students will be able to jump the distance of their height.
Instructional Objectives:
1) By the end of the lesson, students will demonstrate their ability to perform a jump for distance using the proper fundamental motor patterns.
2) Throughout the activity students will be able to cooperate with instructions asked by the teacher as well as encourage one another at all times.
3) Students will describe the proper cues for an effective jump for distance which are bent knees, arms back, push off, extend arms, land on 2 feet in a squat, arms forward.
Core Curriculum Content Standards and Cumulative Progress Indicators:
Indicator 2.5-1 Perform locomotor, non-locomotor and manipulative movement skills
Materials and Equipment List
- ropes ( 1 per student) placed on sideline
- strips of masking tape ( 2 per student) placed loosely on floor beside the rope
- 4 pinnies for tag game
- music
Time Allotment
Lesson Plan Segments
Student Formations and
Transitions
2 mins
Attendance:
Teach will have attendance cards in the order they are seated in their squad. These cards will have the name of student and a calendar. Teacher will flip through quickly and mark if a student is absent on the day in the calendar.
Upon arrival into gymnasium, students should sit in predetermined squads. There will be 6 per squad and each squad is in a straight line one behind the other
5 mins
Warm-ups
Students will be asked to play a game of tag with 4 people wearing pinnies as the chasers. After 2 minutes new chasers are chosen by the teacher. Throughout the game if you are tagged you need to run outside the out of bounds lines and do 5 hops on each foot and then get back into the game.
Tag game will be played within the out of bounds lines of the basketball court
2 mins
Introduction/Motivation
Teacher will say: Think about your favorite pair of sneakers. If they are your favorite then you want to keep them for as long as possible. So you don’t want to get them dirty or messed up in any way right? Think about when it’s raining and theirs a lot of puddles. Sometimes you want to jump in them to make a splash but you wouldn’t do that with a new pair of sneakers. Today I am going to teach you the secret to jumping over puddles as big as you are by jumping the right way. Are you ready to keep those sneakers clean? Let’s jump over some puddles!
Gather everyone in and have them sit down
Activity 1
5 minutes
Activity 2
25 minutes
Instructional Tasks and Application:
Activity 1- Teacher will show cues of the fundamental motor patterns of jumping by lining the students up on the sideline. The teacher should be facing the students and explain the cues off take off, flight, and landing. This will be a “copy cat” explanation where teacher will show each cue and students will do as the teacher does. Teacher will make sure students have proper form throughout the activity making sure to give positive feedback and constructive criticism.
The cues for take off are- knees bent (in a squat position as if you are about to sit in a chair), arms back.
The cues for the flight are push off your toes as you jump forward and extend your arms up elbows near your head.
The cues for landing are land on both feet arms out straight in front of your body ending up again in knee bent position.
Then we will go through it in slow motion saying bent knees, arms back, push off, extend arms, land on 2 feet in a squat, arms forward.
Activity 2-
Students are asked to place their rope on the sideline where they are set up with their partner. Jump over the rope as far from your rope as possible. Repeat until instructed otherwise. Place your tape where you landed and try and improve it on your second jump.
Finally place your marking tape on the floor. Then lie down and place the rope at the top of your head. This will create the distance of your height. Take the second piece of tape and stick it to your clothes loosely. Standing behind the rope try to jump your height. Put the second piece of tape where you landed and try to jump over the puddle as big as you are! Repeat and practice until stopped by the teacher
As the students perform
Assessment
Teacher will walk around watching the students progression in there jumps commenting on form as well as distance. The teacher will watch and go through a checklist of the cues. After the class students should have carried out distance jumps with 3 out of the four correct cues.
2 mins
Lesson Closure
The teacher will bring everyone to center court and have them seating. The teacher will ask Who can show me a distance jump as big as they are. Student will do it in front of the class. Then students will be asked to identify the proper cues in the fundamental motor patterns dealing with jumping for distance. Finally the teacher will conclude with: Now you all know the special secret to jumping over huge puddles as big as you are. Thanks you for enjoying my lesson I had a great time teaching you guys. You were great
By Design Template.
Understanding By Design Lesson Template
Title of Lesson
Physical Education- Jumping over Puddles
Grade Level
K-5
Curriculum Area
Time Frame
40 minutes
Developed By
Shirah Odeh
Identify Desired Results (Stage 1)
Content Standards
Indicator 2.5-1 perform Loco motor, non-Loco motor and manipulative movement skills.
Understandings
Essential Question(s)
Overarching Understanding
Overarching
Topical
Fundamental motor patterns of jumping- cues of taking off, flight, and landing using the copy cat explanation.
Jumping
Jumping over puddles.
Related Misconceptions
Knowledge
Students will know…
Skills
Students will be able to…
Take off- knees bent (squat position as if you are about to sit in a chair)
Arms back
Flight – Push off toes as you jump forward and extend your arms up, elbows near your head
Landing- land on both feet, arms out straight in front of your body, ending up again in knee bent position.
Go through in slow motion- bent knees, arms back, push off, extend arms, land on 2 feet in squat position, arms forward.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Jump over puddle with proper form
Role
Use proper form to jump
Audience
K-5
Situation
Raining outside, making puddles
Product/Performance
Jump with proper form
Standards
Locomotors coordination
Other Evidence
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Students can learn basic motor function and be able to progress in a natural state. A progress chart will be laid out for each student to ensure they are progressing properly.
How will you hook students at the beginning of the unit?
Students will be hooked on jumping by making it seem fun in relation to a kid’s real life.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
Within this lesson, it will be helpful that the students are “jumping over puddles” When it rains, the students will be able to relate to the event.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
I will guide them with example and demonstration.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Student can keep track of how far they are jumping and if they are following all of the proper jumping steps needed.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
The jumping unit can be changed to tailor each student because of the difficulty of each event. Each event can be significantly simplified to help each student.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Reflection-
Working on this template, and using it as a guide was extremely difficult for me. I feel that his template was not designed for a phys ed teacher to use. In the past I have not had to do lesson plans, and have no experience in doing lesson plans to begin with, and to make it more specific in this template was very hard. I really didnt know how to make it more detailed and come up with an overarching question for a lesson that I used with younger elementary kids in a phys ed setting. if anyone has imput, it would be welcomed.
Wednesday, October 15, 2008
Tuesday, October 14, 2008
Did you know
The presentation I just watched blew my mind. I think everyone realizes that times are changing and that technology is taking a huge lead in this change, but I’m not sure people realize the extent to which it has taken over and is going to take over in the near future. With the predictions made in this presentation, it seems that the human brain is soon to be obsolete and that the United States is well behind a lot of countries in their education. Not a very positive message if you ask me, but a brutally honest and truthful one. Comparing the US to other countries shows how much we are not in control of the world. The United States wants to be the best at everything and we want it to just happen. We don’t take the right steps in order to make things happen. Our personal lives are going to be greatly effected by what happens all over the world. The education system as well as the rise and take over of technology. Soon there will be no jobs for people because computers will be able to do all the work, and to some extent this is already happening now. I think that computer technology and education in this field is very important. Many of the younger generation who are knowledgeable in computers have a better opportunity to land a job with fewer qualifications than some older people but they have the know-how and understanding of how to work computers. This is a great benefit to many employers. Students in today’s day need a lot of computers skills and modern day training to be useful in today’s world. The constant training and modern day updates will help all employers and younger students stay with the changing times because they are always changing and employees and students of today need to keep updated on what’s going on to stay useful.
Wednesday, October 1, 2008
A whole new mind
Within reading this chapters of Pink's book, it was interesting to see how the mind works. His initial drawing of himself was pretty terrible compared to what the final product turned out to be at the end. I find it so fascinating how the mind works, and how the right and left brain relate to each other. The part that I feel is so truthful is the part when he talks about how his instructor was telling him about drawing. He was saying how the mind draws in relation to what it knows. So the lips that were drawn look nothing like actual lips would look, but from his own mind he drew them. He drew them based on childhood pictures that he had in his head, not from what he was actually seeing in the mirror. I'm sure that anytime I try to draw anything that I do exactly that. I am a terrible artist and find myself trying to relate what I am drawing to something I know and tend to use my imagination more then anything else. It is very difficult for me to just transfer information from a page to my mind and back onto another page through my hands.
Thursday, September 25, 2008
E.D Hersh
Dear E.D. Hersh,
I want to point out that preparing students for standardized tests is not the way to teach them. They need to be learning more life skills and become prepared for the outside world to become good citizens. Most people think that teachers and students can do what they want within a classroom, and it is true that depending on the district, that some teachers can get away with more than others but there needs to be a standard within the teaching realm as well. There are few teachers that are actually held up to the standard of teaching that we are trying to obtain in this country. Granted, I teach at a private school, but wouldn't you think that a private education is supposed to be "better" than the alternative public school. If that is the case, then why is it that I find so many private school teachers who are unwilling to put in any extra time to help another student learn. At the previous private school that I was at, I played the role of the Athletic Director and Phys Ed teacher. I can't even begin to tell you how many days I spent after school or coming into school an hour early to help students with their math homework or help proofread a paper for them. When I began to question why they were asking me and not their teacher of that subject, they would tell me they already had and that the teacher was unwilling to stay and help. What are we teaching the children of today with that kind of attitude?
I want to point out that preparing students for standardized tests is not the way to teach them. They need to be learning more life skills and become prepared for the outside world to become good citizens. Most people think that teachers and students can do what they want within a classroom, and it is true that depending on the district, that some teachers can get away with more than others but there needs to be a standard within the teaching realm as well. There are few teachers that are actually held up to the standard of teaching that we are trying to obtain in this country. Granted, I teach at a private school, but wouldn't you think that a private education is supposed to be "better" than the alternative public school. If that is the case, then why is it that I find so many private school teachers who are unwilling to put in any extra time to help another student learn. At the previous private school that I was at, I played the role of the Athletic Director and Phys Ed teacher. I can't even begin to tell you how many days I spent after school or coming into school an hour early to help students with their math homework or help proofread a paper for them. When I began to question why they were asking me and not their teacher of that subject, they would tell me they already had and that the teacher was unwilling to stay and help. What are we teaching the children of today with that kind of attitude?
Thursday, September 18, 2008
I believe
I believe that the physical education curriculum is now where close to where it needs to be and this is why most of America is obese. The first class that students are taken out of for any reason in school is phys ed. I would think that the health and well being of the students should be the most important. I also believe that Caltholic and Private schools should be held to the same standards as public school and from working at a private high school for two years and now working at a private k-8 school, the education level is very different. I had one student who was in the first grade enter my computer class, and as I was working with her I discovered that she didnt know her letters very well. I asked her to write her ABC's and she couldn't, and when I asked her to recite her ABC's she couldn't do that either. I sopke to her teacher after class and she said to me that the parents don't care. Well, I believe that these are the students we need to pay the most attention to. Just because this child has parents who don't care, doesn't mean she isn't entitled to a decent education and that us, as a faculty shouldn't provide it. I shouldn't be taking time away from my class to teach a 1st grader her ABC's.
Monday, September 15, 2008
introduction
Hi everyone, I am Shirah Odeh. I missed the first class so I know my introduction is a little late. I am finishing my graduate work here in December in Exercise Science. I coach soccer here at MSU with the women's program and am now in my 3rd year as an assistant coach. I also teach k-8 phys ed and computers in englewood. I have played and coached soccer and basketball most of my life and hope one day to be head coach at a college somewhere. I have an older sister whom I live with, and a younger brother who is attending MSU for his undergrad as well. I am taking this course to help me obtain a supervisor's certificate in the future of my teaching career.
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