What I learned about teaching at Soccer Camp

               

            I've spent the last week observing energetic, talented, teachers in an outdoor classroom …at soccer camp.   So many of the techniques they used can easily be transferred to the regular classroom.  It also pointed out again to me an important rule of teaching, which is, if kids understand what they are supposed to do and they are in a supportive environment, they will do it.  Invariably, when kids were not complying with the activity it was because the coach had moved to fast and the students didn't understand what to do.  The good coaches realized instantly that they had lost the students, stopped, retaught and then moved on with successful students.  Watching over 300 kids from 3-9 years old of vastly different abilities and experiences, I saw NO students refusing to try when they understood.  Not one.  I saw kids being goofy, I saw kids being confused, I saw kids being nervous, I saw kids who were gifted at soccer and kids who were challenged by the skills…but I saw NO kids refusing to learn. 

               I realize that in some ways these are self -selected students whose parents are interested enough in sports to shell out 150 dollars for the week.  These kids all ate breakfast, came with their materials, and had transportation to camp.  These are not kids that are struggling in poverty.  But at the same time, the fact that 100% of the students were learning and trying indicates that the coaches were using strategies that all teachers should try implementing. 

Building relationships-  The coaches excelled at building relationships.  They set up some basic norms at the beginning, like a call and response to the word “REEEE SPECT”, they had a positive behavior system called “world cup points” where students could earn points for their world cup teams.   These basic boundaries helped that coaches maintain respectful and fun attitudes during the learning.  The coaches were more interested in pointed out the things the students were doing well, than telling them how to improve.  You could see this positive environment grow the ties between child and coach.  The fact that the coaches did not surprise the kids with negative outbursts or frustration meant that the students gave the coaches their trust and attention. 

Joining in-  The coaches were themselves members of the class.  They also did the activities, joined in the games, wore the silly costumes and were not afraid to interact at the level of the students.  Only when the students were scrimmaging, were the coaches standing outside of the learning.  The effect of this on the students was incredible.  The coaches never lost their authority, but it encouraged the students to try difficult skills, because they saw their mentor trying it right along with them. 

Formative Assessment -  The coaches used formative assessment after each activity or scrimmage to reinforce the skills they were focusing on.  They did NOT give an exhaustive evaluation of all the skills the students were using.  Instead they would pick one skill and point out a student that was doing that skill well.  This not only allowed the coaches to recognize more students for a variety of different values, but also gave them a platform to push all the students in the class towards that value.