Teachers can teach anyone, anything. Last week I taught my neighbor’s son how to ride a bike. Being a highly trained teacher, I used widely accepted educational practices, current trends in education, and data based analysis. Read about our week through my daily notes . . . .

I started off first by planning all of the things that I would do each day so that I would have a plan to follow. Each session would be exactly 47 minutes. I find that holding strongly to a plan helps students to know what is coming up. An inflexible plan is best for students as it teaches them to be flexible. I made a copy of my week plan to give to the parents and the child. At the bottom of the weekly plan, I had a place for the parents to sign so that way I knew I had communicated with them what was best for their son.

MONDAY
Early morning, I introduced myself to Clay and set about teaching him how to ride a bike. Clay is 5 years old and really wants to ride his bike without training wheels with his friends. They way I planned it, he should be able to ride without training wheels by Wednesday. The first thing I wanted to do was make sure that Clay understood the background of bikes so that he could better know how they worked. I had him sit down on the steps in front of my house and I lectured on the history of bikes. I told him about Baron von Drais and how he created a wheeled vehicle in 1817 that was propelled by pushing his feet against the ground. I used PowerPoint because I know how visual children are today. Fascinating stuff; bike history is a passion of mine and I like to share my passions with my students. I spent about 20 minutes discussing the relative merits of some of the off-design styles.

Now it was a long morning so I felt the need for a break. I did not want Clay to get bored or overloaded. We took a break and I allowed him to look at my bike (but not touch it) which I had brought out as an anticipatory set for the next session–how to ride a bike. After the break, I got on my bike and pedaled up and down the sidewalk, showing Clay what to do. I told him to watch my feet, to watch how I use the handlebars, and to watch how I keep myself from falling. I spent about 10 minutes showing him how to ride a bike in this minilesson; I am using a 1/3 1/3 1/3 model of instruction. Then I gave him my bike to ride. He had trouble climbing up on the seat and reading the handlebars, but what can you do? After adjusting the seat, and just telling him to try harder to reach the handlebars, Clay set off down the sidewalk. He went about 6 feet and crashed. We tried three more times with similar results. According to my lesson plan, this is where we would end for the day. I could tell that the desire to learn was there, but he just could not bike yet. I sent him home with a note as to his progress based on norm referenced bike expectations. Since Clay could not ride a bike, he had earned a “F” for the day.

TUESDAY
Today’s lesson was to master the riding of a bike by doing it. I know that students today are hands-on and need to experience the concept to master it so I brought my bike out again. My bike was still too big, but my sons had used it so Clay should be able to. I figure, one size can fit all. I spent the first part of the lesson riding my bike back and forth, back and forth, back….and….forth in front of Clay to show him what he needed to do. The last part of the lesson was for Clay to work independently on riding a bike. I was surprised when he had not mastered riding a bike by the conclusion of the lesson because tomorrow was when I predicted he would have it mastered. However, at the rate he is going, he won’t make it. I hope he does because I need to move on to other aspects of biking. When Clay left for home, I took out my grade book and put another “F” next to his name. I like to keep track of student progress because it helps me to better plan the next step. I also use it to contact parents and tell them how their child is doing. For some students, the grade can be a motivator and for Clay this is probably what I will have to do.

WEDNESDAY
This morning, before our lesson, I got Clay a smaller bike, one that fit him since he was not skilled enough to ride me bike. He should be able to master riding a bike by the end of the day. That is what the writing on the bike manual promised. It was a long lesson. I wish Clay could at least get a “C” on his riding because then he would be able to ride his bike. Clay was working hard today; I think I will give him a “C” based on all of his effort. I mean he was really trying.

THURSDAY
Clay’s grade is pretty low so I offered 10 extra points to sweep the sidewalk and this could be applied to his grade. When he collects enough points to get a “C”, he will have mastered riding a bike. I spoke with his parents last night about Clay’s progress and my concern over his not progressing at the speed of my lessons, two-way communication is important to me. I suggested to his parents a way to improve his bike riding skills. What Clay’s parents can do is cancel Clay’s after school activities for awhile and use that time to work on riding the bike. Clay is smart. I bet he can practice on his own. I assured his parents that the 10 extra points from sweeping the sidewalk would help get to 75% of the total points; they are most concerned about his grade and, at this point, are happy to have their son at least passing. His parents thanked me for being such a good teacher. They trust me.

FRIDAY
Clay was absent today so he did not earn any points. In fact, he missed today’s weekly quiz. I want to make sure he makes the grade so I found a magazine article on biking. Clay can write a one-page report on the article to make up the points. Whenever I need to, I find ways to differentiate my instruction to meet the needs of my learners. He can take the quiz on Monday during his lunch.

SATURDAY
Today I compiled Clay’s total points and he is behind what his peers would be. What is he doing wrong? Therefor, on Monday I will sit down with him and talk about how important it is for him to try and learn to ride a bike. I will tell him that his peers are riding bikes without training wheels so he should be able to as well. I have a good rapport with Clay; I am sure he will respond. I want so much for him.

SUNDAY
No work today.

MONDAY
I had the talk with Clay before our lesson, but his skills just are not improving. What’s wrong with him? Clay came in during lunch to make up his missed quiz. I am afraid he did not know the answer to #7, nor who pioneered bike commuting in the greater Seattle area. Additionally, he could only go half a block before falling down. He barely got a “C” today, and that “C” is based on his effort and participation. I am concerned. I filled out paperwork to have him tested for Special Education. Hopefully a smaller setting will get him the individualized attention that he needs. Perhaps we could come up with a modification or accommodation for riding a bike with two wheels; something that allows him to ride a bike, some support. Whatever we can do, we will do it. I have sent the paperwork off so that part of the process is done. We will have a meeting on Clay next month regarding his “not proficient” bike riding skills which are adversely affecting his learning process.