La-Toya Harris

Tiger Pride
Spring 2015
Evaluation Team
Week 1 Reflection
On the eleventh of February two thousand fifteen, I observed Mr. Casey Flemings fourth
grade class at Cleveland Elementary School. He taught a class of 20 students a unit based on
cooperative learning and team work. The class was conducted outside on the blacktops
basketball court. The equipment that was used to properly conduct the lesson unit was two hulahoops, two soft foam balls, two cones, and two dome cones. Upon observing Mr. Flemings
class, I evaluated him on his teacher movements and a few of his students on their moderate to
vigorous physical activity (MVPA).
Teacher Movement:
While evaluating Mr. Fleming on his teacher movement, I noticed that he started most of
his informative introductions standing in the middle facing the class. When demonstrating how
to conduct an activity or skill, either he would demonstrate the activity himself or he would
demonstrate the skill with a student volunteer. While the students were engaged within the
activity, Mr. Flemings also played a very active role. He not only observed the class while they
were physically active, but he also participated in the activity with his students. I found that his
motivation and physical ability to participate with the class, the students were more active and
behaved. However, unknowingly, while partnering with a student in the classroom, Mr.
Flemings turned his back to the class, temporarily taking his eyes off of the majority of the
students. These accidents happen, especially when becoming too involved with the activity.
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La-Toya Harris
Tiger Pride
Spring 2015
Evaluation Team
Week 1 Reflection
Although Mr. Fleming was engaged in the physical activities with his class, he also maintained
classroom management such as providing feedback, maintaining a safe environment, and
keeping students engaged in MVPA.

SYSTEM FOR OBSERVING FITNESS INSTRUCTION TIME (SOFIT):

During my observation of Mr. Flemings class, I had the privilege of evaluating a
few of his students. During the introduction of the instant activity, mirror mirror, all students
were seated. When it was time for them to begin the activity, the students did a relatively good
job at mimicking their partner. During the core activities that were played, Doctor Tag and Relay
Race, the students were active over fifty percent of the time. From the students that I observed
during the SOFIT, they received a total of seventeen minutes of MVPA. The energy that Mr.
Flemings demonstrated helped raise the students MVPA, making them more involved in the
activity, while raising their heart rates. At the end of the lesson Mr. Fleming brought all of the
students back together and sat them down for CFU. This was a way of making sure they
understood the reason for participating in the chosen activity. Even though Mr. Fleming did an
outstanding job with keeping the students active during the unit, I noticed a few errors that
needed attending to. I noticed that one of the students had been given too many warnings

La-Toya Harris
Tiger Pride
Spring 2015
Evaluation Team
Week 1 Reflection
without being reprimanded. If a student is acting out, not following directions and faces no
disciplinary actions, this can sometimes lower the MVPA of the students participation. I also
recommend that you make participation mandatory for all students. Sometimes offering
incentives will help those students who are higher skilled to become more active than they were.