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Monday, September 26

The lesson focus of the day involves quick thinking, as well as the development of
locomotor skills. This is a class of 16 second graders at Cleveland Elementary. We use the grass
area on the backside of campus, with equipment brought from the UOP campus. Todays
equipment included poly spots, hula hoops, and cones. There are no previous learnt skills due to
this being the first lesson of the semester.
The Student Learning Outcomes and Health Related Fitness for this day included the
following:
1. Psychomotor (P): Students will be able to develop the skill of running, jumping,
hopping, and galloping through a minorly intensive obstacle course involving
locomotor skills.
2. Cognitive (C): Students will be able to explain to myself and another student what
the performed today and why. Description includes a breakdown of the skill as
well as a short demonstration.
3. H-R Fitness (H): Students will be able to reach a maximum of full MVPA in
duration of the class, going towards the recommended amount of physical activity
a week.
of the SLOs were achieved. MVPA was not achieved due to the lack participation.
Behavioral issues were a major concern, reaching a point where a punishment may have
involved sitting down the rest of the period. Behavioral issues included walking off from class,
talking while I am talking, and disrespecting myself, me ET (Ren), or each other. Changes would
include enforcement of potential punishment, as well as not acknowledging the one or two
individuals that decide to not behave (in order to not disrupt the rest of the class). Changes in
instruction are subject to change, meaning to break it up into sections while moving through the
activity since the attention span does not last too long.
The potential to improve motor performance was there due to the application of the skills
of the day in the activity. Maximum practice of the activity was limited do to the behavioral
issues as stated above. All domains were reached, due to clear communication of the cues of the
skill done by myself and students to one another, as well as smiles and positive attitudes all
around. Finally, all experience levels were reached because students were able to perform the
skills, regardless of the effort that was put into it.
Instruction was about 30% of the time, Activity was about 45% and Management would
be 25%. My personal goal is bring Instruction down to 20%, and Activity up to 55%. Instruction
is generally longer with this age due to lack of focus, and me having to constantly re-explain
myself. This can be solved by breaking up the instruction as we work through the activity, so that
the students will actually pay attention. All students had the equal opportunity to perform at their
highest level. In the obstacle course for the activity, it involved a progression of skills from least
to most difficult. Though each student was performing the same skill, it allowed a challenge
involving length of time, and the use of competition against one another. This allowed for

students to really try in performing the skill, because winning did not matter if they performed
the skill incorrectly (meaning they couldnt move on until the skill was performed correctly).
A progression happened by demonstrating the skills in instruction, and allowing the
students to perform each skill in a stationary position. Secondly, we moved into competition
teams. To better improve, I can apply peer teaching to the lesson so that each student can be
accountable for another in performing the correct skill.
As an instructor, I utilized all and around the designated space of the lesson. Having Ren
as an ET makes this easier due to him assisting with behavioral issues when the students are
either in line, or not paying attention to me or the activity. My teacher movement involves a loop
around the activity site, as well as weaving in and out to really watch each student perform the
skill. COTS were provided, but only vaguely. This is something that I need to improve on by
either asking questions on a student to break it down, or provide a written list of the COTS for
students to view at any time during the lesson. Instructions were short, with students in clear
view in front of me. Feedback was given by using the name of the student, as well as a
confirmation of them performing the skill the right way (i.e., Good form, good job, or
Everyone see what ____ is doing?). However, it got to a point where students were purposely
doing the skills incorrectly. In this situation, I called everyone in to end the activity early, to
prevent the activity from going out of my control.
A demonstration was given by Ren going through the obstacle, as I gave verbal
instruction. The students prefer this way because one student had claimed its hard to listen and
watch me (then they all seemed to agree by association). Students who wanted to be there and
participate demonstrated with flying colors, and enjoyed the sense of competition.
Demonstration is something that must be used every class. Collection of equipment was done by
Ren as I moved forward in transitions with the class. Disruptive students were sent to Ren during
activity to prevent distractions to those who participated. At one point, Thoren did walk over
because as I was focused on my 15 kids, there was one student was causing trouble out of my
sight (so I was unable to attend to him). I express great enthusiasm in teaching, as well as my
desire to participate with the students.
Three things I did well include getting the students into a consistent routine (coming to
class and standing on a polyspot to wait for further instruction). A second thing I do well is call
students by name, which is great since we are only in week two. Finally, I am very organized
with my space in setting up equipment, and being prepared for the next activity. Three things I
can improve on include managing the students that cause trouble, because this causes a
distraction to other students, as well as taking away from the other students learning time.
Second, time management needs to be more efficient in making sure that there isnt too much
instruction over activity. And finally, I would like to decrease my use of idiosyncrasies. I use the
terms okay, alright, and so far too much.
To improve for the next week, I would like to work on my time management in activity
time, to ensure that the class is dominated by activity, opposed to instruction and management.

For student learning outcomes, I am going to keep them the same, with the expectation of two
physical goals, one mental goal, and one emotional/social goal.

Wednesday, September 28
The lesson focus of the day was connecting outside education to the activity of the day,
which was based around locomotor skills-a continuation of the previous class. This is a class of
16 second graders at Cleveland Elementary. We use the grass area on the backside of campus,
with equipment brought from the UOP campus. Todays equipment included bean bags, dome
cones, medium cones, and poly spots. Previous learnt skills include the introduction to locomotor
skills in a physical education setting.
The Student Learning Outcomes and Health Related Fitness for this day included:
1. Psychomotor (P): Students will be able to develop the skill of running, jumping,
hopping, and galloping in acting as different animals at the zoo.
2. Cognitive (C): Students will be able to explain to myself and another student what
the performed today and why. Description includes a breakdown of the skill as
well as a short demonstration. Students will also be able to tell me which skill
matches which animal.
3. H-R Fitness (H): Students will be able to reach a maximum of full MVPA in
duration of the class, going towards the recommended amount of physical activity
a week.
All of my SLOs were reached today, with the skill being developed properly, and the
students really enjoyed themselves. A big positive was when I pulled random students up in front
of the class and had them explain what they learned, they actually knew! Its exciting to know
that the students are able to comprehend and recite to others, including myself. All I could
change based off the SLOs would be to incorporate more group work activities so that students
really have the opportunity to understand the lesson and its purpose on a smaller scale.
The potential to improve motor performance was there due to the application of the skills
of the day in the activity. Maximum practice of the activity was limited do to managerial
purposes. I spent too much time focusing on the students being lined up properly to prevent
cheating. All domains were reached, due to clear communication of the cues of the skill done by
myself and students to one another, as well as smiles and positive attitudes all around. Finally, all
experience levels were reached because students were able to perform the skills, and they had
fun doing so.
After looking through the observation sheets that were filled out by my ET for the day, I
am very disappointed in my MVPA in terms of the percent of the time that I focused on
management. My MVPA was measured at 39%, which can easily be connected to how many
times I had to remind students to look at me, be quiet, or focus. However, to reflect positively, I
had good movement when activity was happening, walking to each station to make sure students
were performing the desired skill, and correctly. I communicated the COTS very well, having a
student present them with me as well. Clear instruction was given, but again, I explained too
thoroughly for too long. What I mean by this is that I need to break up the instruction as the
students break into groups, get set up, then start the activity. I wouldnt say that I gave feedback

regarding the execution of the skill, opposed to me reminding the students what skill they were
supposed to be doing. Unfortunately, students had a hard time remembering what they had to do,
so they werent separating each skill at the designated locations. Equipment again wasnt an
issue, because I am organized in having equipment match up along all activities for the class
period.
Lucky for me, there wasnt much disruptive behavior that brought me to put the lesson on
hold or punish a student. However, I fear that some students pretend to not listen on purpose, to
draw extra attention to themselves, taking away from other students. This wasnt pushed to the
point where I had to dismiss a student. I still presented the lesson with enthusiasm. I believe that
this lesson I provided great COTS for the skills of the day, as well as have a creative lesson plan
in connecting animals with the concept of locomotor skills. To improve, I would say that I have
to manage my time with activity time. Instruction and management together doubled my activity
time, according to my ETs SOFIT observation sheet. This can be improved by not giving into
poor behavior as frequently, and focus more on the students that want to be there and enjoy Tiger
Pride.