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Lauren Purvis KINES 395A Reflection #2 1. What took place in the lesson?

Write out details for the protocols used, instant activity and tasks presented. How did the students react to each? Make sure you answer each item. I taught a basketball lesson to 1st graders and I focused on dribbling. My protocols were that I will have the students stand on the black line that is near the stage and explain that this will be the bring it in space, so when I yell those three words, bring all equipment you are using and stand on the line neatly, facing the stage (me). I will use the term freeze when I have something to go over. When I say, freeze I want you to stop moving as quickly as possible, hold on to the equipment, and look at me for further directions. Finally, basketball is a very fun activity but it can be dangerous at times. The basketball tends to get out of control so if you lose your basketball, yell ball, ball, ball so everyone knows to look out for a roaming basketball. When I am explaining and giving instructions, you should put your basketballs in the ball garage (in-between their feet on the ground) so you can pay attention to what I am saying. After I explained each protocol, I checked for the students understanding and asked a few questions regarding the protocols and they all answered each question correctly. The instant activity I had was called Frogs and Spiders and the equipment needed was bugs (bean bags) underneath some of the cones around the gym space. Since frogs and spiders both like to eat bugs, you must dribble around the gym searching for these bugs. Once you find one, pretend to eat it, and put it back where you found the bug. Each bug you find and eat is 1 point.

When I call everyone in I will ask how many bugs you got to eat! You are all very hungry spiders and frogs, so try and eat as many bugs as possible. The girls are going to be the frogs, and the boys are going go be the spiders! Remember to stay out of others personal space and no stealing each others bugs! The students seemed to really like this activity. They all pretended to eat the bugs and were following direction well.The first task I had was Red Light, Green Light. When I say green light, students should move towards the other side of the gym space, when I say yellow light, they must dribble slower, and when I say red light, they must come to a complete stop. The students liked this activity, however it was hard for them to stop the basketball. I added in yellow light and they liked going in slow motion. Then, I had the students complete an activity called, Dribbling on Roads. The lines around the gym represent roads. Students are going to be either trucks or motorcycles moving along these roads (car noises are encouraged). Students must dribble along the roads without getting into any accidents! (bumping into their classmates). Watch out for traffic, highways, speed limits, stop signs, and squirrels crossing the road! This task worked well after doing Red Light, Green Light, since it had to do with cars/traffic. The students did a decent job of remaining on the lines and not getting into any accidents.

2. Did the students reach the objective(s) you had for them and what were your objectives? What were your cues for instruction and feedback given? Make sure you answer each item.

My three objectives were:

Psychomotor- Students will demonstrate the proper technique for dribbling by using their finger pads and keeping eyes out in front. Cognitive- Students will shade in the part of the hand they dribble with on a piece of paper with an outlined hand. Affective- Students will demonstrate cooperation by helping other students in the class by demonstrating their skills, communicating, or encouraging their other classmates. I believe they did reach the objectives. My cues for dribbling were finger pads and eyes out in front. I walked around while students were dribbling to make sure they were using the proper part of their hands while dribbling.

3. What do you want to improve for the next lesson(s) based on your teaching performance? Critique your teaching performance.

I would like to reduce the amount of time I am correcting students are misbehaving. Next time, if a student is not doing what I asked them to do at least twice, I will sit them out. I would also like answer questions after class. I allowed students to ask questions, and their questions were not always about the task or lesson. I believe that students had a fun time in my class and also learned how to properly dribble, however I would like to give students a chance to either challenge themselves more or give them more opportunities to be successful.

4.What is your rationale for the improvements you need to make for future lessons, as stated in question 3?

If I have to sit students out of class for a few minutes, hopefully other students will realize this behavior is not tolerated and it will reduce misbehavior. By telling students I will answer their questions after class, this will also reduce off- task time. Since we need all the time we can take as PE teachers, it is important that my students are active 70% or more of the time. By reducing these misbehaviors and questions, my students have the chance to be active longer. 5.Can you cite a specific example of a success that a student experienced as a result of your lesson/teaching? Explain what pedagogical skills were used to achieve this success. I noticed that one of the 1st grade student, James, was misbehaving slightly, but was doing a pretty good job of completing the Red Light, Green Light task. Therefore I decided to pinpoint him to not only show the other students what I wanted from them, but to also have him demonstrate good behavior. Once I did this, not only did his misbehavior decrease, but his skill level increased as well. I showed students that you can dribble slow or fast, as long as you are using your finger pads and keeping your eyes out in front.

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