Week 6 Reflection

For Week 6 of Tiger PRIDE (11/3/14 & 11/5/14) I decided to focus on teaching my students
volleyball skills. My class consists of 22 4th grade students at Cleveland Elementary. The lesson takes
place on the blacktop in the back of the school where students are given a vast amount of space
necessary to practice on the skills. Previously learned skills that relate to the skill being taught consist of
spatial awareness, personal space, general space, various levels, underhand tossing and overhand
catching. The equipment required for the lessons are volleyballs for each student.
The student learning objectives for the two lessons are very similar as the skills being learned
are closely related. For Monday, the focus was on bump passing. The psychomotor learning domain
required students to be able to safely perform a bump pass by executing the correct cues of the skill.
The cues are to have hand in hand with thumbs aligned next to each other, knees bent, eyes on the ball,
arms parallel to the ground, and shrug to make contact with the ball with forearms/wrist area as it is
coming down. For the cognitive domain, students will be able to discuss any strategies they
implemented for accuracy of the bump pass towards their intended target or partner. They will be able
to explain the importance of each cue of the skill. For the affective domain, students will exhibit positive
vibes to ensure a safe positive learning environment. Students will also demonstrate traits such as
smiling, high-fives, and engage in positive dialogue for encouragement and cohesion to show enjoyment
and fun within the activity. As for health-related fitness, students will be able to recognize the
physiological reactions to exercise and engage in 50% MVPA. For Wednesday, the psychomotor domain
asks that students be able to perform the cues of the skill for setting and serving a volleyball. For the
cognitive domain, students will be able to recite and explain the cues of the skill for setting and serving,
and be able to decide in what situations to use a bump or a set. The affective domain remains the same
as for Mondays lesson and the same goes for health-related fitness. For Monday I believe that I
successfully achieved my student learning outcomes as students were able to recite the cues of the skills
and I obtained 16 minutes of MVPA on Monday and 11 minutes and 30 seconds on Wednesday. This is
the highest amount of MVPA Ive had in a single week to date and I am very proud of this
accomplishment. I would not change anything about my teaching episode to better meet my SLOs
because I am consistently making progress with my students with the strategies that I am using.
I believe that I did successfully address the 4 criteria of a learning experience but practice
opportunities could have been increased some more. For Monday, my activity time was 9.25 minutes,
instruction time was 3.5 minutes, and management time was 17.5 minutes. To improve this ratio, I must
handle behavior issues from the very start of class so that it doesnt extend further into my class time.
Once I decrease management time, I will see the increase of activity. Increased activity means more
practice trials and more opportunities for skill development. For Wednesday, I experienced a massive
decrease in activity with 4.5 minutes, an increase of instruction time with 4.25 minutes, and the same
amount of management time. It is evident that behavioral issues cost activity time and leads to
extended instruction time. I must make some changes in my lesson plan delivery in order to convert
management time into activity time.
Based on the low activity time, not all of my students were able to practice at a high level.
Although there were a few students who were able to do so, a majority of the class did not. To improve
on this, I must tackle the behavior issues. I must go over the 4 ground rules that I laid out at the
beginning of the semester and revert back to threatening to take away equipment privileges to again

use it as motivation to cooperate. Despite low activity time, students were still allotted some time to
develop their skills. Im not sure how much progress was actually made though.
According to the data provided by my evaluation team members, my movement for both days
consisted of my moving throughout the entire activity space. I rarely made perimeter walks as I
dedicated most of my teacher movement to tend to individual and small groups. Through this
movement within the general activity space I was able provide the cues of the skill before, during, and
after activity. The cues of the skill were explained during student-teacher demonstrations and
afterwards for further clarification. They were later reinforced during individual feedback times. The
instructions I provided were quick and clear as I spent only 3.5 minutes giving instruction. The
demonstrations that I provided was in front of the class so that all students can see and hear them and
they were student assisted. Students were able to reproduce the skill following the demonstrations and
I was given the opportunity to offer constructive feedback for skill development. As for dispersing and
collecting equipment, it was done in a timely manner as the lesson required very little equipment and
students were more than happy to return equipment with little distraction. When disruptive students
were present, I addressed the issue directly to prevent a rippling effect of off-task behavior. My teaching
showed enthusiasm as I was very engaged in the nature of the activity.
For the next session, I would improve on my weaknesses by being consciously aware of what
they are. I would correct any mistakes I make on the spot to practice proper teaching techniques. Based
on what I achieved this week, I will take the small wins from the volleyball content and progress into
dance. Dance is a content area in which I am not very comfortable in teaching nor performing so it will
be a great learning opportunity that I can prepare for by learning and practicing that dance in depth
prior to the start of the lesson.