La-Toya Harris

Tiger Pride
April 26, 2015

TIGER PRIDE INTERNSHIP (HESP 187D)

SYSTEMATIC OBSERVATION FINAL
REPORTS

Overview
Over the last eight weeks of observing Mr. Flemings, I have observed and evaluated him
in great detail. I have witnessed his downfalls and I have witnessed his successes. I have learned
his weaknesses and I have learned his strengths. However, I was able to help Mr. Flemings by
completing observation forms regarding his approach to teaching. These observation forms
included SOFIT, time analysis, idiosyncrasies, time management, student and teacher
demonstrations, and teacher feedback which were downloaded onto Sakai along with my weekly
reflection. I also recorded Mr. Flemings teaching sessions and downloaded them which were
also them downloaded onto Sakai so that Mr. Flemings would be able to reflect back on his
teaching.

Systematic Observation 1: SOFIT

La-Toya Harris
Tiger Pride
April 26, 2015

25

20

15
Column2
10

0
42046

42060

42081

42095

This chart is a clear example as to what a teacher MVPA may look like on four different
occasions. Not every day will be the same. No matter how hard a teacher tries to reach their
MVPA goal of fifty percent. They may not always accomplish that goal. In Mr. Flemings case,
he was unable to accomplish his goals on certain days due to student behavior, different skill
levels, and sometimes his classroom management skills. In the beginning, Mr. Flemings started
off strong with achieving over fifty percent of MVPA. He did this by becoming more involved
within his classroom activities. However, he gave out too many warnings which prevented him
from attaining the maximum MVPA that he could receive. As the weeks went on, Mr. Casey used
my advice and became a sterner teacher by disciplining students that were misbehaving. His
actions gave the students a greater outlook on life as whole, teaching them the importance of
following directions and the consequences that they could face if they did not.

La-Toya Harris
Tiger Pride
April 26, 2015
Systematic Observation 2: Time Analysis
25

20

15
Activity
Instruction
10

Management

0
42053

42067

42081

42102

The chart above is a reflection based on Mr. Flemings overall time analysis which is has
been broken up into three different categories, activity, instruction, and management. Just as the
SOFIT, Mr. Flemings goal was to keep each student active. However, in this case he was also
observed on how much time he spent having to manage the students and provide instructions. As
proven based on the chart above, Mr. Flemings started his eight weeks off strong by having
more activity time than instruction and management. Once Mr. Flemings became comfortable
with the class and gain more confidence within himself, he was able to keep his instruction time
to a minimum, leveling out to an average of five minutes. Mr. Fleming also found himself not
having to stop class as much to incorporate classroom management when it came to the students
behavior by using teacher signals which helped him gain control of his class. However, there was
an even larger peak when it came to Mr. Flemings activity ratings. He found ways within his
3

La-Toya Harris
Tiger Pride
April 26, 2015
lesson planning to keep the student actively engaged within his lesson plan which meet the
California and National State Standards.
Systematic Observation 3: Idiosyncrasies

Times Used

Um/Uh
Ok/K
You Guys
Alright
So

In the chart above is a reflection of how many times Mr. Fleming used idiosyncrasies,
which are words that we all use but fail to realize it unless it is addressed. Based on the
information that was provided, Mr. Flemings did not use the word alright. However, he used
other words, some more often than others. Mr. Flemings use the word, um/uh three times and
the word you guys only four times. These were words that he did not use frequently. I noticed
these words were used when he seemed to be upset with the students due to their behavior. There
were also other words that were used such as so which he tend to use during his transitions. He
also used the word ok/k the most. He used this word thirty-eight times within one lesson. As I

La-Toya Harris
Tiger Pride
April 26, 2015
continued to observe Mr. Fleming over the eight weeks, I noticed this was a work that he could
not refrain from saying. I tried advising him to take his time when speaking to the students, and
remembering that he was in charge and that the lesson was being taught at his pace. However, he
needed to gain the understanding of using those words could possibly cause a delay within his
lesson or make him seem as though he is not prepared.