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Christian Foss

September 30, 2015


Systematic Observation Report Week 2
Mrs. Latoya taught the lesson on Wednesday September 30 to
the 4th and 5th graders of Tiger Pride at Cleveland Elementary. There
were a total of 20 students who were in class and took part in the
football lesson that Latoya taught. The equipment used was 6 orange
cones that were used as boundaries, 20 poly spots that were used for
each student to stand on, 40 flags, and 2 footballs. The previously
learned skills that the students needed to use were catching, throwing,
teambuilding, and certain communication skills. Similar to the dance
lesson this football lesson took place on the closest basketball court
(black top) to the lunchroom.
The first systematic observation that I did was the teacher
student demonstrations. The five demonstrations that I have listed all
included a visual demo and the students had no trouble seeing or
hearing. The first demonstration was from Latoya and it was showing
the kids a couple different touchdown celebrations. There were no cues
listed because she allowed the kids to have some flexibility here even
though most kids ended up doing the whip as their touchdown dance.
The next demo was from a student and she demonstrated running
from cone to cone and then doing her dance. Latotya gave some cues
like start behind the cone, run to the cone, and do your
touchdown dance. The next three demos Latoya actually utilized her

ET (me) to show the kids what they looked like while I was giving them
the visual to go along. I demonstrated the hook route, hail mary, and
the slant. All of the demos were not in full speed they were a little
slower so the kids could get a good feel for the routes. For the hook
route Latoya used the ques turn in, face ball, receive, for the
hailmary she used the que run straight down the field and catch, and
for the slant she used the que run across the field and receive.

I really liked how Latoya used me as a demonstration so she


could use verbal cues blending with me actually doing the routes. I
think this helped the kids out with comprehension and understanding
of the different routes. I also really liked how she checked for
understanding on the different routes to ensure her students actually
understood her. One thing that I thought Latoya could of done better
for next time is when making the two lines (one qb line, one wr line) be
more conscious of the power of the students arms. The lines were too
far apart and it proved to be a challenge for many kids to make the
pass. By making the lines a little closer to each other the kids would
gain more confidence because they could actually make the pass and
the WR would actually have a chance of making a catch rather than
running for the football that was bouncing everywhere. One other thing
to change for next time would be to have more in depth cues and

maybe have the person doing the demonstration go in full speed so


the kids could get a feel for what it look like in real time.
The second observation that I did was time analysis. Latoya had
two lines like I previously mentioned so it was tough to have that much
activity (A) because only two kids were active at once and that was no
where near the 50% needed. In this lesson Latoya ended with 795
seconds of management, 705 seconds of instruction, and 255 seconds
of activity. This could be something Latoya focuses on in her next
lesson. One thing to note would be to maybe have two lines of qb and
two lines of wr rather than one of each and to send the next group
directly after so more kids could be active at once and this would help
to bump that active section up. One more piece of advice I would lend
to help in time management for her next lesson would be to start the
lesson precisely at 1:45 rather than 1:48 and 1:49, which is what
usually tends to happen. That is already 5 minutes that are considered
management when they could be considered activity and used for an
instant activity.

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