Monday, October 3

The lesson focus of the day was movement concepts, incorporating locomotor skills from
the previous week. Today, it was a class of sixteen students for second grade at Cleveland
Elementary. Equipment used for this lesson included hula hoops, poly spots, and large cones.
The designated area used for today was the black top, with a large square to use as the play
space. Previously learnt skills include locomotor movements such as jumping, hopping,
skipping, galloping, and running.
The Student Learning Outcomes and Health Related Fitness for this day included the
following:
1. Psychomotor:

Students will be able to develop safe behaviors in performing

locomotor skills in a space, using spacial awareness within boundaries.
2. Cognitive: Students will be able to explain why creating a safe and personal space
is important, as well as how it could prevent a student from getting hurt.
3. H-R Fitness: Students will be able to reach at least 50% MVPA in duration of the
class, going towards the recommended amount of physical activity a week.
The students excelled at reaching all of the SLOs. MVPA was at an all time high due to
each student participating in the activity. Connecting the activity to an outside concept that the
students see day to day is very beneficial for getting maximum participation. Students were
actively engaged in using their hula hoops as cars, and demonstrating different locomotor skills
when I displayed a particular road sign or notice. For example, when I put up the sign saying,
Bumpy Road, the students were requested to skip in their cars. Activities that involve
concepts and ideas used in day-to-day life and activity is beneficial for students because it can be
something that they are exposed to on a daily basis. In that case, there wouldnt be anything in
my SLOs that I would change, except finding a way to lengthen the main activity, because the
students were responding very well to it!
Not only were the students able to apply the locomotor skills to a new activity, but they
were able to improve the development of the skill tremendously. With me stating before that
there could have been more time in the main activity, I do think I limited the students from the
maximum practice of the activity. However, with the shorter time that they were given, they used
it all up, demonstrating the highest MVPA that the students have achieved. The domains of the
student learning objectives were all reached with flying colors, in which I created a positive
learning environment where all the students were constantly moving and engaged in activity.
Experience levels did not vary much in this particular activity-almost all of my students were
able to complete the activity without hesitation, which shows me that I can make it more
challenging next week. However, my goal in achieving higher MVPA was reached, as well as
students having higher success rates in completing the activity.
In todays episode, instruction was at a low of 15%, management was at 25%, and
activity was at a high of 60%. If I could shift the management to bring up my activity, I will then
achieve my most successful lesson. In reaching that goal, I can try different ways is splitting up

the activity, in order to have the students start sooner. This would happen opposed to me
explaining the activity all at once, and then students asking me a numerous amount of questions
regarding what the activity consists of. With the percentage of activity being the highest it has
been, it gave the students full opportunity to master the skills, but I could have made it more
challenging if I knew that were to be the case. With that being said, extending the task into
something more difficult could have given the students more of a challenge. In progressing their
skills, I could have added more signs to the main activity, mixing in more complex locomotor
skills, or simply adding a secondary activity.
In compacting the space, it gave the students more of an opportunity to grasp the concept
of spacial awareness, which was one of the learning objectives for the day. During the main
activity, I did try and stay in the same few spots, since the students were looking at me for cue
cards to demonstrate a locomotor skill. That prevented me from moving in and around the
student space, but that would have been more distracting for the students. Before the students
were put in the space, I went over the cues of the skills from the previous week, using them as a
review. The cues of the skill were only demonstrated for a brief time. I asked one student
(Leslie) to come up and demonstrate what to do for each skill, only because she is normally shy.
However, when she didnt want to do it, other students began to talk and lose focus. With that, I
think it will be better to choose a student who volunteers to demonstrate, because it can help the
instruction process remain short and sweet.
The use of equipment provided no distraction, because it was all set up prior to students
coming outside. Also, some of the same equipment was used in both activities, allowing students
not to become distracted by new things. Collecting the equipment was easy at the end, because
each student had his or her own piece to bring in. With no distractions, there were also no
disruptive students. All of the students were included in the lesson in a way of focus and
determination to complete to set of skills. Though I am encouraging already, seeing achievement
with all my students really allowed me to become more excited.
Three things I did well this lesson included direct instruction, the use of check for
understanding, and making sure students were included at all times. Three things I can improve
on include choosing those who volunteer to demonstrate, breaking up instruction, as well as
providing more concrete cues to grab attention. Strategies include 1,2,3 Eyes on Me, or
clapping in rhythm. In achieving what I did today, I will make sure to do what I can to compare
what we learn on the field to day-to-day activities, allowing students to really understand the use
and purpose of the activity.

Wednesday, October 5
The lesson focus of the day was movement concepts, incorporating locomotor skills, as
well as applying it to a race amongst the class. Today, it was a class of sixteen students for
second grade at Cleveland Elementary. Equipment needed for this lesson included dome cones,
poly spots, and large cones. The designated area used for today was the grass. Previously learnt
skills include locomotor movements such as jumping, hopping, skipping, galloping, running, as
well as transferring the skills to outside concepts, including driving a car.
The Student Learning Outcomes and Health Related Fitness for this day included the
following:
1. Psychomotor: Students will be able to apply their skills into competition,
concluding our unit of locomotor skills.
2. Cognitive: Students will be able to recite to myself and another student a selected
locomotor skill as an exit ticket out of class for the day.
3. H-R Fitness: Students will be able to reach at least 50% MVPA in duration of the
class, going towards the recommended amount of physical activity a week.
My SLOs turned out the way they did due to a miscommunication on equipment. I was
under the assumption that my equipment was taken care of, but when I showed up for my
teaching episode, there wasnt any for my class. I take full responsibility in the equipment not
being there, but the amount of misbehaved students was something that was not in my full
control. With me not having the right equipment, it definitely prevented me from being able to
reach my full potential in delivering a good lesson. Not having a back up plan effected me and
how I was able to teach my class, leading to lack of participation and good behavior, ending in
cutting class short because of the amount of disrespect I had received from my students.
Not one student was able to apply the locomotor skills to a new activity, with no sense of
improvement or mastery of the skill. With me stating before that there was no equipment, I do
think I could have handled the situation better in straying away from the exact lesson content,
and perhaps replacing it with a game that requires no equipment (Simon Says, Sharks and Minos,
etc.).MVPA was reached for students individually, but not as a whole. This means that the
students who chose to participate did on a high level, but when it is only a few students, class
MVPA doesnt apply. The domains of the student learning objectives were not reached, and
experience levels did not shift because there was a total lack in activity in general.
According to my observation sheets from my evaluation team, my management was at
its highest, at a 49%. Today was a difficult day in keeping the students attention, and my main
focus was trying to get them to listen. With that, my SOFIT was measured, and though my
activity was weighed at 35%, students were not in consistent movement as a class, nor did they
want to participate in the activity. This left my instruction at a low again of 16%, only because
students refused to stay still in order to listen to instruction. My percentages and measurements
of student movement and participation were skewed, however, because at a certain point in a

lesson, students were out of control, resulting me in having them sit in silence for the rest of the
class.
I was unable to use teacher movement today because during the activity, I attempted to
do the part listed in the lesson plan-a race. This allowed little to no movement because I was in
place for the finish line. During instant activity and the introduction, I was able to move around
the class a little more, but not much. With me being apart of the activity the majority of the time,
I did not go over the cues of the skill. This wasnt something that I thought was a priority only
because it was the third and final day of the skill set that we have gone over, and I was more
concerned with managerial issues to keep the students on track. Because COTS were not
established, or gone over, a demonstration did not happen as well.
With almost the majority of the class being disruptive consistently, I lost patience, ending
the lesson about five minutes early. Having the students sit in silence for the remainder of the
lesson set the tone for my expectations for the rest of the semester. I resulted to this due to the
lack of control I was able to grasp over the students and the fighting between students. At the end
of the lesson, I opened up the floor, asking students why they think I stopped the class. I received
many responses, with the kids knowing that they were misbehaved, and not letting me teach
them the content. I asked for them to use the weekend to think about why it is important to
behave in class, and that I intend on making the rest of this semester fun for them, if they have
excellent behavior.
Three things I did well this class include beginning the instant activity quickly, keeping
the students involved in the instant activity, as well as developing their understanding of proper
class behavior. Three things I can improve on include better pre class preparation (equipment), as
well as developing a little more patience, and finding better cues to gain the classs attention.
Strategies to change this include going into my class with an open mind. After the first week, I
knew the students had a lot of energy, as well as them never having a structured physical
education class before. In saying that, it would be best for me to strategize ways to keep kids on
task, but not step over the line in being too strict. Based on the achievements of this week, I
intend on incorporating more behavioral objectives into my lesson plans, in using positive
reinforcement for good behavior, as well as enforcing punishment for poor behavior.