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Reflections
Teacher’s
Name: Ashley Kuban
Unit/activity: Floor Hockey-Maintaining Possession
Grade Level: 6th
No. Students: 23; 25
Thursday, February 26, 2009
Time Analysis:
Observer: Jodi
Instruction: 30.89%
Activity: 60.11%
Transition: 5.62%
Management: 2.80%
Monitoring of Activity:
Observer: Jodi
Performance Level: Acceptable/Target
Comments:
Great job on making students set their sticks down a second time. Whistle was
very effective and it really showed on the floor. Try to move to the other
courts more often. Your pattern became predictable—keep them guessing. Moved
around the floor well, but stayed too much on the left side. Moved to
different teams effectively to give them feedback. Moved around to give
general feedback to class as a whole. Closure questions were great!—the class
is always eager to answer.
Use of Transitions:
Observer: Jodi
Performance Level: Acceptable
Comments:
Clear with directions—students understood what they were supposed to do and
did it. They were quick and better when you added time for them to get to
their destination and get started. Quick to make adjustments in
transitions—reflection in action great. Make sure to tell them everything
before you say go. This class was better with transitions—putting sticks down
quietly.
Teacher Movement: Pathways Analysis
Observer: Jodi
Stayed mostly between courts 1, 2, and 3. Sometimes went to courts 4, 5, and
6.
Reasons for Stopping:
1. Transition-warm up
2. Demonstration 1st Game
3. Pinpointing Team #6
4. Q & A/ Demonstration
5. Pinpoint Team #2
6. Closure
Week Overview:
Overall, I think this week went better than last week. I definitely felt more
confident teaching this week. I was able to improve my language slightly. I
felt the urge to say “excuse me” during my second lesson, but I stopped
myself before I said it. A few things I would like to improve for next week
would be my movement around the gym. I tended to stick towards courts 1-3. I
want to be able to move throughout the entire gym next lesson. Also, I want
to improve the amount of feedback that I give to students. I have a tendency
to zone out and observe without saying anything. I want to make sure I am
talking the entire time next week.
Critical Incident:
A) Describe the incident (What happened and how did you respond?)
I was walking around during game play observing and giving feedback to the
group at court 2 when suddenly, a student from court 4 came to me and told me
that another student was crying. I looked to court 4, and I saw Kaylyn with
her face up against the mat crying. I rushed over to ask her what was wrong.
She was sobbing and said that she hated floor hockey and that she hated P.E.
B) Justify what you did (Explain why you responded as you did).
I asked her if she was hurt, and she said “No.” The class had been playing
3v1 at their home courts, so then my immediate thought was that she was shy
and unconfident to be the only one on defense. So, I told her that she could
play on offense the entire time, but she kept crying. Then I asked her if she
wanted to keep score. I really did not know what to do or say. I was just
trying to make her stop crying. I just kept saying that it was okay, while
trying to calm her down. By this time, Mrs. Vidmar had come over to see what
happened. She asked Kaylyn what was wrong, and then took her to the side of
the gym to sit next to her.
C) Critique what you did (Provide some critical evaluative comments related
to your performance).
I think the first thing I should have done was to pull her away from the
court and tell the other group members to continue playing. I would still ask
her the same questions, for example, if she was hurt. I still really don’t
know why she was crying, or what I should have done. The only answer I can
think of is to know the students better. Maybe she is shy and hates P.E.
because she feels unconfident. Maybe there is a bully on her team. Maybe she
just really does not like floor hockey.
D) Set a realistic yet challenging goal (related to your teaching behavior)
and identify a strategy to help you reach the goal on your next teaching day.
I will learn all of my students’ names and I will learn about their likes and
dislikes. I will do this by walking and talking to each group as they are
stretching during the warm-up.
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March 6,
2009
Teacher:
Ashley Kuban
Unit/Activity: Floor Hockey
Grade Level: 6th
Number of students: 23
Time Analysis
Observer: Jodi
Instruction: 28.02%
Activity: 63.19%
Transition: 7.1%
Management: 1.65%
Use of Time comments: Nate
Stop/go with whistle is very good to make class transitions quicker. Routine
with sticks is very fluent. Entry routine is quick and makes for little
equipment time. Has 50% activity, make sure you switch more passers quicker.
Don’t speak until they stop moving. Speak clear and complete your sentence
before restarting.
Monitoring of Activity
Observer: Jodi
Performance Level: Target
Comments:
You moved around the floor well. You talked a lot while moving around the
floor. Students were aware of where you were on the floor. Great job of
talking throughout the lesson.
Use of Transitions:
Observer: Nate
Performance Level: Acceptable/Target
Comments:
The whistle is loud and quick. Students are putting their sticks down right
on the whistle. You need to speak to the whole group when talking for
transitions. Your back is turned to group 1 and 2. Good job saying thank you
when whey lay their sticks down.
Goals:
Speak louder when the blowers are on. Speak louder half-way through.
Feedback
Observer: Nate
Total Feedbacks: 52
Time: 30 minutes
Rate per minute: 1.7
Ratio of individual/group feedback: 24/28
Ratio of specific/general feedback: 28/20
% of specific feedback: 54%
% of positive feedback: 58%
Nonverbal feedback interactions: 4
Critical Incident:
Describe the incident (what happened and how did you respond?)
During my Tuesday re-teach, I had apparently still been thinking that I was
teaching the first class, and I sent them out to play the second game I had
planned for them. (court 1 v court 6, etc.) After allowing them to play for
about a minute or so, I realized what I did and stopped game play. Then I
proceeded to transition them into the first game I had planned.
Justify what you did (explain why you responded as you did)
I stopped their game play because I hadn’t even introduced the problem they
were trying to solve. As soon as I had told the students to play against the
team across from them, students were starting to do face-offs and were not
doing what I wanted. I stopped them to get them refocused and got them into
the game I had originally wanted them to play.
Critique what you did
I should have never started them into the second game, and it was because I
had a mental lapse. Although the teams had only been playing for a minute, I
had to transition them into the original game, and that took away some time
that could have been used for activity. One positive that came out of this
incident was that I got to see how the students responded to playing against
another team and it helped me form my transition statement for later on in
the lesson.
Set a realistic, yet challenging goal for next week.
For next week, I am going to write out and practice my transition statements
to make sure that they are clear and concise when I say them to the students.
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Teacher
Name: Ashley Kuban
Date: March 19, 2009
Class size: 23; 25
Lesson Focus: Floor Hockey
After the past few weeks, I realized that management, instruction, and
student learning are all interconnected. The way you manage your class will
effect your instruction, and the way you instruct will effect what the
students learn. When I first began my floor hockey unit, I would have the
students gently place their sticks at their feet once I blew the whistle. The
students began to do this automatically. By week three, I had to “un-train”
them from doing this, because they would set their sticks down even when I
just wanted to stop them for a few seconds. This management took away some
time that could have been used instructing. I then told the students that
when I blew the whistle, they would just hold their sticks at their side
without playing with them. I found that putting diagrams on the white board
to show the students where they will move to during transitions helped them
pay attention to my instructions better. I would also put cue cards with
instructions on them at each home court. I know when I was in elementary and
middle school (and even now sometimes), the teacher would give instructions
of what to do and after we were supposed to begin, almost always I would turn
to someone and ask “So, what did she say?” “So, what are we doing?” I thought
that labeling and being clear made everything less confusing for the
students. I also found that it was more effective to plan for as few
transitions as possible. I started to only gather the students at court two
for the introduction and initial demonstration. After that, I would stop the
students at their home court and give instructions that way. For the last day
in my unit, I put an outline of the lesson on the white board. I told the
students that they needed to be focused and good listeners in order to be
able to get to the award ceremony. I wish I would have done this sooner in
the unit because by knowing the lesson schedule, the students were focused
and the lesson went smoothly.
As for instruction and student learning, constantly repeating the cues and
being consistent with the language you use is effective. During the first
week at Hudson, I did not use any cue cards or white board. Once I started
using them, I noticed a change in what the students could show me and tell me.
I had taught the wrist shot and snap shot. I drew a picture of each and
described the snap shot as being like putting a golf ball but faster. We took
a week off, and when we came back, I had asked what the snap shot was. After
a week off, I didn’t expect them to remember, but a student raised their hand
and impressed me. I also learned that the students will learn what you want
in the context of the game. One negative aspect is that they will take it
literally. For example, I wanted the students to use the give-and-go in the
game. So, I conditioned the game so that you could get one point for a goal
and two points if you scored a goal and used the give-and-go. On the last day
of the unit, I gave a cognitive assessment. One question asked, “Why do we
use the give-and-go?” I wanted the students to answer “to get around the
defense”. Most students got this correct, but one answered “to score two
points in the game”. Therefore, I learned you have to emphasize what is most
important and condition the games carefully.
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Ashley
Kuban
April 3, 2009
Reflection 5
Something I know now that I wish I knew five weeks ago would be the
importance of planning out what you will say beforehand. In the beginning of
the year, I had a basic idea of what I would say during introductions and
transitions, but I did not know my exact wording. Once I started planning out
exactly what I would say, my transitions went much smoother.
Another thing I wish I had known five weeks ago was the importance of knowing
each student’s name. By the second week, I had known enough names to give
some students feedback, but it would have been nicer to know the majority of
the students by name. It was frustrating to want to give a student feedback
but not be able to remember their name. I knew everyone’s name eventually,
but it would have been more effective early on.
Lastly, I wish I had known that you cannot possibly try to formally assess
every student during game play in one lesson. I felt as though I missed a lot
of data trying to assess two teams at once while also trying to observe the
entire gym. If I could do it all over, I would have been assessing one team
each day.
One aspect of my teaching that I need to improve for high school would be to
again, plan out exactly what I will say during transitions and pin points. I
want to make sure that I know exactly what I will say so that I will not lose
my train of thought mid-sentence. Another aspect of my teaching that I would
like to improve upon would be to know my content area well so that I can
portray self confidence and look like I know what I am talking about. I feel
this will help me gain respect of the students.
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