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Systematic Observation Report
Evaluation Team
September 28th, 2015
Week #2

1.) Overview
This is a report regarding the teaching performance of Sheldon Simas in
week #2 at Cleveland Elementary School. Approximately 15 students were
involved in the lesson, which took place outside on the grassy field at
Cleveland. The 3rd graders were participating in the extended unit of Frisbee,
which they had already spent a week on, prior to this lesson. The only
equipment needed for the activities were Frisbees and cones. The previous
week served as sort of an exposure period, whereas this weeks lessons were
intended to refine the previously learned skills of catching and throwing a
Frisbee using the backhand and forehand throws. Luckily, the students
experience and time spent in the lesson was all pretty equal, so in the case
that a student was new, they would be able to jump right into the concepts.

2.) Systematic Observation #1
The first observation form I competed to analyze the teaching performance
was the SOFIT observation. Frisbee is an incredibly difficult activity to
organize, especially for children this young. I think Sheldon did a great job
with organization. After filling out the SOFIT there were some clear
improvements that could be made. First and foremost, there was a block of
about a 7-minute period when no activity was taking place. During this time,
Sheldon was delivering instruction for the upcoming drill. Unfortunately,
with a 25-minute lesson, 7 minutes is far too much to spare. It tremendously
affected his lessons MVPA percentage. Lastly, I would surmise that there
would be some room for improvement with the chosen organization and
rotation of the bulk/ main activity. Unfortunately, a lot of students were not
engaged in movement or activity while waiting for a turn so I was forced to
mark NO for MVPA. Frisbee is already a tough sport to use for high MVPA.
With a slow moving drill it can become even less dominant in MVPA.

3.) Systematic Observation #2
The second systematic observation I completed and analyzed was the
Idiosyncrasies sheet. Sheldon does a great job with keeping students on task
and correcting those who dont. With that said, his descriptive language
proves a weakness on the Idiosyncrasies sheet. Words like OK, you guys and
alright are all commonly used for demonstration and content delivery.
Although his lesson delivery still proves effective, word choice should be a
primary focus going forward. Using names, word replacements and direct
language will all help him to avoid the common Idiosyncrasies. I did notice he
never uses the Um/Uh words. That is great, because in my opinion those

words can instill a sense of uncertainty to your students. Regardless, 33 you

guys in one lesson is a sign of needed change.

4.) Closure
All in all, I really admire the level of effectiveness that the block lesson
format has. 2 weeks of Frisbee proved extremely successful as an
opportunity for the students to see improvement on their personal skills
within the Frisbee unit. Likewise, choosing a skill like Frisbee acts as a great
equalizer for the variety of different skill levels.