Christian Foss

Tiger Pride
November 24, 2015
Final Reflection On Latoya
This semester Latoya introduced a plethora of pedagogical skills
to the 4th and 5th grade students of tiger pride at Cleveland Elementary.
The first week of the program Latoya introduced dance to the students.
She covered how to do the shuffle from the movie Ice Age. Next in
week two Latoya dove into the popular American sport of football.
Many of her students had great prior knowledge so it was not too
difficult to go over skills like throwing, catching, and running different
types of routes. Going into week three Latoya decided to go the
basketball route and teach students the fundamentals of basketball
shooting, passing, dribbling, and most importantly, defending. Week
four brought soccer and her students responded great to this sport.
Latoya taught the students how to dribble the soccer ball, how to pass,
shoot, and also defend. Later in the semester Latoya went over sports
like track and field where she in depth on the long jump and shot put
and badminton where she taught the underhand and overhand serve
as well as birdie control.
I had the task of completing SOFIT for many of my SOs
throughout the 8 week tiger pride program. Latoya did a fantastic job
of increasing her amount of MVPA each and every week. There was no
decline which was awesome. She reaized that at the beggning there

was not a whole lot of MVPA and she adjusted her lessons to add more
and more. The last week of the program where Latoya was teaching
dance she almost reached 2/3 of the whole class period being MVPA
which is outstanding. Latoya adjusted her introductions and instant
activities and dimmed down her instructions to where they were
precise and short which lended more time for her students to be
active, this was a great adjustment. She also did a great job of
changing her lessons later in the program to have less students waiting
in lines or waiting around and having more students active at a time.
For example instead of having 2 lines doing an activity she made 4
lines to ensure students got more MVPA. This impacted student
learning because it gave the students less time to get distracted with
other things like classmates and anything else kids tend to get
distracted by (own thoughts etc). As the pie chart shows each week
Latoya managed to increase her MVPA. The first week she had 500

seconds and her last week was triple that at 1500.

Seconds of MVPA

Week 1
Week 3
Week 4
Week 6
Week 8

The second assingment I had to do was time analysis. I only had

this SO twice because one week I had it Latoya did not show up and
will and I did a ET takeover day instead. But the two time analysis SOs
I did complete showed that there was a improvement by Latoya which

is awesome. The first I observed Latoya she had the kids doing activity
for a total of 255 seconds. Instruction took a majority of the time which
was 795 seconds and management a close second at 705 seconds. She
did a very good job adjusting her teaching after getting these results.
The second time I observed this her management and instruction time
decreased dramatically and her activity increased which is awesome
because that means that the students were doing MVPA. This had a
great impact on the students learning because it gave them more of a
chance to practice certain skills instead of listening to the teacher talk
a lot. The extended MVPA provided more reps and more of a chance to
comprehend and excel at the skills being taught.
The third observation was teacher feeback and questioning. This
observation was to see who Latoya was talking to whether it be a
specific studen, a group, or the whole class. I observed her twice on
this SO and noticed more or less the same tendencies. She liked to talk
to the class as a whole when she gave instruction. I think she needs to
do a little bit better of a job being able to interact and give feeback to
students when they are by themselves. I did not notice too much one
on one feedback when I observed her. She would notice one student
doing something wrong and then she would explain to the class what
that kid was doing wrong without naming names. I think she could do a
better job of talking to kids indivudually and presenting feedback that
way.

This had an impact on student learning because it gives the

students feedback and a way to get better at whatever the teacher
wants them to get better at. As a teacher it is very important to avoid
giving feedback and making the student uncomfortable, unmotivated,
or mad. The sandwhich method is a great way to do this. You start out
with somethig the student is doing right and follow it up by something
you would like to see changed. Latoya can use this method in the
future with her one on one feedbacks that she gives to students.