Zoe Eldridge

Tiger Pride Spring 2016

Week 1 Reflection
23 February 2016
This week was the first week I started teaching the 3rd graders of
Tiger Pride. Between Thoren and I, we decided to start the lessons off
with an introduction to basketball. There are about 20 3rd grade
students in our tiger pride group. Thoren started off the week
introduction the idea of dribbling and the bounce pass to the students
and I continued with the bounce pass and introduced the chest pass to
the students. Over the course of the lesson, we were on the far end of
the blacktop at the school. For the first lesson of the week I used 10
basketballs, 20 poly spots, and 4 cones.
The SLO for my lessons this week were for the students to
become confortable with the bounce and chest passes used in
basketball. The health objectives I had for the students were that they
were maintaining moderate to vigorous activity for at least 50 percent
of the lesson. I believe that I successfully achieved the student learning
outcomes for the students by the end of the lessons. On Tuesday, the
students were confident in their skills of the bounce pass and on
Thursday they used their bounce pass and dribbling skills in an
activity, which demonstrated their skills even further. The students also
could recite the cues of both the bounce pass and the chest pass by
the end of the lessons. Next time, I might reiterate the COTS and
enforce skills on the students a little better. This will keep the students
focused during the lesson and make sure they are doing the COTS
correctly.
The four criteria for motor experience are as follows: improving
motor skill performance, being appropriate for the exceptional level of
all students, providing the most practice time for students, and
incorporating all three learning domains when possible. I believe that I
improved the motor skill of the students over this weeks lesson. All of
the students had an opportunity to learn and practice the two passes
involved in basketball and also incorporated it into games. If the
students were having trouble with the skill, they could move closer to
their partner if need be. The majority of time was allotted to the
students learning and practicing the skill. The students seemed to be
in activity for about half of the lesson or a little less. Not much time
was used for instruction and some of the time was used for
management. Many of the students were acting out over the first
weeks lessons, which forced me to use much more management time
than I anticipated. In order to make sure that the students are in more
activity and less management, I need to reinforce the rules and
regulations of tiger pride more. I did give every student an opportunity
to try his or her skills at a higher level. With the chest and bounce

pass, each student had the opportunity to move farther away from his
or her partner or the person he was passing the ball to in order to
make the skill more difficult. I tired my best to make sure every student
knew how to do both the bounce pass and the chest pass correctly
before he could more on to a higher level. The students that were
having trouble with the passes were closer with their partner and I
have them restate the cues of the skill while doing the skill with the
student. This way the student was able to see what he was doing
wrong, if anything and practice the correct way with me.
During my teaching, I seemed to move around the perimeter of
the students, on either side of where they were practicing or playing. I
definitely could have utilized my space better and moved around the
whole perimeter of where the students were playing. The COTs for the
bounce pass and the chest pass were definitely explained and enforced
over the course of both lessons for the week. I stated the COTs of both
skills in the beginning of the lesson and had the students reiterate the
COTs at the end of the lesson also. I believe I gave pretty clear and
quick instructions to the students. I had the student restate the
instructions I felt like they would have the most trouble understanding.
All of the students sat at the white line in front of me while I explained
the directions. I tried my best to provide feedback to all the students I
could. It was a little difficult because not all of the students wanted
feedback or help when they were practicing the skills. I would have the
students restate the COTS to me and then I would demonstrate the
skill and then have the student try the skill. When demonstrating the
skill, I demonstrated the skill in whole-part-whole and I believe all the
students heard me. I believe the students heard me and the ones I
asked to reproduce the skill did it correctly. Next time, I might try to
make the demonstrations more interesting and demonstrate what to
do and what not to do in a given situation maybe. I tried my best to
disperse equipment to all the students, but it was difficult when I did
not have help and only myself teaching. Next time I will have the
students bring the equipment back to me instead of trying to collect
the equipment at the end of class. The students that were disruptive
received one warning and then were forced to sit out for the rest of
class. I also tried my best to stay level headed and teach with
enthusiasm.
I believe that I did well on the demonstrations, having students
understand what we would be doing in the lesson, and trying to keep
them engaged. I can definitely work on trying to keep all of the
students under control, find a better way to control the students that
are acting up, and be more assertive and stern with the students. Next
week, I will be clearer on the rules and expectations of the class.
Thoren and I discussed changing up the SLOs next week, and making
sure we integrate some nontraditional sports and ideas into our
lessons. By going back and forth between traditional sports and

nontraditional sports, the students be more engaged and not as bored

during the lessons.