Nick Garza

Dr. Dauenhauer
26 February 2019
SES 440

Mini Teach Reflection

On February 21st Jake and I lead a mini lesson over at Jackson elementary with a small group of
fourth graders. The class size was a total of 19 students. Jake and I had 5 students in our group.
As for any contextual features that may have impacted the lesson would be the selection of
equipment. At first I thought the idea would have worked, but there ended being to many gopher
and soccer balls.
From the data collected during the lesson, it showed that we achieved our psychomotor
objective, which was SWBAT, hit their target successfully 4 out of 5 times. We had the students
self assess themselves by seeing how many times they can knock down their pin. Our goal was to
have the students hit and knock down their pin 4 out of 5 tries. After seeing the results we had 4
out of the 5 students knock down their pin 4 or 5 times.
Our students were able to achieve our cognitive objective which was SWBAT recognize the cues
needed in order to be successful at kicking. Throughout the lesson Jake and I kept checking for
understanding by asking the students what part of the foot should we kick with, what foot do you
step with before you kick the ball, and lastly what do you do after you kick the ball. I would say
about 3 of the students knew the cues without a doubt. The other 2 students needed a little more
of a description to understand the question we were asking. After that those 2 students were able
to identify the cues.
For our affective objective it was difficult to get a decent amount of data due to a limited amount
of opportunities for the students to interact cooperatively with classmates when someone else’s
ball enters their self-space. Although, with the activities that did involve something like this
happening, our students demonstrated cooperative behavior with their peers. For example, during
the self-assessment with knocking down the pins some of the student’s soccer balls went into
their neighbor’s space. Instead of ignoring the ball or kicking it away from their peer they either
waited for the other person to get their soccer ball or they get it themselves and hand it back
respectfully.
For the most part I would say I was able to achieve my first teaching objective, which was to
give positive feedback to each student. The reason why is simply because I noticed that I spent
more time giving feedback to certain students over others unintentionally. When I was giving
Addy specific feedback, I noticed that the soccer ball was going left a bit. After I gave Addy
specific feedback on how to correct the issue she was able to kick the soccer ball correctly at the
wall.
When giving feedback to the students I made sure I was emphasizing on the three major cues
needed to successfully kick the soccer ball. One example is when I was watching Mya kick her
soccer ball at the wall. I noticed that she was struggling with one of the three cues every time she
went to kick the soccer ball. What I did was, said the cues out loud as she went through the
motion. After saying the cues a few times as she went through the motions, Mya was able to
make contact with the soccer ball in the correct spot of the foot.
When checking for understanding with the students after the self-assessment directions, I
noticed the students were somewhat confused so therefore, I would say I did not achieve this
teaching goal completely. On the other hand when I gave directions for our circle passing
activity. I had asked our students questions that were aligned with our activity. All the students
were able to identify how many times each person was able to kick the soccer ball before
rotating in someone new. Overall I can work on this aspect of my teaching.
Looking back on Thursday, I would say my teaching influenced the students to be engaged with
the activities. At the same time I would say I could bring more imagination into my lesson.
Mixing imagination with enthusiasm creates for a great lesson for your students. I think my
positivity throughout my teaching influenced the students to want to do better and progress. The
reason why is because all the specific feedback i gave to my students they took what I told them
and tried to apply it to the skill. I would also like to add that me showing what kindness is made
it easy for my students to follow that behavior.