Written Submissions

Hand in materials as outlined in “Lab_D_reflection” (described below).

Lab D narrative reflection is based on::

-Professor assessment form (C-9 form)

-Peer Assessment form
-Self analysis assessment form (C-9 form)
-self analysis form is BASED FROM YOUR VIDEO OF LAB "D"

Your narrative reflection: Based on information from the above sources must.

1) describe the effectiveness of your demonstrations

A) did you use the whole/part whole method?
B) did you describe the skill using the learning cues as you were demonstrating?
C) other observations?

2) discuss the effectiveness of your class management, ie

A) management of equipment
B) transitions from one skill to another
C) supervision: were you able to see the students as much as possible?
D) others as described in assessment forms

3) describe the effectiveness of your feedback

A) general feedback ( feedback to entire class)
B) specific feedback (feedback to individual students)
C) accuracy of feedback

4) describe the overall strengths of your teaching

5) what areas need to most improvement?

6) How have you changed as a teacher from lab “B” to lab “D”?

Be sure to reference your teaching video.

(Example)
I gave specific feedback frequently during the lesson (video time index, 8:37, 10:15, 13:17).
OR My safety statement in the introduction was strong (2:15)

The following materials are due two class periods after your teaching experience:
Narrative reflection and the completed assessment forms, include professor assessment form(C-9), peer
assessment forms and the self assessment form(C-9).

Alex Fisher
 Lab D Written Reflection

Overall my Lab D teaching went great. To start off all of my equipment was ready before

the start of class. The paddles were laid out and the balls were in position ready for the fitness

activity. The poly-spots were laid out on the ground and the nets were set up ready for play.

I started off my introduction with the skill we were playing and then I introduced myself.

I then followed up explaining why pickleball is a great activity (0:46). I said pickleball is a better

lifetime activity than tennis because the court is smaller, the balls are lighter and move slower

and there is less stress on the body. After that I explained my expectations for the class (1:05).

My expectations for the class were to hit the ball over the net 5 times using your forhand and

backhand swings with proper cues. I then explained my signal for attention (1:14). My signal for

attention was a clap followed by the sound of my voice. When the class hears my signal for

attention they are to stop what they’re doing and listen to me for further instructions. Following

my signal for attention was my safety statement. My safety statement was for everyone to be

aware of their surroundings so no one gets hit by a paddle. I also said if someone has a wild hit

they are to yell out ball so no on gets hit by the someone playing.

After my introduction I proceeded with my demonstration (1:57). Before starting the

actual demonstration I demonstrated my cues without a ball. My cues were step, rotate, swing,

and flick. I told them the reason we flick our wrist is to get top spin on the ball. We want top spin

on the ball because when it initially hits the ground the ball will maintain its speed. I then had my

student volunteer hit the ball over the net to me so I can show the cues in full motion (2:34).

[ I did use the whole part whole method in my lesson. I showed the cues in full speed. Then I

broke the cues up and showed what they would look like individually. Then I showed what the
cues look in full motion during my demonstration over the net. The one thing I could have done

better was have the students try out the cues first instead of going straight to the activity. ]

I explained during my demonstration that the cues can be tricky because everything

happens quickly. But I stopped the demonstration and showed the cues again. I then showed the

cues to the backhand as well.

[ During my demonstration I did jump over the net which I shouldn’t have done because its not

safe and if a student did the same, they could get hurt. That should have been another one of my

safety statements. One of my observers did mention that I should not jump over the net. ]

After hopping over the net I showed a different angle of the cues in full motion. After

showing the cues on the other side of the net I checked for understanding (4:00). I first asked

why pickleball is a good activity to do when you get older. The class responded with the correct

answers. I then asked them what my cues were and they were able to respond with the correct

answer again.

After my intro and my demonstration I went to demonstrate my fitness activity. I

explained that there will be 4 people to a court and told them what they needed to do. I showed

that they had to run to each polyspot and each polyspot meant either a forehand swing or a

backhand swing. Once the student goes through all the polyspots they will rotate with the person

throwing the ball. Once I was done explaining I had everyone go to the courts and begin the

activity (5:10). Before everyone started the activity I told them that I got softer balls that bounce

easier. I told them if they don’t feel comfortable using the pickleballs they can choose the softer

balls.

I then circled the class reminding the students of the cues that we previously went over. If

I noticed a student was doing something wrong consistently I stopped them and showed them
what to do. I reminded them to rotate their hips (6:45) and flick their wrists (7:30). I noticed

there was a lot of students that were not flicking their wrists so I stopped the class and reminded

them of the cue they were missing (8:19).

At 9 minutes I pulled everyone in and went on to explain the activities we were going to

do. I told them that 2 courts will be for the forehand, 2 courts will be fore the backhand, and 1

court will be for volleys. Then I asked for a volunteer to held demonstrate. I went to the forehand

court and showed them one partner will be throwing and the other partner will be using the

forehand hit (9:30). Then I walked over to the volley court and just told them the rest of the

tasks. Following all that I again check for understanding. I asked them what the cues were and

they were able to answer correctly.

I walked around again and told individual students what they were doing well on. At 12

minutes I used my signal for attention and told them to rotate to the next court. Then at 13

minutes I went up to a student and stopped them to go over specific cues they were doing great

on. I told them that they need to swing from the hips instead of hitting in the center of their body.

At 13:36 I had everyone switch to their next court.

Finally at 14:57 I had everyone come in for a debrief of the lesson. For the debrief I had

my back to the net and made sure everyone was in front of me. Once I had everyone settled I

asked the class why pickleball was a great activity. Everyone answered correctly and the I asked

what my cues were. As a class they all answered in record with the correct cues in order.

I think my supervision of the class was pretty spot on. There wasn’t a moment I didn’t

have my eyes on the class. I was walking around and giving feedback. Also when I was talking
to the class I made sure everyone was in front of me paying attention. Both of my peer observers

said that I did keep the class under control but I need to get their attention in a better way.

I believe my overall strengths in teaching was my equipment preparedness, my cue

demonstrations, and my hook. My equipment was laid out perfectly for the class, I didn’t have to

look at my cue board at all to demonstrate and I broke down the skill really well. I also think my

hook was a strength because I related it to another sport and said why pickleball was better and

gave examples.

The areas that I need improvement on are enthusiasm and transitions between activities.

Both of my assessors said that my voice was a little monotone. But one assessor said I did better

than last time. I need improvement on transitions because in a real-life situation the students

might not hear my signal for attention, and they would keep playing. I need to be more fluid in

my transitions in order to keep the kids engaged.

There has been a lot of change since lab B. My overall introduction is a lot more fluid

and confident. I don’t say “um” too much anymore and there are minimal pauses inbetween each

topic I am talking about. My teacher placement has changed a lot from Lab B to now. I now

make sure everyone is in front of me and that I am observing the class at all times. Another thing

that changed was my feedback. I gave little to no feedback in previous labs but for lab D I gave

group and individual feedback. Also for my lab D I had a variation for equipment. Just incase a

child was lower skilled I had a ball that was easier to hit than the regular balls. Just overall my

Lab D was better than anyone previous. My speech was smoother, my cues were demonstrated

better, I checked for understanding multiple times, and all my tasks were related to one another.

The next step for me is to get a whistle so my transitions between activities are better.