KIN 489A AIM Coding

Teaching Analysis

Attach all grade rubric sheets and lesson plan rubric to the front of your assignment.

Student Name: ________________________________ Grade ____/15 Points Possible

Coding and Analysis of Teaching

(0, 1) ____ Overall Well organized display of data collected & coded charts spread sheet
clear for reader to follow/understand

(0, 1) ____ AIM (activity, instruction, & management) code displayed in spread sheet chart
form

(0, 1) ____ Student names both skill & behavior males & females code displayed

(0, 1) ____ Inappropriate words & phrases code displayed

(0, 1) ____ Feedback both skill and behavior including positive vs. negative statement rates,
general vs. specific FB statements code displayed

Reflection
(0, 1) ____ Mechanics clearly written comprehensive content (correct spelling,
mechanics

(1, 2, 3, 4) ____ Reflection information is based on data collected (coding) & analyzed

(1, 2, 3) ____ Answers pertinent questions both general and specific questions to assist with
reflection & summary.

(1, 2) ____ Reflection based on both strengths/concerns, discusses ways to strengthen

teaching & provides future directions based on information provided. Explains what was
learned by conducting assignment.

Additional Comments

KIN 489A REFLECTION REPORT

Name: Aundrea Ingram, Luis Cruz

Semester: Spring 2021

This reflection paper is based upon your KIN 489A teaching.

Note. It is better to screenshot rather than copy/paste!!

For each Category (Names, Feedback, Inappropriate Words and Overused Phrases & AIM) you
are required to copy and paste the data collection sheet and each of the graphs related to that
category into this document.

USE of NAMES
Insert (COPY and PASTE) the following information into this document.
Each data sheet or graph should be on a page to itself or no more than two items on each page.

NAMES Tally Sheet (Information)

Percentage of Names Stated
Names by Gender
Name use by Skill or Behavior
Name use by Gender and or Beh
% of Names Stated in Class
Based upon the data and graphs on your use of names clearly answer the following questions
related to your use of student names.

How effective were you in using students’ names in this lesson?

Aundrea: In using students' names during my lesson, I was very effective in that I mentioned
each student's name in the class, and also mentioned them multiple times.

Luis: I was mostly effective in using all the students’ names during the lesson because there
were three students that I never mentioned.

What patterns in relation to your use of names did you encounter when analyzing your
data and graphs on your use of names?

Aundrea: When mentioning names I noticed that I tended to use names mostly for positive skill
feedback, and aside from this I tended to mention that students names who were misbehaving
during class more often than those who were on task.

Luis: When mentioning names, I noticed that I tended to give more attention to correcting skills
or inappropriate behavior more than the students who were behaving appropriately and doing the
movements correctly.

What changes have you made, or do you need to make, concerning your use of names?

Aundrea: In the future I need to try and put more attention to the students who are on task and
mention their names when showing them praise for being on task so that it will hopefully
encourage the off task students to change their behavior to gain praise.

Luis: I plan to start giving more positive feedback to the students who are behaving
appropriately and performing movements correctly.

What specific strategy will you employ to make these changes (discuss two strategies)?
Aundrea: In order to make these changes I will attempt to group up my students and put the
students who I know to be off task more often into groups with students who tend to be on task
more often so that I will be more inclined to call the names of the students who are on task
(assuming they will outnumber the off task students) which will influence the off task students to
follow sit.

Luis: In order to make these changes, the first strategy I will implement is by attempting to
praise each student I see displaying appropriate behavior or performing a skill correctly. Since a
lot of students enjoy the affirmation, it will encourage the other students to model appropriate
behavior as well. The second strategy I will use to engage with more students is randomly calling
on students to see how they are doing.

USE of FEEDBACK
Insert (COPY and PASTE) the following information into this document.
Each data sheet or graph should be on a page to itself or no more than two items on each page.

Feedback Tally Sheet

Feedback Breakdown Data Sheet
Feedback Categories
Major Categories of Feedback
General or Specific Feedback
Based upon the data and graphs on your use of feedback clearly answer the following questions
related to your use of feedback.

How would you describe your use of feedback in this lesson?

Aundrea:

Luis: Most of my feedback was corrective skill or corrective behavior feedback. I gave general
positive feedback as well and some specific positive feedback but I should have given more
specific positive feedback throughout the lesson. This is what I want to focus on doing. It is
important that the students know what they are doing right.

What patterns in relation to your feedback use did you encounter when analyzing your
data and graphs?
Aundrea:

Luis: I noticed that a lot of my positive feedback was general and I would keep giving the same
feedback such as, “good job”. I also said, “good job guys” a lot instead of saying, “good job
everybody” but instead of even saying that, I should have given more specific feedback on what
exactly they were doing well.

What changes have you made, or do you need to make, concerning your use of feedback?

Aundrea:

Luis: I will start giving more specific positive skill and behavior feedback so that I am focusing
on what the students are doing right and so the other students who may not be doing something
correctly can see what the other students are getting praised for.

What future changes would you like to make, concerning your use of feedback?

Aundrea:

Luis: In the future I will start giving more specific positive skill and behavior feedback so that I
am focusing on what the students are doing right and so the other students who may not be doing
something correctly can see what the other students are getting praised for. For example, I will
start saying, “I like the way Jack is getting his arms straight in the air” so that the students can
see somebody is doing right.

What specific strategy will you employ to make these changes (minimally discuss at least
one strategy)?

Aundrea:
Luis: A strategy that I will use to make a change is to always use a student’s name when giving
feedback about what I like that they are doing or what I would like them to do. This strategy is
for helping me be more specific with my feedback and less general.

Inappropriate and Overused Words &/or Phrases

Insert (COPY and PASTE) the following information into this document.
Each data sheet or graph should be on a page to itself or no more than two items on each page.

Inapp Wrds Phrs Data Sheet

Inapp Words Phrases Graph
Based upon the data and graphs on your use of inappropriate and overused words and phrases,
clearly answer the following questions related to your use of feedback.

Describe your use of inappropriate and overused words and phrases in this lesson?

Aundrea: I personally tended to use the words ‘perfect’, ‘you guys’ and ‘good job’. Perfect
doesn't provide any specific feedback to the students about their performance and more context
should be added to it. You guys excludes the girls in the class and some students may be non-
binary, and a better alternative would be to say you all or use specific names. Good job is the
same as perfect as it adds no context.

Luis: I had one main inappropriate word that was overused and that was saying “guys” when
referring to the class instead of saying “everybody”. That inappropriate phrase was also paired
with an overused word, which was “good job”. I would say “good job you guys” quite a bit.
“Good job” is too general and does not let the students know what they are doing well. “You
guys” excludes any other student that is not a male.
What patterns in relation to your use of specific inappropriate and/or overused words and
phrases did you encounter when analyzing your data and graphs?

Aundrea: When giving positive feedback on a skill I tended to say ‘good job’, or ‘perfect’ which
is not beneficial because it gives the students no description about what it is that they are doing
that is good. Not knowing does not necessarily help them in the future to continue performing
well if they don’t know what specific action they made that was good.

Luis: When giving positive feedback on a skill, I would usually say “good job guys” instead of
specifically saying what they were doing well. This does not let them know specifically what
they are doing correctly.

What changes would you like to make, concerning your use of inappropriate words and
phrases and why?

Aundrea: I would like to use more descriptive feedback during my lessons and avoid one word
phrases. It makes you a much more effective teacher, and your students learn much more this
way.

Luis: The changes that I plan on making is to start by trying to use students’ names more rather
than using “you guys” as a default and if I do want to address the class, then I want to start using
“everybody” instead. If I ever do say “good job”, then I want to follow it up with what they are
doing well. For example, “good job stepping and throwing”.

What specific strategy will you employ to make these changes (minimally discuss at least
one strategy)?

Aundrea: I would challenge myself to take certain ‘inappropriate words and phrases’ out of my
everyday vocabulary even outside of teaching. It is hard to not use these words when teaching
when you are so used to having them in your day to day vocabulary. You start not noticing you
are even using the phrases until you do an assignment such as this and are forced to hear back
which phrases you tend to say.

Luis: The strategy that I will use to make these changes is to practice teaching my lesson and
giving feedback to students before I teach. That way I can start to condition myself to start giving
specific feedback and stop saying “you guys”.
Activity, Instruction & Management Time

Insert (COPY and PASTE) the following information into this document.
Each data sheet or graph should be on a page to itself or no more than two items on each page.

AIM (Data entry Sheet)

AIM GRAPH
Inst Episode Length sec
Comments
Based upon the AIM data and graphs clearly answer the following questions related to your use
of time in the lesson.

In terms of the overall percentage breakdown how would you characterize your AIM
proportions for this lesson?

Aundrea: In our lesson we had the highest percentage of time spent in Activity at 63% and next
highest in instruction at 37%. Management time was very low but I would say that is due to the
fact that this was a zoom lesson so transition and behavior management needs were very minimal
to none.

Luis: We had more activity than instruction which was the goal but not quite as much as we
would have liked. The management time was low due to us being on zoom and not having
distractions stop the flow of class.

What patterns in relation to your use Activity, Instruction, and Management time did you
see when analyzing your AIM data and graphs? Specifically indicate instances where you
were effective or ineffective in your use of class time? (Reference specific data to highlight
where you can improve and where you were effective).

Aundrea: When analyzing our AIM data, I noticed a pattern in that we tended to continuously
switch back and forth from Instruction time to Activity time, back to instruction time and so on.
The time spent in instruction time was almost identical to the time spent in activity for most
instances. Noticing this pattern made me realize that I need to work on making it a point to
allocate more time to activity, whether I do this by shortening my instruction time or lengthening
the amount of time the students spend practicing the activities will depend on the activity that is
at hand.

Luis: When analyzing the AIM data, I noticed that for parts of the lesson there was almost as
much time of instruction as there was activity. Parts of the lesson where we were effective in
having more activity time was when we transitioned from doing a skill or stretch on one side and
then switching to the other side because there was nothing to teach, other than switching sides.
During instruction, there was some wasted time where I could have described the activity in a
more efficient way or where I had a couple difficulties with the slide show.

What changes or do you intend to make in order to optimize your AIM (time allocation) in
your future lessons?

Aundrea: In the future I would like to drastically reduce my instruction time in order to increase
my activity time. In our lesson it took almost as much time to explain the activities as it did for
the students to complete them.

Luis: In the future I plan to be more efficient with my delivery of instructions and allow a little
extra time for each activity. Doing both of these things should bring the activity time up to 80%.

What specific strategy will you employ to make these changes (minimally discuss one
strategy)?

Aundrea: I will try to incorporate activities that are not timed, as it may take some students
longer to complete certain activities than others, confining students to 30s per activity limits the
amount of time spent in activity.

Luis: One strategy I will implement is having the students do all the skills again a second time
through so that they get more practice with each skill or activity and so they get to revisit a skill
they are familiar with, so there is not as much explanation required.

Conclusion/Summary

What are your strongest teaching attributes (minimally discuss two)?

Strength 1: Aundrea: I believe one of my strongest attributes is being relatable to the students.
I don't like to present myself as an authority figure without also showing the students that I am
also down to earth and they can come to me with any questions/concerns without being afraid of
getting criticized.

Strength 2: Aundrea: Another of my strong attributes is having a strong knowledge of the

content that I choose to teach. I am very well versed in the mechanics of sports, body
movements, manipulative skills etc.
Strength 1 Luis: One of my strengths is building a relationship with my students and making
them feel comfortable with me. Once you have a relationship with the students, the students are
more engaged.

Strength 2 Luis: My other strength is my classroom management. I have strong classroom

management and my classes are structured with few distractions and wasted time. This allows
me to make the most out of my time and allows the students to get more activity time.

How your strengths changed since you began your undergraduate degree/ credential
program/teaching career?

Aundrea: When I first started this program most of my confidence came in my knowledge, I
have always been very good at learning and retaining information and applying it to assignments
presented to me. Where I lacked strength was in my ability to show my knowledge through the
use of my words. I have always been quiet and a person of very minimal words, so showing my
strengths to others verbally has been something I needed to work on. I believe since starting this
program I have gained some more confidence in my ability to speak in front of others and
verbally express my knowledge.

Luis: When I first got into the program, my strength has always been to be confident in front of
groups of people and give directions. This comes from my sports background of being a
quarterback and taking leadership roles in other sports as well. I had to learn though that I could
not talk to the students exactly like I would my teammates on the football field. Students in
physical education class are not going to respond the same way as athletes do on a sports team.

In what area of teaching have you most improved since you began your undergraduate
coursework (discuss two)?

Aundrea: I believe I have improved on my confidence when it comes to correcting students

behavior. My strength in my voice has improved, and I have learned to be more stern without
being intimidating to the students.
Luis: My teaching has improved in the way that I build a rapport with the students. Now, I am
better at getting to know the students so that I can teach them more effectively. Writing lesson
plans and structuring my class to eliminate any chance for distractions has also been something
that I have improved on. Before, even after I wrote a lesson plan, something would happen in
class that I did not account for. Now I am better at being proactive and to minimize confusion or
potential discipline issues.

What aspects of your teaching do you need to work on improving (discuss two)?

Aundrea: I need to work on my teacher presence and not being so monotone during my
instruction. I believe I go into my lessons just to teach but not with enough teacher energy to
engage the students. I need to bring more energy and enthusiasm to engage the children.

Luis: One thing I can improve on while teaching is the way I provide feedback and phrases I use
with the class. I tend to say “you guys'' when talking to the whole class and just saying “good
job” when providing feedback. Another aspect of teaching I could improve on is delivering my
instruction more efficiently so that there is more time for activity.

What strategies are you going to use to make these changes (discuss two strategies)?

Aundrea: To make these changes I need to continue to take all teaching opportunities I get,
whether they are small or big. The more experience I get the more confident I will feel in my
ability to lead, and with that confidence I believe enthusiasm will come with it.

Luis: The way I plan to make these changes is to practice going over my lesson plan before I
teach it to the students. I will practice what I will say and what type of feedback I will provide.
This will allow me to be more efficient with instruction but alo specific with feedback.