Reflection Paper 1

Reflection Paper

Jacob Weddle

Paris Junior College

Educ 1301.200

Dr. Bryan Renfro, Instructor

12/6/2021
Reflection Paper 2

Reflection Paper

Heading into this on day one I had an honest knot in my stomach and felt ready to pass

out. I may not have shown it but I felt like I was back in my first day of clinical training to

become an EMT-B all the way back in 2017. Just like that day, though, I readied myself, steeled

myself, and greeted my class with the clearest attention-grabbing voice I could manage. The first

words I spoke were, “Good morning everyone, and welcome to P.E.” From there I instantly felt

myself relaxing despite being the center of attention to twenty-four sixth graders. After our first

introductions and a layout of the rules and expectations, the class ran fairly well. Students were

more than happy to be in the class and were very positive in all interactions with the teacher, and

vice versa, down to even making up silly little jokes such as, “Roses are red, memes are neat,

watch me do this kickflip, yeet!” In one notable interaction.

During my hours I not only observed but was given the opportunity to lead the class

several times, which has absolutely bolstered my confidence in my teaching ability. During my

many chances to try some varying teaching styles, I found that the use of positive reinforcement

with careful correcting and redirection into proper form and technique has been most beneficial

for everyone. I have watched and helped several students with their athletic abilities this way,

from the kid who’d never touched a basketball in their life, to the kid who lives for basketball, all

have taken leaps and bounds in their talent and potential on the court or in the fields. In such a

short time, many have begun to use proper form in their dribbling and shooting since we started.

Similarly, I’ve watched as we went through our health segment, and seen my students begin to

better understand the subject material through ways such as forming answers that are much more

thoughtful and wise than I honestly was expecting and being able to give relevant examples right

off the bat. During one of our reviews, for example, I asked the question, “What are some
Reflection Paper 3

examples of positive peer pressure?” To which I received an answer of, “Encouraging your

teammates or friends to keep studying, work out, and to stay out of trouble,” which honestly

made me proud to hear from them.

The style of coaching and teaching I witnessed throughout my observation period was

very close to essentialism mixed in with progressivism, a focus on core skills and on the student.

Throughout my time there, there were plenty of chances for teacher-guided instructions and

demonstrations of the drills and practices. From demonstrations of proper form when shooting a

basketball to accommodations for students who struggled with some of the more taxing sides of

P.E. such as alternative workouts, and even accommodations for those who struggled with the

reading and assignments for the health portion, such as voice to text and reading together as a

class, every student was accounted for, and none are left behind.

In all, I’ve found that I’ve come a long way from day one. I’ve seen and tried one or two

styles of teaching in my chances to lead the class, and have come to feel as though a good blend

of focus on the core material and being there to guide, positively reinforce, and demonstrate with

my students the material that is to be taught, regardless of the subject and material is guaranteed

to get results. That said, I still worry about ensuring I am being a competent teacher or coach, but

having had a sample of this line of work, I feel I can continue on to learn more in the many

techniques and skills of teaching throughout my future years in this wonderful field.