Reflection

When assigning and planning our action and schedule documents, it was based on the fact
that our lesson would be during the second week of teaching. It was then noted that in the
morning of the first presentation, our group would be presenting first due to issues with court
and space allocations. Although this did not help with the nerves, our original action plan
times did not fit with the new allocations, making our time limits for each activity different.
This was thought to be a major issue that would affect our grade but ended up being excused
due to the last minute changes. Our resilience and courage was praised consistently by peers
and teachers due to ours being the first presentation and not having another lesson for
comparison to ours. Several factors during our lesson challenged our confidence and
resilience, such as odd numbers for several activities such as four corners, and lack of skill
levels for both skill development activities. But this was able to be overlooked, in order to
have a great lesson.
When interacting with peers clear and concise language had to be used to get a point across
without confusion. This was a factor that I think Emily and I succeeded in, due to our
outgoing and confident nature. It was evident when teaching, that making the girls come
closer during instructions allowed for everyone to be on the same page, which was also
included in the feedback “Good to ask everyone to come closer during explanations.”
Personally I think that there were certain points that could have been worked on, some which
were included in feedback others not. For example, it was pointed out that positioning
ourselves when giving feedback to girls could have been worked on by spreading ourselves
out across the court or giving more one on one feedback. Overall, I think this factor was one
of our strongest, as we projected our voice well and using clear language when addressing
peers.
When leading and instructing the group, impromptu decision making took place. When
leading the group through skill development, several of the activities allocated where not
fitted for the present number of people and their skills. For example a game of four corners
was cut short due to the girl’s confusion when playing the activity. Several rules were also
added during the main activity to allow whole group engagement and more action when
playing. This decision was then rewarded through feedback “The introduction of rules such
as "there must be a pass in every third" ensured all students were included and therefore
engaged throughout each activity”. This showed the importance of not having a regimented
action plan, as several points that were allocated for the lesson had to be removed in order for
a clear and concise schedule. Personally, although decision making can be stressful when
improvised, I think our group dealt with the changes well.
After analysing your development over the Teaching Task, how will this information
assist you in future situations that require using your personal capabilities?
Confidence in the workplace is a skill required for interacting with peers, sharing opinions
and public speaking. Getting involved in this task, helped developed these skills greatly, as
we needed to speak in front of a large audience while leading and sharing personal
experiences.
Decision making was a large focus during the lesson, when changing plans for current
situations and adding rules that would help with class engagement all which can be involved
in future experiences and jobs. For example, when making an important decision for the
company or making financial decisions.
This task also taught us to plan ahead but be flexible and adaptable when something does not
align with your plans, which may happen during university years, parenting years or even
later in high school. For example, during the task several factors did not align with the current
situation making us having to be resilient and make decisions for the lesson, which could
have affected later activities.