PHED 239 Module 4: High School Videotape Assignment 20 points

Due: Two weekdays after videotaping lesson Teacher: Nick Plourde Site: East Longmeadow High School Date: April 17, 2014 # of Students: 22 Lesson Focus: Demonstrate Tactics for Offensive and Defensive Productivity in Football Videotape one (1) 30 min. lesson. Answers the following questions and submit your responses via google drive 2 days after being videotaped. 1. At what points during your lesson did you spend the greatest amount of time with management? Why? The points in my lesson where the greatest amount of time spent in management was during my opening instruction and in gameplay. When informing the students that they were going to be participating in this game-like action out on the field prior to going outside, I provided them with the basic ground rules for how the games were going to be played, what team they were going to be playing against, and what field they would be playing their games on. This was critical for limiting this instruction from having to occur when outside so that gameplay would begin in a swifter manner. With that being said, it was also in gameplay where I found myself engaging in several regulatory duties, which, most frequently, consisted of desisting off-task behavior of the learners. I noticed that every time I was not facing a field in which students were playing on, these individuals would simultaneously engage in conduct that was not related to the lessons content. Then, as I noticed these actions, I would immediately walk over in an effort to put a halt to these acts. This sequence of events transpired on numerous instances throughout the teaching without me being able to make any adjustments to prevent it from taking place time and time again. Thus, the organizational burdens that are required for a lesson to function smoothly were the major reasons with as to why the interval used in these aspects were of augmented amounts. 2. What are some specific teacher behaviors you could have used to lessen your management time/transitions? With regards to specific teaching behaviors that I could have used to limit my management time and transitions, I have two in which relate to the instances previously stated. As already noted, I only issued the students with this important gameplay information prior to going outside to play their first game, but not for any of their other succeeding matches that they participated in throughout the course of the teaching. This is why when it came time to move from game to game, the transitions were extended because I needed to provide each team with who and where they were going to be playing. To have controlled this occurrence, I could have walked over to each team when there was a stoppage in play during their games to present them with this instruction prior so that when it came time to move to different games everyone would know where to go. This would have then aided in getting them into activity immediately, instead of having to wait for me to tell them what to do. For the off-task behavior that arose during these games, the pedagogical strategy of overlapping probably could have helped to cease these actions from arising. Upon desisting this conduct in the teaching, I did it in such a way that slowed down the flow of activities the learners were engaging in. However, had I

done so in a fashion where this progress was maintained, it would have been beneficial for not only the individuals taking part in these disruptive acts, but their peers whom they were playing with. With these instructional tactics, I believe the total duration of time spent in these two lesson segments can be reduced to achieve maximal academic learning time. 3. What are some specific teacher behaviors you could have used to increase the activity time for your students? To increase activity time, the teaching behaviors that would have been most useful for accomplishing this are extending and scaffolding. Furthermore, I noticed that during gameplay the students looked as if they started to become bored in their participation of this segment, which, as a result, led to off-task behavior. My thoughts are that this was caused by having them continuously execute the same game throughout the entire duration of the teaching. Had I been able to add more challenging extensions to this activity as time progressed, then it probably could have aided in keeping them on task so that they were fully engaged in this activity. On the other hand, scaffolding would have been crucial to limit the time for which I instructed the learners in regards to the focus of the lesson to get them into gameplay much faster. I think that if I had been able to make connections with content for which the students already had been introduced to, then they could have used their prior knowledge when performing the task from the lesson; ultimately, providing them with less guidance when introducing the new material to them. It can be concluded that both of these methods, if implemented, would have been the best option to maximize academic learning time based on the circumstances of the lesson. 4. Describe what you think about your content delivery and instruction time. Are you pleased with the results? Why or why not? How could you change this for next time when you teach? In relation to my content delivery and instruction time, I would say that I am indifferent about my results. For content delivery, it seemed as though my presentation of the concepts focused on in the lesson were introduced in a choppy manner. This is due to the struggle in which I encountered with finding the necessary dialogue to say to the class, where breaks in my vocal display were highly evident. Though for instruction time, I was satisfied with what ensued in regards to this component based on the fact it did not encompass a major chunk of my teaching. For instance, the only time that the students were presented with new material was at the beginning of the lesson, while the rest of this time period was devoted to gameplay. This is definitely a desired component because it gave the learners freedom when partaking in activities, knowing that no further information would be granted to them to stop the flow of their games. The only change that I will make in the future to help make my content delivery better is to rehearse what I plan on saying to the learners prior to the class period. This should help to prevent the occasions during my instruction where there are pauses in when I am thinking about what to say to the students. 5. Describe what you think about the classroom climate and control. Are you pleased with the results? Why or why not? How could you change this for next time when you teach? The classroom climate and control are both areas in which I am not happy with my results in. Every time I seemed to walk away from a particular game, the students would almost automatically engage in off-task behavior. Then, as I would go over to other games in order to desist these actions, it would help in preventing them only when I was hovering

over their matches, but the moment I left their playing area the same sequence of events would transpire again. It was as though no matter how much I communicated to them that their behaviors were detrimental to their success in the content, they still continued to carry them out anyways because I was not always physically beside them to make sure that they were doing what they were supposed to. In an effort to impede these occurrences in my future teachings, I will make the class aware of clear behavioral expectations that they must follow throughout the lesson, or else strict consequences will ensue. In doing this, my hope is that the learners will be held more accountable for their actions so that this conduct decreases.