Nick Plourde April 17, 2014 Lesson #3 Demonstrate Tactics for Offensive and Defensive Productivity in Football Kevin

Magee East Longmeadow High School My planning and preparation for this lesson was definitely an area for which I felt was well thought out, but had slight organizational setbacks that may have taken away from the effectiveness of the teaching. The concepts that were in focus with regards to how they were going to be presented fit into what the students prior knowledge on the unit was in relation to explaining a variety of tactics for it that they were not yet familiar with. The only issue with this was that they did not get the chance to perform the tasks which targeted these maneuvers due to inclement weather so they only were able to apply them during game-like action without practice. A mishap that occurred in my lesson with respect to this teaching behavior was that I did not have backup procedures for when not all of the learners in the class were present. This resulted in an uneven number of students per team during gameplay, which, in turn, limited the opportunities to respond for the individuals on these squads to successfully utilize the material taught into the activity. In the future, to fix this matter, I will make sure to create multiple variations of each task in an effort to give everyone an equal chance to merge this material in the activities and gameplay. The content that was presented to the students in my lesson was beneficial to further their learning, though, at the same time, might have also been too much for them to fully grasp in one class period. With that being said, by explaining various pass patterns, defensive methods, and trick plays to the class were the correct progressions to instruct right before having them get into real football games for their next class. The reason being for this was to promote more of a fine-tuning approach in that they could add to their repertoire of skills as the unit draws to a close. The one unfavorable outcome that I found in introducing all of these play schemes is that it was a lot for the class to process and apply in a single teaching episode. From what I observed in gameplay, it looked as though they were employing just a few of the concepts that were expressed to them in the instruction of the lesson. To alter my content so that this does not take place again, I will instead limit the different areas of material issued to the class by only focusing on one per lesson, except provide more components that fall under these categories of skills, tactics, or strategies so that they are able learn about the more detailed aspects that pertain to them rather than just their general facets. For my transitions and classroom management, I thought that I excelled in one of these teaching behaviors by maximizing activity time, while the other I need to do a better job on being more consistent with in terms of how to incorporate it into my instruction. In having the class move from the different segments of the lesson, I made sure that the interval in which this transpired was not long by providing the learners with a visual representation of where they had to go before sending them off in order to make sure that they were aware of what needed to be done when completing these actions. For example, prior to letting the students travel out to the football field to get into gameplay, I communicated to them what team they were going to be playing against as well as the field the games were going to be taking place on, which was useful in not wasting the time to do

so when outside in order to get them moving right away seeing as it was cold. On the other hand, the basic regulatory aspects of the teaching were not executed in the proper manner, leading to student off-task behavior. This can simply be linked to the fact that I did not outline clear expectations to the learners at the beginning of my instruction, amassing to their sense of domination over what they were told to execute even though I desisted such conduct when it was in my realm of vision. In an effort to prevent these transgressions from arising in my future lessons, I will not only express the rules and regulations for the class at the start of the period, but continue to administer them throughout various points within the teaching in order to hold the students more accountable. My delivery in which I provided the learners with content was beneficial for their comprehension of the concepts presented, but lacked in how it was conveyed to them. The greatest success I encountered from this teaching behavior is how I made certain that the class had a grasp on the lessons material. This was done by issuing them with several checking for understanding questions to ensure they were aware in how to apply the skills gone over and tasks having to be practiced. I found this technique to be very important because it made up for my unclear instruction. In addition, when acquainting the students to the concepts that made up the teaching, I did not do a good job of explaining them in such a way which they could understand, where visuals needed to be used in order to get my point across. For succeeding lessons, I will make sure to demonstrate the material for both the skills and tasks to offer the class with another resource to help in their attainment of these components. The feedback I offered the learners with was in large quantities, just not wide in variety with regards to the specific types in which were expressed to them. One area I was satisfied with from this pedagogical behavior is how I was able to incorporate these instructional comments throughout the entire duration of the class. My ability to analyze their performance based on the actions they were carrying out was an integral aspect in relation with giving them the necessary statements for refinement to further their prosperity in the content. Though an issue that can be correlated to my critique of the learners execution is that they were only really given positive feedback as opposed to the other forms of this appraisal. The reason behind why this took place is based on the fact that my mindset was only on their successful completion of the skills gone over rather than focusing on their performance as a whole. In an effort to ensure that this does not arise in future lessons, I am going to create a notecard containing all the cues for every skill encompassed within the teaching so that I can refer back to it as the students are executing them, which will help me to better assess their actions to equip these individuals with better insight. From the feedback that I received from my cooperating teacher, they noted that the confidence I portrayed was an area in my performance that I benefited from, whereas they also want me to focus on using the learners background knowledge to guide my instruction. He distinguished that my demeanor throughout the lesson was of proper form in regards to presenting the class with a sense of authority. In applying the useful pedagogical practice of overlapping and utilizing my teacher wait time, I was able to establish a base for how I wanted to relay information. As opposed to this strength, they recommended that I ask questions prior to introducing the class to new content in order to determine what the students already know to use them as a mean for explaining it to the class. It was established that I had learners of superior athletic ability among the

adolescents for whom I taught, where he suggested having them be volunteers to aid in illustrating to the others how to execute the skills, tactics, and strategies emphasized. To incorporate this practice into my teachings going further, I will at the beginning of my instruction ask checking for understanding questions about the content going to be presented and then have the individuals who answer them correctly demonstrate it with me in front of the class to not only successfully inform all of the learners about this material, but to get into activity faster by discovering the foundation for what they are aware of so that I dont repeat anything they have learned. The most important thing that I learned from todays lesson is how exhibiting a lot of enthusiasm can directly be correlated to students motivation. In making this as one of my goals prior to the start of the teaching, I simply wanted just to have fun with the experience in order to help me effectively distribute instruction to them by lessening my anxiety for it. However, as the lesson began I got carried away in making sure I was applying the proper pedagogical practices to the point where I lost sight of this intention. It was during gameplay when it dawned on me that I needed to display the energy for which I envisioned I would incorporate before it started. Upon utilizing this excitement, as I walked around to each game the learners seemed to feed off of my emotion by striving to work harder in order to achieve a level of desired performance. It was almost as if a light switch had been flipped in terms of the changes I noticed in their attitude as well as execution of material when I got more involved in the games rather than acting like more of their supervisor. Overall, the influence that adding a sense of this intensity into a lesson is vital in light of the fact it creates an environment for which learners want to be successful in through the drive produced by a teachers devotion to their achievement.