Casey Fleming

TIGER P.R.I.D.E
FINAL SUMMARY (DT)

Overview
Over the past 8 weeks a cooperating delivery team member developed an 8 week
physical education curriculum to a group of twenty 4th grade after school program
children at Cleveland elementary. We began our first week with cooperative learning and
tag activities then we moved to a two-week unit on football, then a one week unit on
Frisbee which was followed by a two week unit on basketball and we finished the new
material for week 7 by finishing with badminton. Week 8 we used as a cumulative week
where we reviewed the skills from our previous seven weeks.
Student Learning
I definitely feel that over the 8 weeks I was able to produce student learning in at
least one of the learning domains. To start with health related fitness, I started with
activity and mvpa just below 15 minutes and by the end I was able to progress it to above
50 percent for each lesson. When it came to the cumulative week, we saw significant
improvements in skills that were lower in weeks 2 and 3. Over the semester I felt that my
instruction improved which helped my cues of the skills progress as well. During the last
few weeks, students were retaining the knowledge on the cues and could recite them to
me during the closure. I would have changed a great deal this semester if I could. Over
the 8 weeks I learned a lot about my instruction and my teaching strategies. The main
thing I would change from this 8 week unit was to eliminate badminton and move to an
easier sport like tennis where it will be more developmentally appropriate for the

Casey Fleming
students. However, I was happy with the content we picked over these 8 weeks and the
students attitudes reflected it as well. The one area I would want to improve upon is
setting better affective goals and trying to incorporate teamwork earlier on in the
semester.
Created a Quality Learning Environment
Over all I feel that I feel comfortable saying that I addressed the 4 criteria for a
learning experience across the 8 weeks. I felt that my lessons allowed the students to
start of basic and allowed them to advance their motor skills. I felt that my activity times
were usually high and I used smaller groups to maximize the practice times. When it
comes the being developmentally appropriate, I felt that I was able to pick actives in
every lesson that were developmentally appropriate, however I felt that I tried to advance
the students into live gameplay which turned out to be to advanced for the students.
Many of my lessons were designed around addressing the 3 learning domains so
incorporating them into the lessons was not as difficult. The affective domain was most
likely the hardest for me to integrate into my lessons, but I learned in the last few weeks
to have students cheer for each other and celebrate and this helped address that affective
side.
Over the past 8 weeks, I have had a great deal of success with regards to having
students engaged in 50 percent MVPA. During my lessons I tried to keep instructions
short and limit the number of activities to try and increase this MVPA. The days that I
would not reach the 50 percent MVPA I found that it was more due to my organizational
issues or problems with my planning. When I began to figure out the activities and
organization that the students like, I used them to structure my lesson plans and they

Casey Fleming
began to look very similar or would function the same way. The management issues
occasionally played a role in my ability to get the students to 50 percent MVPA
During my lessons and reflections, I learned that overcomplicating tasks is the
easiest way to confuse students and limit their ability to practice at high levels. As the
weeks went on I began to make competitions that would never be compared between
groups but would create an environment where students would be practicing at higher
levels than if they were just routinely practicing without competing. There was a few
lessons towards the beginning where I found that I could have prepared more adaptations
to increase the difficulty. As the weeks continued I was able to design tasks that could
allow a wide variety of skills and allow all students to practice at higher levels or
progress their skill development.
Strengths & Weaknesses
It is important to not that my development over these past few weeks is largely
due to my evaluation team who always provided me with descriptive feedback and advice
on how to improve for next time.
When I give instructions I can say that one of my strengths is my ability to project
my voice and create a demanding tone. I felt that my instructions improved greatly over
the 8 weeks and I was able to simply the instructions to get the students into activity as
fast as possible. My introductions and conclusions were typically short concise,
contained the cots and then moved on to the next activity. I still need to continue to focus
on limiting my idiosyncrasies and trying to emphasize the cues or main ideas that I want
them to get out of my instructions. A weakness at the start that developed into one of my
stregths was using attention getters during instructions. During the beginning weeks, I

Casey Fleming
would just try and talk over the students, I then progressed into clapping attention getters
and finally discover that have the students count your fingers out loud is the quickest way
to get all the students paying attention. Overall tiger pride taught me that when
instructing a PE lesson, you want to keep the instructions simple, quick, and easy to
understand to help enhance and ease the flow of the lesson.
Feedback has never been a struggle for me when it comes to teaching and
coaching. My biggest problem I saw with my feedback was using incorrect names in the
first few weeks or using feedback that does not use the students names. I could see a big
difference in students attentiveness when I began to call misbehaving students out by
name rather than when I would just give them a strike and not say their name. I felt that I
learned I give a lot of positive feedback and corrective feedback, but when I listened to
what I was saying, I usually would correct the same error for multiple students; I could
try to reduce this by using a class feedback and possibly using another demonstration.
When It came to demonstrations, I found myself wanting to use more and more of
them as we progressed into the later weeks. I feel that my Demonstrations can be easily
understood, usually will contain cues and happen often. When looking back at my
demonstrations from the start, I can see that they are more long winded and I am trying to
explain more of the why we are doing it. I discovered that the longer I talk the easier it is
for students to become distracted and miss what I was demonstrating. During my
demonstrations I used a variety of part to whole, student lead demonstrations, teacher
demonstrations as well as using pinpointing during activities. I learned that having the
students sit down during demonstrations helps keep them focused as well as helps me

Casey Fleming
notice when students are misbehaving. For the most part I felt that I rarely needed to add
extra demonstrations to my lessons to help the students growth.
I learned that collecting and dispersing equipment can be one of the most
important parts of short lessons. I felt that I learned a lot from the start and my last few
lessons shows what I learned about equipment and organization over the course of the 8
weeks. During these 8 weeks I discovered that keeping the teaching area smaller and
using less equipment can help limit the possibilities of management issues. When it
comes to my lessons, I learned that placing all the jersey, poly spots and equipment out
before the lesson begins can help increase activity time and reduce management time. At
the end of each lesson, another one of my strength was that I had all the students clean up
the equipment in a timely manner.
In the first two weeks, I learned that my weakness was being too nice and not
being authoritative. Many students were being disruptive and acting out, but my strikes
and punishment system was not good enough in the start. As the weeks rolled on, I found
my authoritative voice and was able to quickly call students out who were being off task.
I found that sitting students out right away for bad behavior was the quickest way to get
them to start being good and to set an example for the rest of the class. I learned to use
students who are misbehaving during my instructions as an example to show the rest of
the students the expected behavior. I found that when my organization was poor, I had to
deal with more management issues than compared to the later lessons when my
organization was better.
Over the 8 weeks I felt that I did a solid job to remain happy and show enthusiasm
to the students. During the lessons I tried to have as much fun as I could so that if the

Casey Fleming
students saw me having fun then they would be more interested in participating in the
activity. I used this approach as well when creating competitions with the students; I
tried to make it sound amazing that you wanted to win to try to encourage the students. I
think there is only one day, the badminton lesson; I can look back upon where I think I
should have shown up with more enthusiasm when the lesson began
When looking back at the 8 weeks I would say that I did a superior job in
achieving high activity time and having my student participate in MVPA for at least 50
percent of the time. I felt my demonstrations were simple, easy to understand and used
frequently within lessons. I also feel that one of my strengths from this internship is my
ability to communicate and project my voice to all the students.
My biggest area I need to continue to improve upon as I move forward is to limit
my idiosyncrasies because those remained high across the entire semester. I feel that I
can also continue to improve my instructions to try and keep them as limited as possible
while being very specific in the instructions. The final area I need to continue to develop
and improve upon is my awareness of all the students and trying to avoid turning my
back to the class when I am trying to work with different groups.

Recommendations for Next Tiger Pride Participants

Casey Fleming
what is expected from them, and with more adaptations, you can continue to make the
activities harder or easier for the students. The final lesson I would tell you is to prepare
your lesson organization in a way that flows easily, uses limited equipment, and is
relatively close in proximity. By getting rid of unnecessary equipment and space, the
teacher can more easily flow from on activity to the next without the possibility of
distractions.