Systematic Observations Report October 28th

Overview
On Tuesday October 28th I observed Brittni Beeman teach 3rd grade students physical education
at Cleveland Elementary School. The class has thirty students. The lesson focus was dribbling
the soccer ball. Their previously learned skills were knowing soccer skills. The students worked
in the grass area. The equipment needed for this lesson was 16 soccer balls, 16 small cones and
tall cones.
Systematic Observation Time Analysis
Within a thirty minute lesson, the students spent the most time in management by a very large
margin. The least amount of time in the lesson was spent in instruction. The students spent 915
seconds (15 minutes and 15 seconds) in management, 495 seconds (8 minutes and 15 seconds) in
activity, and 210 seconds (3 minutes and 30 seconds) in instruction. The implications for this are
firstly that the students only spent 8 minutes doing physical activity. They were misbehaving and
were sitting down getting told off for 15 minutes. Since they were misbehaving they were
missing out on improving their soccer skills as well as increasing their fitness. Two strategies
Brittni could use to improve her performance in this skill:
- Only give out one strike before students have to go to the cafeteria and miss the rest of
the lesson. This makes students behave because they dont want to sit in the cafeteria and
be in trouble with Mrs Mendez. They feel that they can be naughty more times before
something serious will happen. This would also help the people who want to participate
because they will be surrounded by people who feel the same.
- Choose the students partners, dont let them choose their groups themselves. The
students who are naughty usually choose other naughty students and then disturb other
groups. Putting them in groups with people they dont usually go with will also create
new relationships.
Systematic Observation Teacher/Student Demonstrations
Within a thirty minute lesson, Brittni had one teacher demonstration and one student
demonstration. Brittni listed the cues and did a visual demo which included equipment and the
students could see and hear it. The demonstration didnt include a whole-part-whole
demonstration, a corrective demo or visual aid, and it wasnt the correct speed. The student
demonstration didnt include the list of the cues. It was a visual demo and it was the correct
speed. Students could see and hear the demonstration. It wasnt whole-part-whole, or a corrective
demo, and it didnt include visual aid. The implication for this is that students arent totally sure
what they are supposed to be doing which causes them to mess around and misbehave meaning
more management time. Two strategies Brittni could use to improve her performance in this
skill:
- Include more demonstrations, either teacher or student. If the students are misbehaving it
could be because they dont fully understand what to do so they decide to do what they
want. Demonstrations are very helpful because if someone is confused by the instructions
then the demonstration can answer what they were unsure of. Therefore having more of
them would mean even more clarification.

Include more corrective demonstrations. These always help because students can be
confused as to what they can do and what they cant do. A corrective demo shows them
what they shouldnt do so it becomes more clear what they should do.

Systematic Observations Idiosyncrasies

During the thirty minute lesson, Brittni repeated a few idiosyncrasies more than once. The most
common word she used was Ok, which was used nineteen times. She said the phrase, You
guys, eleven times, Hey, three times, and So, once. The word Ok, was used during
instruction, during 1 on 1 interaction, and during group interaction. You guys, was used during
instruction and during group interaction. So, and Hey, were used during group interaction.
The implications for this are that students are being referred to as You guys, which is not
formal and doesnt make the students feel as included compared to if their names were used.
Brittnis use of the word Ok, makes it sound as if she is unsure of what she is doing so she
needs to say ok before she does something. Two strategies Brittni could use to improve her
performance in this skill:
- Use the word Ok, less and just say what the children are supposed to be doing. It makes
the sentences flow well together and sounds like there is no hesitation. It also sounds
more professional.
- Use the phrase Tiger Pride, instead of You guys, as the children like to be a part of
Tiger Pride and hearing it makes them happy. Also use students names because it is
more personal and the students like teachers better and feel like they have more of a
relationship with them if they know their name.