TIGERPRIDEINTERNSHIP(HESP187D)

SYSTEMATICOBSERVATIONFINALREPORTS

Overview
For my Tiger Pride experience as part of the evaluation team (ET) I had
the privilege to observe Casey Flemming for this spring semester. My
systematic observations included idiosyncrasies, time analysis and SOFIT.
Throughout the 8-week program, Casey taught around 13 lessons. Some
days, the ETs would participate and assist the DT with the lesson. Reflecting
back over these past weeks, some of the pedagogical skills I want to bring is
to make sure all the students understand the lessons, use students as my
demonstrates, give specific feedback, and take control of the class.
From the beginning, Casey already seemed confident and knew how to
take charge. He demonstrated great classroom management, kept the
students engaged during the instructions. He did a good job keeping the
instructions short, clear, precise, and provided demonstrations. When doing
the demonstrations, he would show the class how to perform the skill and
then call on a student to demonstrate for the rest of the class. I think the
most challenging part for Casey was to get to know all the students names.
After the first week Casey knew all the students and were able to identify
them out and have them demonstrate for the class. With knowing the names
he was able to discipline the students. Casey was not afraid to tell a student
to sit out of the activity for not following instructions or if they were being
disrespectful. He was able to use his size and tone of voice to his advantage.
Something that worked really well was he used jerseys to distinguish who will
be in each group. This made it easy for Casey to keep track of the students
and to separate the students who cannot work together. Even though I
thought Casey was perfect, I was able to observe his lessons and make
suggestions to improve his lessons each week. It is important to have
patience with these 4th graders because they do not always listen to
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instructions very well. Casey was always engaged in his lessons giving his
students feedback and corrections. When Casey gave specific feedback to
the students they were able to make adjustments and improve the specific
skill they were working on. For his movement, he was consistently effective
throughout the eight weeks. Casey had to practice not to turn his back
toward his students but by the end of Tiger Pride he was able to make this
correction. At the end of the last week, Casey did not have to discipline any
of the students, they all knew what to do with the equipment when he was
talking, and learned how to work together and show good sportsmanship.

1. Systematic Observation 1

Casey had a great performance throughout the all 8-weeks through Tiger
Pride. Casey has a tendency to say ok/k and so most frequently. Depending
on the lesson he would say okay the most. This graph shows lesson-bylesson evaluation of his idiosyncrasies. As the graph shows, Casey has the
most tallies with ok/k. The second most common word he used was so.
On April 8th, he Mr. Casey tallied 74 in the k category because he would say
things like k, Tiger Pride, k so k ready, k everyone k blue/ k yellow.

His lesson was on Badminton and was very strict on enforcing the rules. His
organization was well thought out and he was able to find out the students
lacked in hand eye coordination. To avoid this problem for next time with his
idiosyncrasies, Mr. Casey could have said Yellow first, blue first, yellow ready
etc. instead of k yellow, k blue during in the activity when the students
were told which color will be hitting first. Casey barely mentions the words
um/uh and you guys. Instead of using the word you guys he replaced the
word with Tiger Pride. Not once throughout the eight weeks Casey said
alright. Idiosyncrasies are difficult to change because they words naturally
roll off of our tough and dont realize we said an idiosyncrasy until it is
spoken. It only takes practice and with the more experience the different
word choices can be used.
2. Systematic Observation 2

Each week Mr. Casey was able to make improvements on his teaching. From
the line graph, the blue line represents the amount of minutes for activity,
the red line represents his instruction time, and the green line represents his
management. From the visual, the line increased for activity over the eight
weeks. Casey started his first class with 10 minutes of instruction and 8.5
minutes for management. As the weeks progressed, the intervals and

management decreased and activity increased. The last week Casey was at
the 5- minute range for intervals and management. He was able to decrease
time by 5 minutes and add those five minutes to activity. Almost every 30minute lesson Casey had most of his time spent in activity. Once Casey was
able to get students into activity he did not have to give much instruction or
manage the class. When I teach next semester, I will be consciously aware to
make my instructions and directions clear and simple. I will try my best to
get my students in activity as soon as possible like Casey. When Casey
enforced all the rules at the beginning it made his lessons run a lot smoother.

3. Systematic Observation

In this chart, the SoFit is to see whether a student spends moderate-tovigorous physical activity. MVPA includes walking with a purpose, bending,
stretching to reach, catching, throwing, and balancing. The goal of this
systematic observation is to see if a student has more than 50% of physical
activity. Casey first lesson started at 17 minutes of MVPA and ended his last
lesson at 19 minutes. Each lesson lasted only 30-minutes. The most MVPA
Casey received was in the middle/ towards the end of Tiger Pride completing

24 minutes. Casey has shown the most of a 7- minute improvement over 8weeeks.