Lab B2- Entering and Exiting Long Jump Rope

Lab B2 was an interesting one. I was less nervous than usual while teaching entering and exiting the long jump rope. I went a little longer than I was allowed to, but I guess that's OK. I liked my hook of seeing the cave and I got a couple of giggles from it. I was nervous about doing the demonstrations because explaining and doing the skill at the same time seemed difficult but I did fine. I still need a lot of work on my feedback. While watching the video, I watched myself watch a student, then not say anything. There was definitely something I could have said every single time that happened. Also, I still need to remember to keep my back to the wall, not the students. At one point, one group tangled together and was fooling around. It took me a little long to notice, but when I did I think I handled it well.  I knew that pretty much everybody knew how to do these skills, so I tried to give them some specific cues that they performed well.  In the first part of the lesson, a girl joined the class.  The group she joined now had 5 people in it and the other group had 3 people in it.  I asked Trent to join the other group so that both groups had 4 people.  I think this worked out a lot better because everybody was able to have equal activity time.  Overall, I think I did well, but I still need to work on giving feedback.

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Time Coding

Feedback

Jump Roping Lab (B1)

I am starting to feel more and more comfortable getting up in front of the class and teaching.  It had taken a good amount of time to prepare, but it's definitely worth it.  My hook started off pretty good, then I kind of forgot what I wanted to say when I wanted to check for understanding.  When doing my time coding, I noticed I spent the first minute and thirty seconds on instruction.  Considering the total length of the lesson, my instruction shouldn't have been that long.  Students seemed a little bored with the first task.  I probably should have cut that a little shorter and moved on.  I need to work on my feedback skills.  First off, I used a lot of general feedback instead of reinforcing the cues.  I also need to remember to keep my back to the wall.  Danielle actually made me realize I wasn't doing that.  Even after she pointed it out, I still had trouble doing it.  I also need to project my voice a little bit more.  I am happy that I got the activity time up to 55%.  If I cut down on the instruction like I said before, I can get this percentage even higher.  I think the students really enjoyed making up their own routines.  I made it a point for half the class to perform their routines at once.  I didn't want to single out anybody, but I also wanted to give everyone a chance to show off what they can do.  Jenna asked me a question during the second skill.  While answering it, I turned my back to some of the class.  I think it's important to answer student's questions, but I should have positioned myself better so that if something happened I could have seen it. 

Transcript
Time Coding Form
Feedback Analysis