Brydie Pye

Tiger Pride Fall 2014

Systematic Observations report October 9
th


Overview:
On Thursday October 9
th
I observed Brittni Beeman teach 3
rd
grade students physical education
at Cleveland Elementary School for thirty minutes. There are thirty students in this class. The
lesson focus was moving in general crowded space.Their previously learned skills were body
awareness. The facilities are black top. The equipment needed for this lesson was 5 yarn balls,
cones, and 2 masks.

Systematic Observation Time Analysis
Within a twenty four minute and 30 second lesson, Brittni spent the most time in management,
and the least amount of time instructing the students. The time spent in management was 675
seconds (11 minutes 15 seconds). The time spent in activity was 480 seconds (8 minutes). The
time Brittni spent instructing the students was 315 seconds (5 minutes 15 seconds). The
implications for this data are that firstly students are taking activity time away from other
students who actually want to participate and secondly, these students think it is okay for them to
do so. Tiger Pride is a place where young children can have fun by participating in activity. If the
class isnt getting to spend the majority of the 30 minute lesson in activity then the goal of Tiger
Pride hasnt been achieved. Two strategies that Brittni could do to improve her performance in
this skill:
- Brittni could sit the students down at the beginning of the lesson and tell them what the point
of Tiger Pride is and then let them know that they are not achieving their main goal of
students participating in activity for the majority of the lesson. This might get the students
who act as distractions to participate.
- Brittni could also show the students a video of one of their previous lessons and highlight
the amount of time spent in each stage (Instruction, activity, management), and the students
who are always getting in trouble. This may get the students attention.

Systematic Observation Teacher movement
During the instant activity Brittni moved around half of the area the students were doing activity
in. She didnt go around the outskirts of the area, just mainly in the middle. For the majority of
the instant activity Brittni was directing behavior towards individuals who werent participating
properly in the activity. In the first activity Brittni moved around half of the activity area but this
seemed to be only the left half of the area. After every minute Brittni was directing behavior
towards a different student. She would walk to a student and tell them to participate properly and
then she would move to a different student and tell them the same thing. The implications for this
is that firstly, Brittni cant give feedback to students who are working hard in the activity
because all her attention is on the naughty students, making sure they follow the rules of the
activity. Secondly, Brittni cant focus her attention on making sure she moves around the whole
activity area because it depends on where the naughty students are located. Two strategies that
Brittni could do to improve her performance in this skill:
- Brittni could join in with the activity. I think this would make students want to participate
more because when your teacher is participating the activity seems more fun. It would also
increase her teacher movement because shell be running around the whole activity area.
- Brittni could start walking around the outside of the activity area to make sure students on
the side are participating fully, and then she could walk through the middle of it giving
Brydie Pye
Tiger Pride Fall 2014

feedback to the students who are doing well in the activity. By doing this she is covering all
areas of the activity area and she is addressing behavior/participation issues at the same time.