Adamson

Microteaching Experience and Reflection

PART ONE: What You Taught

Lesson #1: Soccer Dribbling

Equipment: 20 soccer balls, two ball bags, and ten cones.

Class size: 20 8th grade students

GLSP: control and utilization.

Lesson Objectives:

SWBAT dribble a soccer ball in general space BY using the inside of their feet SO THAT they
can dribble for a minute without any collisions.

SWBAT start and stop dribbling soccer ball BY trapping with their foot SO THAT they change
direction of their dribble when meeting another student.

SWBAT kick a soccer ball BY using under the ball SO THAT a successful in the air kick can
be made with both feet.

At the beginning of the lesson, I used cooperative teaching during the instant activity.

Instant Activity: The Hungry Snake

I split the class in two groups of ten students. The first student in line was the head of the snake
and the last student in line was the tail. The head of the snake lead the direction the snake moved
around the field and the tail of the snake held the ball bag. Each student in the snake body had to
keep contact with the student of each side of them as the snakes moved independently around the
field. The head of the snake picked up scattered soccer balls and cones from the field and passed
them to the tail through contact from each snake body member. When the object reached the
tail, that person placed the object in the ball bag. The object of the activity was to cooperate
together well enough to gather the most objects in two minutes.

Set induction: discussion about how the instant activity was different than dribbling in soccer
because you cannot use your hands to touch the ball in soccer. We were going to be focusing on
controlling the ball with feet, and learning how to start and stop moving the ball when coming
into contact with another person or object.

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The progression of skills with extensions and cues

is pictured to the right.

After the lesson, I set the two earlier teams up for

a game of Soccer Baseball where they could
utilize their dribbling and kicking skills as well as
starting, stopping, and passing.

Closure: I asked the students what were the three

ways to kick a soccer ball that we discussed and
practiced in the lesson and the lesson game we
played after the lesson. It only took about a
minute to get all three ways correctly named;
shoelaces, behind the ball and beside the ball.

Lesson #2 Planning: Soccer Kicking

Equipment: 14 soccer balls, two hockey goals, 20-

25 cones/ markers

Class Size: 14 - 4th/5th grade students

GLSP: Control Level

Lesson Objectives:

SWBAT kick a soccer ball BY using their shoelaces SO THAT the ball rebounds back to them
from a wall.

SWBAT kick a soccer ball in the air BY using under the ball and step-hop SO THAT they
perform 5 successful aerial kicks.

SWBAT kick in the air to a partner BY watching the ball while kicking SO THAT their partner
does not have to chase after the ball to catch it.

At the beginning of the lesson, I used teaching through demonstrations by myself and students
showing the class what they felt were correct kicking skills.

Instant Activity: Noodle Stop Soccer

Four students were the stoppers and held pool noodles in the middle of the field. All other
students had their own soccer ball and were placed at the goal line. On command, the students
dribbled their ball to the other side of the field and tried to kick a goal without being tagged by a
noodle stopper. If a dribbler was tagged, they froze in place. When every dribble scored, or was

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frozen, the noodle taggers trade places with a dribbler and another round is played so everyone
gets an opportunity to dribble.

Set induction: discussed how we were going to take our dribbling skills and integrate them into
our kicking skills and scoring goals.

The progression of skills with extensions and

cues is pictured to the right.

After the lesson, the class played a game of

All-Ball Kickball where the class was split in
half. Half the kids were lined up with a
soccer ball at one baseline. They kicked the
ball into the field where the other half the
class was, and then ran to the other baseline
and back, fifteen feet from where the kicked
the ball. This was scoring one run. In the
meanwhile, the outfielders were dribbling the
kicked balls to the goal line at the end of the
field and kicking goals. Once all the balls
were scored, the running team stopped
running and counted up their runs.

Closure: I asked the students what the three

cues were for kicking a soccer ball and got
quick, and correct, responses; shoelaces,
behind the ball/under the ball, and beside the
ball.

PART TWO: Classroom Management

Time management was pretty consistent and useful. I was able to take about 15-20
minutes before each lesson preparing the equipment and setting up on the field. I tried to limit
the time the classes were standing around listening to my instructions but at times had some
difficulty moving forward due to students talking or not paying attention. I was pretty quick at
noticing such interruptions though and was able get that childs attention by asking them for
demonstrations, or to answer questions. Since we were outside on the field, keeping my back to
the wall during activity was a little more difficult due to the students moving around in different
directions. I was able to keep my distance from the movement so I could survey the whole class
at once while scanning the field and moving around the students. I tended to predict their

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movements and move out of the way in order to eliminate any collisions/interruptions/
distractions.

Behavior management was not too big of an issue except in the eighth grade class. I had
two or three students kicking other students soccer balls during the lesson and in the after lesson
game. In the moment, I told them they could sit on the sidelines if they did not want to
participate properly, but later realized I should have told them they could take a few balls to the
other end of the field and just practice their kicking if thats all they wanted to do, versus
cooperative participation with the rest of the class. During the closure of the eighth grade lesson,
there was a student who answered my question incorrectly and responded with a this is stupid
comment. I replied, letting him know how I am sorry you feel this way, but since you do, you
can sit out or not answer if you would like. I would love for you to be involved and participate in
this with the rest of us, but if you do not want to, I cannot change that right now.

PART THREE: Lesson Presentation and Instruction

The main instructional strategy I used for both lessons was interactive teaching. I felt it
would help me through the lessons because my goal was the have students learn a specific skill
and perform it correctly in a specific manner (Graham et al. 147). During the eighth grade
lesson, I used cooperative learning and during the fourth and fifth grade lesson, I tried to use peer
teaching a little by asking students to demonstrate skills. I extended the tasks for the eighth
graders through increasing speeds of dribbling as well as distance. I used slowing the travel
speeds down for quite a few of the fourth and fifth graders who were losing control of their
soccer balls. My directions and expectations were clear. I asked the classes for questions after
each delivery; there were a few questions in the fourth and fifth grade class, but the eighth
graders were anxious to begin. The progression of skills was clear because I announced them all
at the beginning of the eighth grade lesson, and with each transition in the fourth/fifth grade
class. The feedback I offered was mostly positive, as I noticed a lot of good activity and skill
practice. I could even tell a few students were soccer players because they showed such control
of their dribbling and kicking. The practice time could have been a little longer for the
application of tasks, but I tried to keep the students interested by changing instruction as soon as
I felt comfortable.

PART FOUR: Personal Reflection

These lessons were pretty eye opening for me, though I already felt PE would be a
grueling class to teach from everything we have learned this semester. I do need to work on my
confidence with giving instruction of lesson plans, which I could work on through practicing the
lessons ahead of time. There were a few times I stumbled over my words because I did not feel
super prepared and was a little nervous. The confidence I portrayed came from already knowing
the students from working with them so I look forward to getting to know my future PE students
ahead of time. I really liked being able to move around with the students and demonstrate the

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skills myself. Improvement is definitely needed in understanding and comfortableness with

lesson progression and development as a couple times I felt I was confusing myself and ruining
the lesson. The kids were patient though, and I appreciated that. I also need to work on my
proactive behavior management, though I think I handled reactive management appropriately by
selecting bored students to help with the lesson transitions and clean up. This assignment was
very worthwhile because you not only get the scope of what is needed to perform ONE PE
lesson, you are also able to understand, from the students perspectives, what is expected from
the teacher. Plus, practice makes perfect, right?!

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