Assessment 7

(TS) With a smaller amount of students comes easier control. (SD) Today, half of the 6^th grade class was missing as a result of Mrs. Williams needing them working on a dance project, although that didn’t stop the other half from showing up to class and working hard. (CM) The students played various basketball games such as Knock Out and Around the World. (CM) Many of the groups had trouble understanding the games so I had to explain the rules to them, which they eventually understood. (SD) One of my students, Maggie, had an extremely difficult time shooting the basketball, and she often consulted me for help. (CM) I was able to help her shoot better by showing her how hitting the corner of the square on the backboard will increase the probability of your shot going into the basket. (CM) She also needed to have stronger force on the ball, so that it would go higher in the air and wouldn’t fall short so many feet. (SD) Many of the girls had tried to talk to me while I was taking attendance for the day. (CM) Since I was trying to focus on my work of checking which students were present, I advised that they go work on shooting, because I needed to stay on track. (CM) Although they did not seem interested at first, they eventually began to practice their lay-ups. (CS) Today, I feel as if the students were able to take away more from the lessons than they had on any other day of class.

Assessment 6

(TS) Today I worked with the 7^th grade class, which is surprisingly more productive than working with the 6^th grade. (SD) Most of the time I stayed with a group of 4 girls, who needed my help the most. (CM) At the knockout station, one of the girls, Beth, who is an accomplished basketball player began to make every foul shot that she took after the first round, while another student had a hard time making any baskets at all. (CM) Although I would try to suggest helpful hints while she was playing, after she got out I would explain to the student how she could improve her foul shots and lay-ups by using the backboard, and after a few rounds she seemed to be a more efficient shooter with a better idea of how to use the backboard. (CM) This group worked well together, and seemed to pay enough attention to hear when it was time for them to switch stations. (SD) Although I had helped many groups by the end of the class, I originally started out with getting the gym set up, helping explain how all of the different stations functioned, helping Mrs. Davis get the equipment ready, but then I moved on to working with the students. (CM) Many of the students that I worked with had a hard time understanding the activities that were planned, so I often found myself explaining the rules constantly to various groups and helping them solve their problems.(CM) I was also challenged by using the stopwatch to help two groups at the same time keep track of how long they were able to keep the ball away from another member in their group.  (CM) Working with different groups helped me to get to know the students better, along with helping Mr. D and Mrs. Davis work on their pieces, and knowing that I was there to help. (CS) The students worked together surprisingly well this class, and they seemed to be in a better mood when they left the P.E. class.