Teaching is a complex profession. Changing educational practices based on new theoretical knowledge has resulted in teachers having to constantly reflect on what they are doing and make changes to ensure they continue to meet the learning needs of a diverse student population. This reflective portfolio considers two reflective entries and work events that the writer reflects on using a Reflective Framework.
The cyclical reflective model designed by Gibbs (1998) helps us recall the information about our actions which might have been influenced by internal and external factors. This cyclical model was applied when I reflected on something that I had planned but was unsuccessful. According to Faull and Cropley (2009), applying this reflective model aids the users to think analytically and systematically about the stages of an experience which then helps the person to consider future steps in light of that reflection.
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During a Physical Education class, I was teaching a group of 45 high school students aged 15. It was their first lesson about volleyball which was serving the ball over the net from the service line. They were all attentive when I conducted the instructions and demonstrations which ran smoothly before the class activity. The 50-minute class took place twice a week. One skill topic is covered in four meetings before the practical test which would take place in the fifth meeting. The desired learning outcome should be achieved by at least 90% of the class and preferably the whole class.
Almost 80% of the class was having a difficult time meeting the learning outcomes. They could not serve the volleyball over the net. The number of students was too many to be taught and assisted when they needed more individual coaching. My lesson plan for the day was not achieved.
Intellectually, I thought that my lesson delivery and demonstration were enough for the students to understand how to execute the basic skill of serving the volleyball over the net. Emotionally, I was disappointed and frustrated that even one of the learning outcomes was not met and I became anxious that the lesson might take me more than three meetings to have most of the students be able to perform and achieve the learning outcomes before the summative or performance assessment.
Before the activity, I was able to deliver the lesson by having a couple of students participate and I demonstrated how the skill is done. The group was cooperative and receptive during the lecture session. Equipment was enough that everyone was paired with a ball so they could all practice. Everyone had their space to practice except the majority of the class had a difficult time executing the actual skill. Some got engaged, some were not since they could not do it. I tried my best to assist everyone, but with so many students in my class, I could only assist a few individuals. Other students who were knowledgeable and interested in the topic grouped themselves to execute the activity, while others were still trying. Some tried at first but eventually simply stopped trying.
What happened was that most students were not able to execute the basic skills. I was not able to group the class properly to conduct peer teaching or a buddy system which could have helped me address the majority’s physical ability regarding the activity.
It was important for me to acknowledge that I knew for a fact something went wrong or I was wrong with how the session went. I would do things differently like I could have assigned my volleyball varsity students to each group with little knowledge or low skill in the sport. Another thing is I should have assigned my volleyball varsity or club members to teach their group mates, then they would work on the stance and strength of hitting the ball within a short distance until it reaches the net or over the net. This incident made me realize that I could manage the class with the help of my student-athletes who are part of the class that I handle to make things much easier. According to Lemanu (2015), this would have provided the opportunity to make the volleyball players the tuakana that would help and guide the less expert teina. I would do the same thing again in other sports topic sessions and have the ones who are more expert in the specific sports activity so that everyone would not get left behind and the ones who helped out and everyone is involved with responsibility.
Next time, I could implement a skill-level test right then and there. Such as giving a ball or two to each student and letting them perform the skill. Through that, it is one of the quickest ways to know and see the skill level at the start and assign them instantly into several groups to be taught by the ones who are experts in executing the skill. I may also ensure that I will make a list or survey of interest in sports of each student in the early part of the school year. Through this, I could group the ones who are more interested in a particular sports activity before the session so that everyone is involved and I would be able to assist other students individually. I plan to do this with all my other students, as it will help them understand and enjoy working with different classmates. I would share my idea with my other co-teachers in Physical Education as it will help them to understand how to maximize time and get organized. I also need to speak to my ‘student-teachers’ about how they feel, as I think I will be able to learn from them. This experience has made me realize that I can have a very productive time with my class and achieve the learning outcome of my lesson plan so that my class would learn and enjoy the new sport through their fun experience.
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