Lesson Reflection

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For the third week of teaching at P.S. 200, I had the job of being the coder. The responsibility of the coder is to place the activities of the lesson into four different categories. The categories include management, which is getting and returning equipment as well as transitions and interruptions. The next category is instruction which includes explanations, demos, films, content, and discussion about the lesson. The third category is activity time, which pertains to the warm-up, practice, and gameplay. Lastly, waiting and off task time, includes waiting for a turn or any off-task behavior. For this job, you must have a stopwatch and you must pay attention to the lesson.
After a very successful warm-up, the students were very excited and willing to learn about the underhand serve. Sarah verbally introduced the topic explaining what exactly the underhand serve consisted of. She then demonstrated the underhand serve with the assistant teacher multiple times. The students were eagerly waiting for the opportunity to participate in the activity. During Sarah’s activities, she would call the students in multiple times to remind them how to properly serve. This would contribute to 35% of her lesson being instruction.
To lower Sarah percentage, I would suggest that she should cut down on her demonstration time. It would be beneficial for the students to have more activity time so they stay engaged and actually learn how to properly underhand serve. I would also suggest to Sarah

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