Kelsey Bailey

Pre-Conference Meeting

Coaching Questions to Elicit Desired Thinking

PLANNING
Purpose of the
Questions
Clarify Goals

Determining
Success
Indicators

Questions Asked
What are your objectives or targets for this lesson?
Student engagement all players participating, students
following the rules of play as they were explained/given,
students encouraging team members
Which of these objectives are most important? Explain
Students encouraging team members I am looking to
develop teamwork and support for one another as this is a life
skill that will help all students involved, not just in this class
but in others as well.
What is the success criteria for this lesson? What would you expect
to see/hear if the objective(s) have been met?

I will be observing each game, and simultaneously

encouraging team support. Student comments and reactions
towards one another will determine whether they are
successful. Supportive comments and encouraging words
well done, let me help you with this, nice try, cheering
and clapping will indicate and support success. I will also
need to pay attention for any non-genuine or condescending
remarks that initially appear supportive, but in fact are not.
This would require a separate discussion, and indicates that
the success criteria were not met. Rude comments, frustration,
lack of support, or demeaning remarks will also indicate and
show that students are unsuccessful.
What will you do if students are off-task?
I will re-direct them and remind them of the objective and
learning target for the day. student engagement

Monitoring of
Approaches,
Strategies and
Decisions During
the Lesson
How would you change the lesson if you lost your facility, or didnt
(proactive)
have enough participation or attendance was low?
I would focus on team building skills by playing small group
games or activities in whatever space in the building I could
find. Games of this nature will still support my unit, and help
build camaraderie within the class, and amongst groups. I
might even keep them in their volleyball teams to focus efforts
on a smaller group of students. I have had to make similar

Identifying
Personal Need
and Assessment
Process

adjustments in the past, and when I allow them to choose their

groups they tend to pick their friends. There is little need for
team building in groups of friends that are already established.
It can be challenging to find meaningful ways to teach P.E.
when your facility is constantly being taken from you. For me
it simply requires additional planning so that I can still utilize
class time being productive, and hopefully still meet my goals
and objectives.
What would you like for me to take special note of?
The comments and actions of the students while they play
volleyball. Look for supportive statements and gestures as
well as their actions. Its impossible for me to catch
everything.
How would you like for me to best give you feedback?
At the post-conference, with specific details that you noticed.
Where would you like me to sit/stand?
Wherever you feel comfortable, but not on the playing
courtlol.
How can I best help you as an observer?
By questioning things that I may miss, or asking me why I
have set things up in a particular way. I like being provided
the opportunity to explain my reasoning for doing things. I am
also open to new ideas if you think I or my students might
benefit from them.

Observation Notes
Teacher Name: Billy Bent
Subject/Grade: Physical Education 1, predominantly 9th grade students
Date: Thursday, March 5th, 2015
Time: 12:25-1:15 p.m.
Task
Volleyball
Game play
(culminating
activity)

What the teacher was

doing/saying
T: How many of our girls are still
changing out?
T: Can you hold the ball please?
T: Is Lucas IB? Carlitos is not?
Michelle?
T: Nick? Why isnt he here? Oh.
T: Same lesson goals as we had
last week, it is right there. (points
to the whiteboard) target/goal is
visually displayed.
T: It should be simple. Everyone
should be participating, 100%
participation today. Following the
rules, we have been playing now
for 3 weeks. Remember what I
said if someone messes up? I dont
want to hear you suck,
seriously, etc.
T: Why dont we play you four
against us four just for today?
T: You dont think it is fair?
(laughing out oud)
T: 0-0

T: That is my fault
T: 8-2, 10-2
T: Game point

What the students were

doing/saying
S: Two more are on their way
S: Yes, yes, no hes not
S: Got suspended.

S: Good try, next time

S: Thats not fair.

S: Its ok you will get it next

time Mr. Bent.
S: Good job Its alright
S: Oops
S: Mineout
S: Nice shot! In!
S: interacting, discussing
previous play, rotating around
the court for the next serve
S: Its ok, you will get it next
time, go team.
S: Tries to block another
student, hits the net (expresses
frustration by pulling off hat)

T: You can trade any player for

another player, figure out who you
wantwho are you going to pick
up?

S: Out
S: Not suretalking amongst
themselves in teams to see who
they want to trade/switch
S: No we are in the front row.

T: 0-0
T: Its alright, 2-1, 2-1
T: Nice, good job, good job.
T: Oops, you did well, I didnt do
well.
T: What is the score?
T: 7-3

S: Thought it was out.

S: 3-7
S: Is that a block?
S: ooooooohhhhh, ahhhhhhh

T: 12-9
T: Game point, 14-9

S: Yes!

T: My bad, 10-14

S: Jared! Yeah!

T: Good rally! Great game.

S: Are we staying on the same

teams?
S: Who is serving?
S: Back row, back row.
S: Lets go Jared.
S: You should set that one.

T: Yes.

T: So I go like this? (demonstrated

correct setting technique)
T: 3-8, you guys have 8?
T: Quick to serve the next ball,
very little down time
T: Ok, weve got to stop them.
T: Ahhhh, good try.
T: 11-8

T: 12-13, yeah, wooo.

T: 13-13, tied up, here we go, two
more.
T: Dont hit it out, dont let that
get in your head (joking to student
serving)
T: Visually great rally, lots of

S: Whistling and walking in a

circle during game play (Jared)
S: Mine
S: Performs a modified serve,
toss and underhand bump
S: Jared come on, Jared just
(demonstrates correct bump
technique)

S: Alright I will hit it out just for

that.
S: Visually great rally, lots of

excitement
T: 0-0, you guys ready? Good?
T: Oops, sorry.
T: 8-5
T: Alright Mackenzie heads up,
coming to you.
T: 6-10
T: Shortwoooo! (puts hands up
in the air)
T: Not sure, we might do
badminton.
T: 10-11
T: 14-11
T: Ok here we go, be ready.
T: Yes.
T: 0-0 (new game)
T: Oh yeah, thats tough.

excitement
S: Mine, Jared!
S (multiple): Come on Jared,
you got it Jared.
S: Good effort (Jared missed the
ball), next time.

S: What is our next unit?

S: running to get an errant
volleyball, returns it to the
opposing team
S: Ok we can stop them guys.
S: Ok we can make a comeback.
S: Are we keeping the same
teams?
S: We should get some jams
going Mr. Bent.
S: It hit right here (points to
upper arm) is corrected and
shown where to hit it
S: This ball is really hard.
S: I saw you coming (Mr. Bent
tried to block)

T: 2-5 2-5 2-5Mackenzie (serves

to her)
T: Holder (serves to him)
T: 7-3 7-3, good try.
T: Lets go team lets golets go S: Lets do a toe touch for Tia
team lets go (clapping to song)
T: 6-7
S: Yeah we should start playing
music, its kind of quiet, we
should play some jams
T: After this game I will play some
music.
T: Out 11-9
S: Out 11-9
S: Yeah Jared! (he successfully
bumped a ball over the net)
T: Put music on, filled his spot
with another student who was
willing and able to play
T: Standing at the net, helping with S: Get itthat one was out
score, supporting students

T: 3-3
T: Thats a carry.
T: 5-4, lets go.
T: Good try.
Environment:

The Room
Class is held in main gym
One volleyball net set-up,
small class today
4 v. 4
Court closest to
entrance/exit doors
Net was set-up before the
students arrived, allowed
students to get right into
game play
Quiet (other than student
talk)
Is this intentional? Allows to
hear students calling for the
ball?

Additional Questions/Comments:
Tell me about Jared?
What rules were taught in
class?
What is the expectation for
following rules, and
consequences for not?
Ultimate goal of unit?
Assessments for unit
(formative/summative)?

S: Lets just play on

Evidence of respect/rapport
Laughing, smiling,
Ok to make a mistake
Emphasis on
encouragement/support
allowed for this
Teacher played with the
kids made his own
mistakes, took
comments and
constructive criticism
from kids
Playful bantering
Teacher played hard,
kids want to
emulate/copy the same
behaviors
Students hustle to get
errant balls
Willingness to change
teams
Not upset by the small
number of students
present

Kelsey Bailey
Post-Conference Meeting

Coaching Questions to Elicit Desired Thinking

PLANNING
Purpose of the
Questions
Clarify/Review
Goals

Questions Asked
What were your objectives for this lesson?
The focus/target was student engagement. I was looking for
all students to be participating, to be following the rules of the
game, and to be supportive of one another.

Determining
Success
Indicators

How did you assess if student engagement, specifically support and

encouragement of teammates had been met?
Whether or not I could verbally hear students making
comments to their classmates. Since the class was so small it
was easy for me to know who and what was said, and also
easy to know who didnt say anything.
Student comments were a specific look for that was requested.
Monitoring of
What was most successful?
Approaches,
Student participation. All students participated the entire time,
Strategies and
it was hard not to since my numbers were so low. Certain
Decisions During
students did a great job of being supportive and encouraging,
the Lesson
others didnt do much.
(proactive)
Did you change your lesson from what you had planned? If so, how
did you decide to do that?
Yes. I forgot that I was going to have so many students absent,
and wasnt planning on only one volleyball game. A lot of the
time I have to change what I had initially planned based off of
numbers. We played 4 v. 4 which isnt a complete game, but I
needed the day to be productive so I got involved in the game,
and played with my students. Normally I dont do that, but it
was necessary today.
What changes would you make if you were to teach this lesson again?
I would have remembered that most of my students would be
absent. I would have still played volleyball since numbers
didnt affect my goal for the day. I might have rotated the
students more frequently. If I didnt have to play I could have
spent more time addressing game rules, or provided support to
a couple of students who needed it.

Identifying Next
Steps

You asked me to look for specific comments and actions made by

students during game play. Here are some observations I made.
Its ok, you will get it next time Mr. Bent
Good job
Its alright
Student expressed frustration by pulling off hat, but did not
throw it no comments made to him
Nice, good job, good job
Oops, you did well, I didnt do well admitting a mistake
Lets go Jared
Students explaining to other students correct technique
(visually and verbally)
Student explaining to the teacher a better option for gameplay
Come on Jared. You got it Jared
Lets go team, lets go. Lets go team, lets go
Lets do a toe touch for Tia
What does this data tell you? How might you use this information to
set a goal for yourself or your students?
It tells me that my students met the target I set for them.
It would be helpful if comments were coded to students, but
since you dont know them this is something you couldnt
really help with. I could give my students a goal to say three
or more different supportive comments during the day. I could
even ask that they be to three different people. I would have to
be an observer if I set that goal because I couldnt play and
track them at the same time.

Observation Summary
Billy Bent
Requested Information (student comments, actions)
Its ok, you will get it next time Mr. Bent
Good job
Its alright
Student expressed frustration by pulling off hat, but did not throw it no
comments made to him
Nice, good job, good job
Oops, you did well, I didnt do well admitting a mistake and being ok with it
Lets go Jared
Students explaining to other students correct technique (visually and verbally)
Student explaining to the teacher a better option for gameplay (visually and
verbally)
Come on Jared. You got it Jared
Lets go team, lets go. Lets go team, lets go
Lets do a toe touch for Tia
Evidence of respect/rapport between students, teacher to students
Laughing and smiling regardless of score
Environment allowed for failure, and mistake making
o Emphasis on encouragement/support allowed for this
o Teacher highlighted how to be supportive before gameplay began,
provided examples of what to do and what not to do
Teacher played with the kids made his own mistakes, took comments and
constructive criticism from kids
Playful bantering between students, as well as between teacher and students
Teacher played hard, kids wanted to emulate/copy the same behaviors
Students hustle to get errant balls
o Eager to play
Willingness to change teams
o All classmates were willing to be on a different team no students were
voted/kicked off
Additional Noticings
You have created a classroom environment where mistakes and failure are an
acceptable and normal part of the learning process. This allows your students to
feel comfortable regardless of their ability, and try again the next time.
You stress effort and participation above skill or athleticism.
o Focus appears to be on life-long skills support/encouragement, which
links perfectly to your lesson target/goal

You and your students playfully banter back and forth. In order to do so you must
have spent time building this type of relationship with them.
The net was set-up before class began, which allowed for maximum playing time.
o Students played from the on-set of class until the end, and did not request
a break.

Thank you for allowing me to come visit your class!