preventing behavior problems
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Preventing behavior problems Rules – did you cover everything? Consequences – did you ever talk to the student? Include the parents? Communicating rules – have principal agree to your rules and consequences Letters home – start with positive and state your overview of the program

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preventing behavior problems
Preventing behavior problems
  • Rules – did you cover everything?
  • Consequences – did you ever talk to the student? Include the parents?
  • Communicating rules – have principal agree to your rules and consequences
  • Letters home – start with positive and state your overview of the program
block scheduling
Block Scheduling
  • How will you divide your time?
  • What are different methods of teaching?
direct teaching
Direct teaching:
  • Most teachers use this
  • You explain and demonstrate a skill and everyone practices the same skill at the same time and they same way and the teacher gives feedback
  • Saves instructional time and is good when the material can be learned in a strictly sequential, progressive manner.
  • Does NOT help with skills requiring higher-order thinking & unstructured organization.
teaching styles
Teaching styles
  • The following styles are on a continuum from the command style, for which the teacher makes all of the decisions to the self-teaching style where the students make nearly all of the decisions
  • EVERY style has a place depending on the situation (time and environment), students, teachers, and content
1 command style
1. Command Style
  • Teacher makes all the decisions.
  • Teacher gives step by step instructions
  • All students perform the same task at the same time
  • Often appropriate for the initial learning stages, especially where safety is a concern
  • Also appropriate when instructional time is limited or student behavior dictates a highly structured class routine
2 practice style
2. Practice Style
  • Most commonly used style in PE
  • Teacher determines what is taught, introduces the skills and tasks through demonstration or the use of task cards.
  • Student determine the number of practice trials and often the order in which they will practice the skills
  • Teacher circulates throughout the class giving feedback and answering questions
  • Good for initial state of learning and when you don’t have a lot of instructional time.
  • Better than command, because students have more time to practice skills and have more responsibility for their learning
3 reciprocal
3. Reciprocal
  • Students give each other feedback
  • Teacher determines the task they practice and identify crucial features for them
  • Before this, you check for understanding by providing a number of demonstrations that include common errors, asking students to identify the errors and you give appropriate feedback
  • Students work in pairs and the observer gives the doer feedback – a check list or criteria sheet helps
  • Teacher communicates only with the observer
  • Helps with social skills
  • Limit to review of previously learned information
4 self check
4. Self- Check
  • Teacher determines the task the student will practice and identify the critical features.
  • The feedback comes from the student
  • Should be skills where they can clearly see results.
  • Helps them become more self-reliant, but does limit interactions with others – not really appropriate for middle schoolers
5 inclusion
5. Inclusion
  • Teacher determines the task and its critical features, but you also give the students a choice of performance levels for the task from which they may select the level of practice that they think is right for them.
  • May change size and weight of an object; size; distance, and height of a target; body position, etc.
  • It is the students’ responsibility to determine when they are ready to move to a more difficult performance level
6 guided discovery
6. Guided Discovery
  • Teacher determines the task and then arranges a sequence of problems or questions that, when solved by the students, leads to the one correct response.
  • Students must give a verbal or motor response to each prompt
  • Must give the students enough time to think through each question or problem
  • May need to adjust prompts if all or most of students respond incorrectly
  • Your goal is to logically guide students
  • Takes time, BUT students will learn material
7 convergent discovery
7. Convergent Discovery
  • Student goes though the discovery process without any clues from you
  • Should master guided discovery first
  • Must select activities through which the students are able to discover the correct answer.
8 divergent production
8. Divergent Production
  • A problem-solving style
  • You select a task and design a problem that can be solved in a variety of ways. Then ask students to find solutions and evaluate the effectiveness of each.
  • Improve motor skills by showing students many different ways to accomplish tasks
  • Best for learning tasks similar to tasks students have already mastered.
  • Great at developing social skills
9 individual program learner s design
9. Individual Program-Learner’s Design
  • Teacher chooses the general subject material, but you allow the learner to choose the specific question and determine possible solutions.
  • We don’t use this much yet – but with more emphasis on individualized learning, we will
10 learner initiated
10. Learner Initiated
  • Learner initiates the style for themselves. The student approaches you and states their desire to initiate and conduct learning activities.
  • We don’t use this much, yet
11 self teaching
11. Self-teaching
  • Exact opposite of command style
  • Doesn’t exist in the classroom, but it does in real life.
  • Encourages students to pursue their own educational interests, based on their own capabilities and needs both outside the school setting and when possible within the school setting.
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