Preventing behavior problems

1. 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

2. Block Scheduling • How will you divide your time? • What are different methods of teaching?

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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.

12. 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

13. 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

14. 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

15. 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.