Teaching during Activity Flashcards
what does teacher need to effectively teach people
instructional skills
what do few teachers consider
what they specifically should do after they have asked the learners to begin working on the movement task
what is the challenge for teachers at this stage of the instructional process
properly discern their course of action based upon what they are seeing from students
what must teachers select from when the students are actively in the movement task
a diverse array of instructional options
what must teachers do for individual students and the group
help individual students while maintaining a keen awareness of the collective reality of the class
what two groups can the things teachers do while students are being active be divided into
directly contributing behaviors and indirectly contributing behaviors
directly contributing teacher behaviors include
maintaining a safe learning environment, clarifying and reinforcing tasks, observing and analyzing student responses, providing feedback, changing or modifying tasks for individuals and small groups, maintaining a productive learning environment
indirectly contributing teacher behaviors include
participating with students and officiating, dealing with the personal needs of students, engaging in off-topic discussions, attending to injured students
what do effective teachers establish with respect to their role while student are engaged
a list of priorities
what will inexperienced teachers do right away when when students start practicing
start assisting individual students
what do more experienced teachers do when initially start practicing
take a moment to see what is unfolding with entire group of students- make sure student safety and student productivity are on display
what is the experienced teacher wanting to initially understand
how the students collectively are managing with the activity
what to do after students begin a task (1-3 parts)
- ensure a safe environment
- confirm student understanding and student engagement, with respect to movement task
- assess general response of entire class to movement task and make any necessary adjustments. Want class progressing toward learning objectives
what to do after students begin a task (4-6 parts)
- continuously recheck that the work of students is progressing in a productive way
- take time to assess performance of individuals and provide assistance when necessary and possible
- continue with awareness that is whole group in nature. Be ready to make changes if pace of task or engagement could be better
what do teachers need to develop to implement the previous 6 steps
their abilities to analyze and observe to more proficiently implement them
what do the 6 functions have
interrelated nature
potentially impact one another
example of the functions impacting one another
if learning environment is safe and students are working on movement tasks that have been clearly explained and target their skill level, their level of engagement is likely to be high
when teachers actively provide feedback for students what does this do
not only potentially enhances student skill development but also addresses safety concerns
when teachers modify the movement tasks for students, either individual or group what does that do
contribute to enhancing the safety and productivity of the learning environment
when a teacher is intentional about trying to help a student learn what does it do
lets student know that the teacher is genuinely interested in the student’s learning experience
what is important to communicate to learners after students begin task
that pursuing learning is a worthwhile endeavor
what must teacher discern and how do they accomplish this
needs of students- both individually and collectively
teachers must maintain a connection with group and individuals to accomplish
what must teachers pursue but also recognize that something else precedes
pursue supportive relationships with each individual
recognize in PE, group monitoring must precede individual monitoring
when can the teacher turn their attention to individual or small group student realities
once the entire group of students is functioning in an appropriate and productive way
what must teacher be proactive in
a safe learning environment
what can you do to be proactive in maintaining a safe environment
think ahead of time about how you are going to arrange people, space, and equipment to keep things safe
what must be incorporated into learners’ tasks
safety
what must teachers instruct students on
how to be safe and how to be responsible when it comes to prioritizing safety
what is the number one priority of a PE teacher
safety
unsafe realities must be addressed and corrected immediately
what are common safety problems created by teachers
- try having students execute skills that students are not yet ready to execute
- students are too close to eachother when working with equipment used to strike things
- activities that require too much speed for available space (and/or not teaching how to function under control within limited space)
what may be necessary for teachers to do after start of task
restate or clarify a student task after it has begun
what may the restating or clarifying be due to
teacher wants to reinforce the appropriate student work already being done
or students are deviating from the intended task
what can restating and clarifying student tasks help
elevate student accountability and make it clear that teacher wants things done in a particular way
if teachers find themselves continually restating or clarifying student tasks
need to reflect on whether their original instructions are clear enough
what do instructors without a lot of experience have a tendency to attribute off-task behavior to
the disposition of the students (e.g., dont want to listen or dont want to try)
what is a quite possible reason for off-task behavior
product of teachers inadequately preparing the students to do what the students are supposed to do
regardless of reason for off-task student behavior what must be done
teacher must intervene to get things going in the right direction
When can the teacher restate or clarify a student task
- while students are already engaged in the activity
- few students can be addressed by the teacher on individual basis
- if class as whole if struggling or deviating, stop entire activity to clarify and restate
what must teacher do to restate or clarify while students engaged
have to talk over the noise of the activity
what is the usual reason for students not responding to a task in the way teachers intended them to
because they do not know what they are supposed to be doing
students not knowing what they are supposed to do may be a result fo
ineffective teacher instruction or lack of focused listening on part of students
no matter the cause of students not doing what was intended, what should teachers do
not hesitate to stop and get what they want in student responses
what do inexperienced teachers tend to do when students do not respond with intended response
to accept any response of students rather than reinforcing only the desired response
if off-task behavior happens soon after the beginning of instruction
usually because they either didn’t understand what to do or were not paying attention to instructions
if there is another cause for off-task behavior what must teacher do
be intentional about looking for the other causes
whats an example for another cause of off-task behavior
distracting noises coming from outside of the learning environment that are making it difficult to concentrate
what is one of the main reasons for student off-task behavior
the task is inappropriate either due to its content or organization or both
if content a inappropriate what is one way a teacher can enhance on-task behavior
making the task more structured
how can structure be added to enhance on-task
- giving students a certain to accomplish specific goals
- having students perform on signal
- putting students in an organizational arrangement that is easier for teacher to directly monitor
- narrowing the focus of the task
when students start to lose interest in a task, after first working on the task
suggests a task pacing problem
what does task pacing have to do with
amount of time teachers give to work on a task before changing the focus of the task, providing some kind of break from task, or changing to a new task
what is a challenge for teachers when it comes to task pacing
provide enough time to practice a skill in order to develop task proficiency, without providing so much time that students lose interest
how is student engagement in on-task behavior elevated
if teachers are actively involved in providing students with feedback
how can teacher generate sustained student engagement in on-task behavior
- build in regular breaks
- vary the groups the students are working in
- vary the practice laterally
what is varying practice laterally
same skill is being practiced but in a different way
how should teacher address individual students exhibiting off-task behavior, and obvious they know what they should be doing
teacher will need to address the problem on an individual basis
what should teacher do if individual students exhibiting off-task behavior, and obvious they know what they should be doing
- give student a reminder to stay on-task
- and/or relocate the student to work on the task in a different area
what are 2 other options for teacher do if individual students exhibiting off-task behavior, and obvious they know what they should be doing
- let student know they are acting inappropriately
- and if necessary remove them from situation
