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Kin 240 > Teaching during Activity > Flashcards

Teaching during Activity Flashcards

1
Q

what does teacher need to effectively teach people

A

instructional skills

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2
Q

what do few teachers consider

A

what they specifically should do after they have asked the learners to begin working on the movement task

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3
Q

what is the challenge for teachers at this stage of the instructional process

A

properly discern their course of action based upon what they are seeing from students

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4
Q

what must teachers select from when the students are actively in the movement task

A

a diverse array of instructional options

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5
Q

what must teachers do for individual students and the group

A

help individual students while maintaining a keen awareness of the collective reality of the class

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6
Q

what two groups can the things teachers do while students are being active be divided into

A

directly contributing behaviors and indirectly contributing behaviors

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7
Q

directly contributing teacher behaviors include

A

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

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8
Q

indirectly contributing teacher behaviors include

A

participating with students and officiating, dealing with the personal needs of students, engaging in off-topic discussions, attending to injured students

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9
Q

what do effective teachers establish with respect to their role while student are engaged

A

a list of priorities

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10
Q

what will inexperienced teachers do right away when when students start practicing

A

start assisting individual students

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11
Q

what do more experienced teachers do when initially start practicing

A

take a moment to see what is unfolding with entire group of students- make sure student safety and student productivity are on display

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12
Q

what is the experienced teacher wanting to initially understand

A

how the students collectively are managing with the activity

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13
Q

what to do after students begin a task (1-3 parts)

A
  1. ensure a safe environment
  2. confirm student understanding and student engagement, with respect to movement task
  3. assess general response of entire class to movement task and make any necessary adjustments. Want class progressing toward learning objectives
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14
Q

what to do after students begin a task (4-6 parts)

A
  1. continuously recheck that the work of students is progressing in a productive way
  2. take time to assess performance of individuals and provide assistance when necessary and possible
  3. continue with awareness that is whole group in nature. Be ready to make changes if pace of task or engagement could be better
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15
Q

what do teachers need to develop to implement the previous 6 steps

A

their abilities to analyze and observe to more proficiently implement them

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16
Q

what do the 6 functions have

A

interrelated nature
potentially impact one another

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17
Q

example of the functions impacting one another

A

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

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18
Q

when teachers actively provide feedback for students what does this do

A

not only potentially enhances student skill development but also addresses safety concerns

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19
Q

when teachers modify the movement tasks for students, either individual or group what does that do

A

contribute to enhancing the safety and productivity of the learning environment

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20
Q

when a teacher is intentional about trying to help a student learn what does it do

A

lets student know that the teacher is genuinely interested in the student’s learning experience

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21
Q

what is important to communicate to learners after students begin task

A

that pursuing learning is a worthwhile endeavor

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22
Q

what must teacher discern and how do they accomplish this

A

needs of students- both individually and collectively
teachers must maintain a connection with group and individuals to accomplish

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23
Q

what must teachers pursue but also recognize that something else precedes

A

pursue supportive relationships with each individual
recognize in PE, group monitoring must precede individual monitoring

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24
Q

when can the teacher turn their attention to individual or small group student realities

A

once the entire group of students is functioning in an appropriate and productive way

25
Q

what must teacher be proactive in

A

a safe learning environment

26
Q

what can you do to be proactive in maintaining a safe environment

A

think ahead of time about how you are going to arrange people, space, and equipment to keep things safe

27
Q

what must be incorporated into learners’ tasks

A

safety

28
Q

what must teachers instruct students on

A

how to be safe and how to be responsible when it comes to prioritizing safety

29
Q

what is the number one priority of a PE teacher

A

safety
unsafe realities must be addressed and corrected immediately

30
Q

what are common safety problems created by teachers

A
  • 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)
31
Q

what may be necessary for teachers to do after start of task

A

restate or clarify a student task after it has begun

32
Q

what may the restating or clarifying be due to

A

teacher wants to reinforce the appropriate student work already being done
or students are deviating from the intended task

33
Q

what can restating and clarifying student tasks help

A

elevate student accountability and make it clear that teacher wants things done in a particular way

34
Q

if teachers find themselves continually restating or clarifying student tasks

A

need to reflect on whether their original instructions are clear enough

35
Q

what do instructors without a lot of experience have a tendency to attribute off-task behavior to

A

the disposition of the students (e.g., dont want to listen or dont want to try)

36
Q

what is a quite possible reason for off-task behavior

A

product of teachers inadequately preparing the students to do what the students are supposed to do

37
Q

regardless of reason for off-task student behavior what must be done

A

teacher must intervene to get things going in the right direction

38
Q

When can the teacher restate or clarify a student task

A
  • 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
39
Q

what must teacher do to restate or clarify while students engaged

A

have to talk over the noise of the activity

40
Q

what is the usual reason for students not responding to a task in the way teachers intended them to

A

because they do not know what they are supposed to be doing

41
Q

students not knowing what they are supposed to do may be a result fo

A

ineffective teacher instruction or lack of focused listening on part of students

42
Q

no matter the cause of students not doing what was intended, what should teachers do

A

not hesitate to stop and get what they want in student responses

43
Q

what do inexperienced teachers tend to do when students do not respond with intended response

A

to accept any response of students rather than reinforcing only the desired response

44
Q

if off-task behavior happens soon after the beginning of instruction

A

usually because they either didn’t understand what to do or were not paying attention to instructions

45
Q

if there is another cause for off-task behavior what must teacher do

A

be intentional about looking for the other causes

46
Q

whats an example for another cause of off-task behavior

A

distracting noises coming from outside of the learning environment that are making it difficult to concentrate

47
Q

what is one of the main reasons for student off-task behavior

A

the task is inappropriate either due to its content or organization or both

48
Q

if content a inappropriate what is one way a teacher can enhance on-task behavior

A

making the task more structured

49
Q

how can structure be added to enhance on-task

A
  1. giving students a certain to accomplish specific goals
  2. having students perform on signal
  3. putting students in an organizational arrangement that is easier for teacher to directly monitor
  4. narrowing the focus of the task
50
Q

when students start to lose interest in a task, after first working on the task

A

suggests a task pacing problem

51
Q

what does task pacing have to do with

A

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

52
Q

what is a challenge for teachers when it comes to task pacing

A

provide enough time to practice a skill in order to develop task proficiency, without providing so much time that students lose interest

53
Q

how is student engagement in on-task behavior elevated

A

if teachers are actively involved in providing students with feedback

54
Q

how can teacher generate sustained student engagement in on-task behavior

A
  • build in regular breaks
  • vary the groups the students are working in
  • vary the practice laterally
55
Q

what is varying practice laterally

A

same skill is being practiced but in a different way

56
Q

how should teacher address individual students exhibiting off-task behavior, and obvious they know what they should be doing

A

teacher will need to address the problem on an individual basis

57
Q

what should teacher do if individual students exhibiting off-task behavior, and obvious they know what they should be doing

A
  • give student a reminder to stay on-task
  • and/or relocate the student to work on the task in a different area
58
Q

what are 2 other options for teacher do if individual students exhibiting off-task behavior, and obvious they know what they should be doing

A
  • let student know they are acting inappropriately
  • and if necessary remove them from situation

Kin 240 (17 decks)

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