Total Physical Response and Total Physical Response Storytelling teaches students commands and command responses through physical movement. This requires the teacher to act out the commands/words by demonstrating them with movement. An example would be teaching the word run. The teacher would say run then start running and repeat the word several times. After demonstrating the word, the teacher would of the students follow suit by repeating and acting out the motion. The teacher then would slowly release responsibility of acting out to the students. Eventually, the teacher would only say the word run with the students performing the action.
This strategy can be used in multiple application throughout the classroom such as routines, giving directions, and classroom procedures. An important topic that a teacher needs to teach students at the very beginning is emergency procedures. For
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Although mainly used in special education, the use of a teacher made P.E.C.S book (Picture Exchange Communication System) can be used for struggling students who still do not understand the commands. This also can serve as a communication between the student and teacher for teachable moments when the student wants to communicate. The teacher can have a picture of the command along with the English word and the native word. The thing that might hinder a student using P.E.C.S is relying/depending on the book to communicate. The teacher must encourage, using positive reinforcement, the student of moving away from using it once the he/she is capable of communicating without it. One way of telling if a student is grasping the commands is to use the P.E.C.S book, if he/she is willing, to tell a story to the other students using the pictures they have in the book. Once the teacher observes understanding of each word or command, he/she removes that picture until all are
It's important to gather information that is understandable by your students. The procces of gathering evendce in childrens learning can make a huge difference. there are many different kinds of assesments that help you as a teacher better educate your students. your lessons plans and what you teacer is very important to what they understand and how they learn.
At times it may be possible to modify the environment of the student by implementing preventive strategies. Some examples of these are teachers stating clear expectations, modifying seating arrangements, adapting the pace of instruction, avoiding exposing the student to long delays, providing a choice of activities, and allowing the student to take breaks. There are three types of alternative skill instruction. Replacement skills or behaviors must serve the exact same function as the problem behavior. More general skills alter the problem situations and help prevent the need for the problem behavior. These skills may include academic instruction if academic deficits are the main reason the student has behavioral issues. Coping and tolerance skills such as anger management are things the student learns to do when he or she is faced with difficult situations. Replacement Behaviors must serve the same function and have meaning for the student. It is important that the behavior be something the student is capable of doing and be socially acceptable in the context. The behavior must be immediately effective and tolerable to the
One of the first steps on this list is “Write the problem on the board before the children enter the room. You hope they will take the bait” (Schulman 88). I liked this strategy because it immediately gives students something to think about and discuss with another classmate as they get ready for class to begin. This strategy can also help the students relax and get ready to learn if they are coming into the classroom for the first time that morning or right after a special. Writing a question on the board helps the students to adjust back to the classroom routine. These questions can also help determine the prior knowledge of the students in a class regarding a topic. For example, if a teacher writes an open ended question on the board, some students who are confident may respond to the question by raising their hand or by writing down their answer. A student who is less confident about the topic may stare blankly at the question and may not make an effort to even write the question down. Teachers can watch their students’ reactions to the questions to see if the students understand the topic or are confident about the
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
When get involved in a class room as a teacher or a practitioner you will see many different instructional strategies that teachers may use. These strategies may change from teacher to teacher and grade level to grade level because not all strategies work for everyone. That is one that that Mrs. Franzmeier told me was that I need to find instructional strategies that work for me and for the way I teach. She told me that it is something that sitting in a classroom listening to a professor all day can teach you. She said that you need to be in the classroom getting hands on experience to gain the knowledge. During this time I saw three different instructional strategies used. She had the use of whole group instruction, co teaching, and cooperative learning.
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
Applying behaviorist theories in the classroom is called direct instruction (Campana, 2011). As Campana’s (2011) video explains, these forms of direct instruction include breaking down tasks into smaller and easier steps, modeling by the instructor, repetition and review, and structured/systematic planning. There are many proven advantages to using behaviorist techniques in the classroom. As in Skinner’s theory of learning, the implementation of reinforcements can improve behavior, increase motivation, and raise self-esteem in students.
A theory I decided to use to develop and intervention program to lower pregnancies in teenagers is the stimulus response theory. The stimulus response theory is a “behavior change theory that is incorporated” to explain and modify a person’s behavior (Sidman, 2006). Stimulus response theory is also refers to conditioning. I chose this theory because it is one of the oldest theories in the books and is still used widely today. Also, it is an essential tool for targeting the younger population for preventative reasons and it is easy for young people to comprehend.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
In English language teaching teachers should make students interest to learn what the teachers teach, one of the solutions that teachers should have are method, strategy, and approach to teach them, in order to make students did not feel boring in learning process. Thus, used the method, strategy, and approach in teaching it is important. One of the best methods is Total Physical Response (TPR) this method developed by Dr. James J Asher. This method aims to encouraging learners to listen and give responds to the spoken of target language instructions by their teachers. TPR is a language teaching method built around the coordination of speech and action, also give many learning models and try to practice more. These methods are better for the young learners; they will
For their safety, the students must know their evacuation procedures or plans as well as the emergency exit locations. They get to learn about how to respond in case there is s fire, the emergency exit locations, and stairways, fire escapes, window exits, as well as where and how to use the fire alarms and fire extinguishers wherever
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
However according to Semerc [2000] these alternative methods of access are more complex than direct input and therefore place an additional cognitive burden on the child. The system therefore needs to be set up so that it does not become an additional barrier. Children need to be competent with input devices such as switches. The technique may take time to develop and opportunities need to be provided to practise these to avoid frustration.
My classroom management starts with a well-organized, clearly labeled classroom layout so that my students can easily access the resources they need for my class. I display visual aids and reminders around the room to support the students and I display their work in specific places around the room to give them a sense of belonging. I create routines and procedures to support the students and enable them to form smooth transitions between activities. There is a certain way they enter and leave the classroom, distribute books and papers, and move their desks and chairs. In my classroom these mundane tasks are completed quickly, competitively, and with enthusiasm. Having routines in place helps students understand exactly what is expected of them and gives them confidence in their actions.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.