General policies for group activities
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Tutors and students must sit in specific formations during group activities to maximize learning opportunities. During speech activities, tutors should keep students on task and in their seats, prompting them when needed, and assist the speech therapist if a student becomes disruptive by redirecting them or blocking inappropriate behaviors. The goal is to get students focused on the activity.
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General policies for group activities
Tutors and students must sit in specific formations during group activities to provide multiple learning opportunities. Tutors must actively engage their student during music activities by prompting them to imitate actions and reinforcing approximations. During speech, the tutor's job is to keep the child on task and seated, prompting when needed by partially cueing the child to respond. At snack time, the tutor should sit behind the student and keep them in their chair, prompting from behind if the child does not attend to the communication board.
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General policies for group activities
Tutors and students must sit in specific formations during group activities to provide multiple learning opportunities. Tutors must actively engage their student during music activities by prompting them to imitate actions and reinforcing approximations. During speech, the tutor's job is to keep the child on task and seated, prompting when needed by partially cueing the child to respond. At snack time, the tutor should sit behind the student and keep them in their chair, prompting from behind if the child does not attend to the communication board.
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3. The schemes allow for structural flexibility, collaborative teaching between regular and special educators, and resource sharing to maximize support for students with special needs.
English Teachers
This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
Describing Teachers
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
My philosophy of teaching
The document discusses the author's philosophy of teaching. It emphasizes the importance of understanding learners through observation before teaching, in order to create enjoyable tasks. It also stresses creating a good context and relationship with learners to build their confidence and participation. Finally, it notes that learning occurs at different times for different children, so teachers must be patient and use repetition, games, and routines to help students internalize topics.
Task based learning
Task-Based Learning (TBL) is a teaching approach that focuses on having students complete meaningful activities or tasks to use the target language in a practical way. These tasks simulate real-world scenarios like going to the doctor or buying coffee. The teacher takes a backseat, acting as a moderator while students work through the tasks, using the language as needed without worrying about accuracy. This gives students a purpose for communicating that increases motivation to speak. The goal is to integrate all language skills through tasks that require cooperation and negotiation between students in the target language.
The Various Roles of the Teacher
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
the effectiveness of management on EFL context
The document discusses various factors to consider for effective classroom management. These include how the classroom is organized physically, how teachers present themselves and communicate with students, and using different grouping strategies. It emphasizes the importance of teacher movement, proximity to students, using voice appropriately, simplifying instructions, maximizing student talking time, and using students' native language at times can help learning. Seating arrangements like rows, circles and separate tables each have advantages depending on the activity.
Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
Planning lessons; just thinking aloud
Learning can occur in any situation, but teaching requires planning. The key difference between learning and teaching is that teaching involves rigorous planning by the teacher. Effective lesson planning is important for classroom management and student engagement. When planning lessons, teachers should consider individual differences among students like age, gender, proficiency level, learning styles, personality traits and cultural backgrounds. Lesson plans need to incorporate different learning styles like visual, auditory and kinesthetic to meet the needs of diverse students. Proper planning allows teachers to design meaningful lessons instead of relying solely on workbooks.
Key skills of EFL teacher
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
Generating Student Motivation Michael Rost
The document discusses motivation for learning English as a second language. It outlines three layers of motivation that teachers can influence: 1) Finding passion by connecting English learning to students' real interests and goals in life. 2) Changing students' reality by helping them see language learning differently and take ownership of their learning process. 3) Connecting students to specific learning activities by making activities engaging, personalized, and ensuring all students are actively involved. The document argues that by tapping into these three layers of motivation, teachers can become more motivating and improve students' language ability and learning.
Classroom interaction
Here are some suggestions for activation techniques that would be appropriate for the given teacher objectives:
For objectives a) comprehension check, d) grammar check, and g) new vocabulary, teacher-led questioning techniques like IRF would be suitable to assess understanding.
For objectives b) familiarization with text and e) writing, individual or pair work giving students time to read/write independently with teacher monitoring would allow practice and reduce mistakes.
For objectives c) oral fluency and f) grammar practice, group or pair work with communication tasks that require using the target language skill would promote active use and reinforcement of those skills.
Are they the same?
This document discusses strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, grouping students, and having high expectations. It emphasizes treating students as individuals, teaching core content to all while providing reinforcement or extension work as needed. Partnering stronger and weaker students is presented as an option if the roles and goals of helping are made clear.
Similar to General policies for group activities (20)
TEFL Group 3 - Describing Teachers (Roles of Teachers, Characteristics of a G...
TEFL Group 3 - Describing Teachers (Roles of Teachers, Characteristics of a G...
More from Colette Gillis
Discrete trial workshow
The document discusses using behavior analysis techniques like discrete trials to teach children important skills. Discrete trials involve presenting a discriminative stimulus, the child's response, and a consequence. A hierarchy of prompts is used to shape the desired behavior, starting with verbal prompts and progressing to physical prompts if needed. The goal is to reinforce correct responses and improve children's lives.
Preprac syllabus spring '13
This document outlines the course details for Psychology 3561: Autism Pre-Practicum. It includes information about meeting times, required materials, grading structure, and topics to be covered each week. The course consists of seminars, visits to observation sites, readings, homework assignments, and quizzes to prepare students for the basic practicum experience in autism services. Attendance is important as the seminar is only seven weeks and absences impact grades.
Playroom protocol
While in the playroom with a child, a caregiver should interact with and praise the child, ensure safe play, provide structure and reminders, and reinforce appropriate behavior. They should not leave the child unattended, allow unsafe play, take toys from others, ignore self-stimulatory behaviors, or remove the child without warning.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following the dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
Discrete trial monitoring
This document describes discrete trial monitoring, which will be used by supervisors to evaluate student performance throughout the semester. Students will be monitored on 14 components of discrete trial implementation, including properly delivering SDs, responses, corrections, and reinforcers. The supervisor will use the same form and guidelines to code trials and provide feedback to students.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, implementing discrete trial sessions as scheduled, maintaining appropriate attire and language, and accepting feedback professionally. Your grade may be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself professionally and provide quality services to clients.
Homework #5
This document contains 7 questions related to proper conduct and procedures when working with children. It asks about the appropriate tone of voice to use, how to respond to disruptive behavior, when to deliver instruction cues, professionalism standards around clothing and verbal abuse, and how to handle toys as rewards.
Maintenance
Maintenance procedures are procedures where the child has met mastery criteria for the final phase. When a procedure reaches maintenance status, it is marked as such in the child's data book and folder. During maintenance skills time on the child's schedule, tutors should look at the child's acquired skills list and choose an activity, place the data book outside the booth, and have fun reinforcing skills without taking data. The purpose is to enhance functional communication and maintain acquired skills.
Token economy
A token economy is a behavior modification system where generalized learned reinforcers like points, chips or tickets are earned for appropriate behaviors and can later be exchanged for backup reinforcers chosen by the individual. At WoodsEdge, students earn tokens for things like sitting properly or responding independently, with tokens then traded for preferred items or activities.
Data sheet codes
This document provides definitions for various data sheet codes used to record tutoring sessions. Codes include AAA for alternate activities, OT for when a child is off task, IP for implementation problems, IN for invalid data, OH for procedures placed on hold, PT for probe trials, SA for when a child is absent, SI for when a child is ill, and SL for when a child arrives late. Justifications must be provided for any codes and supervisors must initial coded sessions. Tutors should notify their TA if they have multiple instances of certain codes in a row or within a set number of sessions.
Homework #4
This document contains 7 questions as part of a homework assignment for pre-practicum. The questions cover topics like maintenance skills procedures, recording data during those procedures, what to do with extra time in sessions, defining a token economy, typical number of tokens used, and who codes procedures.
Pecs overview
PECS (Picture Exchange Communication System) is used by many students to communicate. It involves 6 phases that teach students to request items and label their environment using picture icons. During training, students bring their PECS book and exchange pictures for desired items. If a student is using icons inappropriately, the tutor ignores the behavior and redirects the student back to the PECS task.
Transitions
The document provides guidance for tutors on helping children with transitions between activities, including using an icon ring to show the child where they are going, making transitions fun by praising and rewarding appropriate behavior, and enticing children to return to the booth with a preferred toy rather than picking them up if they resist. Tutors are instructed to make transitions quick, use rewards from their apron, and never chase, pull, lift, or leave the child alone as ways to best handle problematic transitions.
Homework #3
This document appears to be homework questions for a pre-practicum class. It asks 10 multiple choice questions about transitions, physical guidance of children, visual supports, Picture Exchange Communication System (PECS), phases of PECS implementation, access to communication tools, diaper changing procedures, reinforcement of prompts during self-care routines, and use of prompt hierarchies for toileting. The questions cover topics like classroom transitions, child guidance, augmentative and alternative communication, self-care support, and applied behavior analysis techniques.
What happens if i get bitten
If a child bites you, push your arm into the bite to avoid tearing skin. Call over a teacher for help. Wash any bites that break skin with soap and water. Report all bites to a teacher, and see the nurse for bandaging or ice if bleeding or swelling occurs. The biting child's parents will be informed. To prevent biting, tell teachers if a child attempts or is known to bite so they can watch for the behavior and warn others.
Reinforcer assessment
The document discusses conducting reinforcer assessments with children which involve two components: 1) toy exchange and 2) preference assessments. The toy exchange takes place in the playroom to obtain new reinforcers and involves allowing the child to choose toys to keep in their bin. Mini preference assessments then take place in the booth to determine the most effective reinforcer for motivating the child at that time by having them choose between two toys.
Extra learning opportunities
Extra Learning Opportunities (ELOs) consist of informal learning trials that occur outside of scheduled sessions to reinforce targeted behaviors and skills. ELOs take place during transitions between activities or in unstructured settings like the playroom. Examples of ELOs include prompting a child to say words, follow simple directions like "walk" or "throw the ball", identify colors, body parts, and objects, with all responses positively reinforced.
How to handle problem behavior
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
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General policies for group activities
- 1. General Policies for Successful Group Activities Tutor/Student Seating It may seem obvious, but one of the most important aspects of learning is orientation to the teacher. At WoodsEdge it is important that every activity the students participate in provides multiple learning opportunities. As such, students and tutors must sit in specific formations during activities. Speech During speech, the tutor’s job is to keep the child on task and in their seat. We do not give any ELOs, but prompt when needed. For example, if the speech therapist shows the student the PECS book and the student is not responsive, you would partially prompt your student to reach for the book. If at any time during speech a student’s behavior becomes disruptive (crying, yelling, hitting), assist the speech therapist in redirecting the child away from the other child or block inappropriate behaviors and try to get the child on task.