Teaching during Activity

Question 1

what does teacher need to effectively teach people

Answer 1

instructional skills

Question 2

what do few teachers consider

Answer 2

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

Question 3

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

Answer 3

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

Question 4

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

Answer 4

a diverse array of instructional options

Question 5

what must teachers do for individual students and the group

Answer 5

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

Question 6

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

Answer 6

directly contributing behaviors and indirectly contributing behaviors

Question 7

directly contributing teacher behaviors include

Answer 7

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

Question 8

indirectly contributing teacher behaviors include

Answer 8

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

Question 9

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

Answer 9

a list of priorities

Question 10

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

Answer 10

start assisting individual students

Question 11

what do more experienced teachers do when initially start practicing

Answer 11

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

Question 12

what is the experienced teacher wanting to initially understand

Answer 12

how the students collectively are managing with the activity

Question 13

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

Answer 13

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

Question 14

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

Answer 14

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

Question 15

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

Answer 15

their abilities to analyze and observe to more proficiently implement them

Question 16

what do the 6 functions have

Answer 16

interrelated nature
potentially impact one another

Question 17

example of the functions impacting one another

Answer 17

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

Question 18

when teachers actively provide feedback for students what does this do

Answer 18

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

Question 19

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

Answer 19

contribute to enhancing the safety and productivity of the learning environment

Question 20

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

Answer 20

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

Question 21

what is important to communicate to learners after students begin task

Answer 21

that pursuing learning is a worthwhile endeavor

Question 22

what must teacher discern and how do they accomplish this

Answer 22

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

Question 23

what must teachers pursue but also recognize that something else precedes

Answer 23

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

Question 24

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

Answer 24

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

Question 25

what must teacher be proactive in

Answer 25

a safe learning environment

Question 26

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

Answer 26

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

Question 27

what must be incorporated into learners' tasks

Answer 27

safety

Question 28

what must teachers instruct students on

Answer 28

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

Question 29

what is the number one priority of a PE teacher

Answer 29

safety unsafe realities must be addressed and corrected immediately

Question 30

what are common safety problems created by teachers

Answer 30

- 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)

Question 31

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

Answer 31

restate or clarify a student task after it has begun

Question 32

what may the restating or clarifying be due to

Answer 32

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

Question 33

what can restating and clarifying student tasks help

Answer 33

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

Question 34

if teachers find themselves continually restating or clarifying student tasks

Answer 34

need to reflect on whether their original instructions are clear enough

Question 35

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

Answer 35

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

Question 36

what is a quite possible reason for off-task behavior

Answer 36

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

Question 37

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

Answer 37

teacher must intervene to get things going in the right direction

Question 38

When can the teacher restate or clarify a student task

Answer 38

- 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

Question 39

what must teacher do to restate or clarify while students engaged

Answer 39

have to talk over the noise of the activity

Question 40

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

Answer 40

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

Question 41

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

Answer 41

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

Question 42

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

Answer 42

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

Question 43

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

Answer 43

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

Question 44

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

Answer 44

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

Question 45

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

Answer 45

be intentional about looking for the other causes

Question 46

whats an example for another cause of off-task behavior

Answer 46

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

Question 47

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

Answer 47

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

Question 48

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

Answer 48

making the task more structured

Question 49

how can structure be added to enhance on-task

Answer 49

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

Question 50

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

Answer 50

suggests a task pacing problem

Question 51

what does task pacing have to do with

Answer 51

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

Question 52

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

Answer 52

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

Question 53

how is student engagement in on-task behavior elevated

Answer 53

if teachers are actively involved in providing students with feedback

Question 54

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

Answer 54

- build in regular breaks - vary the groups the students are working in - vary the practice laterally

Question 55

what is varying practice laterally

Answer 55

same skill is being practiced but in a different way

Question 56

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

Answer 56

teacher will need to address the problem on an individual basis

Question 57

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

Answer 57

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

Question 58

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

Answer 58

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