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T&C PT 2/ Building relationships, LS5: EXPLANATIONS AND DEMONSTRATIONS…
T&C PT 2/ Building relationships
Enthusiasm
Students are AS excited as the teacher
Be enthused for multiple topics
You are enthused from your passion and love of golf and teaching
Remind yourself why you are there
Effective relationships come from passion and enthusiasm
Express a positive attitude
Always improve
Students learn better if your enthusiastic about their learning
Caring
Respect
Empathy
Warmth
Genuiness
Consistency and Balance
Respond to behaviors and actions in a similar manner
Don’t be bias
Don’t praise the student too much
Teaching people, not golf
Take an interest of the persons life
Better teachers teach less but stimulate greater learning
Technology
Social media
Emails
Websites
Learning to communicate and advertise
LS5: EXPLANATIONS AND DEMONSTRATIONS
Make A GODD FIRST IMPRESSION
takes 2 seconds to make an impression
Be early
Have a confident posture
START WITH AN OVERVIEW
Must state the purpose of the lesson clearly
teacher MUST be specific toward goals
outline the procedures
GET STUDENT ATTENTION AND INTEREST
Indentify the objectives
identify the content
review the elements of an effective lesson opening
greeting
comfort
gain personal info
establish lesson goal
Open the lesson to excite the student, dont be dull
grab the attention of the student
new equipment
potent lesson opening begin with an interesting question
KEEP STUDENT AND INTEREST
clear signal changes
interest is usually lost when there is a transition in the lesson
make transitions quick
always offer clarification, student sometimes forget what they are practicing
students show fatigue
change the pace if this happens
Use stories, metaphors and analogies
offer content with meaning
build off life experiences from the student
share your personal story
MAKE CLEAR POINTS
fundamental
critical information
believe the point is critical to the student
pause to show emphasis on the point
Make a point simple
repeat the points
progress the points, or make the connections between points
SEVEN KEYS TO EFFECTIVE DEMONSTRATIONS
plan and prepare
striive and clarify
show passion and enthusiasm
use proper voice projection
vary vocal pitch
pause before and after important points
act confident
MODEL AND DEMONSTRATE SKILLS AND BEHAVIOR
modeling
set of signals that others mimic
be the romodel
remember you are influential to the kids
demonstration
convey specific info about how to perform a skill
use when communication becomes dificult
they are efficient
GETTING THE MOST OUT OF DEMONSTRATIONS
make sure the student is paying attention
do not talk during demonstration
students need convincing that the demonstration is within their capabilities
sloppy demonstrations can derail th elearning process
let the student rehearse before moving on
VERBALLY identify critical parts of the skill
revisit the demonstration, or perform it multiple times
Communication effectively
Immediacy
Affinity towards student
Gain info about the student
Clarity
Simplify cues for better teaching
Use variety of techniques
Be in position
Present step by step, think simple
Teacher Communication Style
Confident
speaks clearly
natural pace
competent
stand up straight
eye contact
Relaxed
make it look easy
Do not be in a hurry
Attenuative
Listen
Be a good observer
Open
Invites full participation
open communication
flexible
adapt
teach in differnt styles
fit the students personality
USE OF HUMOR
More fun
Diffuse Tension
Must be appropiate
COMMUNICATING RELEVANT CONTENT
use relevant examples
use previous student experience to introduce a new concept
connect info to the students goals
connect the lesson to life experiences
state how the content influences the students goals
Listening
Good teachers are good listeners
encourage the student to talk
keep an open mind
LS4: lesson progression
Opening the lesson
Make them comfortable
Auditory
Physical
Visual
Four questions to ask
Previous athletic experiance
Personality
Health and physical condition
Learning goals
Establishing lesson goals
1-3 goals a lesson
Prioritize goals that Develope biggest changes
Review goals
Identifying main points
Focus on the info to reach the students goal
Quality over quantity Information
Engrain the info
SELECTING APPROPIATE ACTIVITIES
lead to lesson goals
Appropriate activities
age
skills
motivation
aspirations
fitness level
personality
outside resources
books
videos
ORGANIIZING ACTIVITES
Build the foundation
explanation
demonstration
one point at a time
no too much information
present in many ways towards a single point
Build on success
multiple activites
contingency plan if foundation plan doesn't work
CLOSING THE LESSON
Lesson should end in a positive note
review and summarize main points
final activity needs to be the most important or most memorable
discussion
Highlight success
student should FEEL he made progress
Teacher should end the lesson with a good shot
Give practice suggestions
improve the changes that the student made
LS3: ANALYZING STUDENT NEEDS AND SETTING GOALS
FOCUSED OBSERVATION
Identify strengths and weaknesses
recognize patterns in the students golf swing
identify cues
Recognize root causes of the swing
focus on factors that the student has control over
Focus on the right amount of time on obersvation
Best teachers never tire of acquiring more knowledge
A good teacher can anticipate performance
ASKING QUESTIONS
interview the student
Keep the flow going
SETTING EFFECTIVE LESSON GOALS
needs a purpose
more motivation when a goal is achievable
effective goals
Specific
Meaningful
Achievable
Realisitc
LS^: SELF-ASSESSMENT OF TEACHING SKILLS
TOOLS FOR ANALYZING TEACHING
gather info about your own teaching skills
many tool sare used to analyze yourself
reflective teaching
what, how and why on their teaching
experiment new ideas
reflect on the end of the lesson
ne open minded
judge themselves
maximize students learning potential
take responsibility
ask questions
Behavioral analysis
behavior must be observed
video or audio recordings
have a third party analyze your teachings
rating scale
Teaching Journals
record yourself and what you say and how you teach
why you made decisions
record critical incidents
teaching journal reveals patterns
MENTORS
role models
finding a mentor
identify your needs in a mentor
have a big list of potential mentors
do research on the mentor
inform the individual why he was selected
remain patient with your found mentor
mentoring skills
good mentor assist the student in becoming better
mentors become personally invested into the student
having good feedback is curical
may not be flattering but it should be constructional
set professional goals, lead by example
TEACHING SKILLS AND ROUTINES
teaching skills develop through practice
develope a good routine
fluid
elegant
effortless instruction
always have a good plan
sound instructional routine
initiate the lesson with goals
interview th estudent to gauge understand
offer feedback
close the lesson with a review
Practice teaching skills
few skills are mastered at the first attempt
good time to practice is when a problem persists
skills that can improve
ask questions
goal setting
positive feedback
speaking
demonstration techniques
use of technology
summarizing critical cues
Seek alternatives to the ways are currently done