Teaching method

By
Mrs.shabana nasar

Teaching method
A teaching method comprises the
principles and methods used for instruction
. Commonly used teaching methods may
include class participation, demonstration,
recitation, memorization, or combinations
of these. The choice of an appropriate teaching
method depends largely on the information
or skill that is being taught, and it may
also be influenced by the aptitude and
enthusiasm of the students.

Methods of instruction

Explaining

Demonstrating

Collaborating

Learning by teaching

curriculum

The curriculum stresses on the total balance

between the body and the mind and an
important component of the
program.

The curriculum in turn, more specifically

includes oral language and literature, music,
art, mathematics, social studies, science,
dramatic play and physical activities as well
as activities to develop social/emotional
competencies and self-help skills. In
enhancing the development of the various
skill areas, one may note that the promotion
of values is a crucial cornerstone of our
curriculum. Through all these skill
developments, the underlying message to our
young minds is to fortify ethical development
and consciousness.

a pre-determined level of proficiency on a

specific motor skill or fitness component's)
specific time frame or deadline to reach goal
plan of action to achieve goal
baseline and deadline performance
measurement procedures

COMMON PROBLEMS IN SETTING GOALS

Setting too many goals too soon

Stating most goals in general subjective terms
Not appreciating individual differences.
Holding on too long to unrealistic goals
Omitting "performance Goals."
Putting excessive emphasis on technique-related
goals.
Not appreciating the time commitment needed to
implement a proper goal-setting program
Not fostering a supportive goal-setting
environment

Summary

"GOALS ARE EFFECTIVE BECAUSE THEY

INFLUENCE PSYCHOLOGICAL STATES SUCH AS
SELF-CONFIDENCE, DIRECT ATTENTION TO
IMPORTANT ASPECTS OF THE TASK, MOBILIZE
EFFORT, INCREASE PERSISTENCE AND FOSTER
THE DEVELOPMENT OF NEW LEARNING
STRATEGIES (Gould, 1993, p. 168)."
"IN ESSENCE, GOAL SETTING INVOLVES
COMMITMENT AND EFFORT ON THE PART OF THE
COACHES AS WELL AS ATHLETES (Gould, 1993, p.
164)."

Tips about the Physical Aspects of Teaching a

Cerebral Palsy Child

View the classroom as if you were going to have to navigate it in a

wheelchair or walker.
Make sure the classroom is set up to provide accessible
resources for someone in a wheelchair or with a limited range of
movement.
Try to have a way to secure paper or moveable objects to the
workspace so they can be utilized without having to be secured
by another hand.
Look around for areas where a cerebral palsy student might
benefit from additional support, like a handrail.
Understand a cerebral palsy child might require additional time
to reach the classroom or get set up for the class.
Insure the teacher has some understanding of what to do if a
cerebral palsy child begins to seizure

Teaching method with Cerebral

Palsy

Teaching a child with cerebral palsy requires patience, experience

and knowledge. The severity of cerebral palsy varies greatly from
child to child so it's difficult to lay out a general course of education.
Teaching children with cerebral palsy usually requires individually
tailored education programs combined with various types of
therapy.

To help a cerebral palsy child in the early years, most teaching focuses
on functional gains in movement. Intense repetitive physical therapy
helps cerebral palsy children learn needed movement skills. Teaching
should focus on progress and positive change in a child's current
abilities rather than in lessening a specific cerebral palsy disability. For
example, a teacher might encourage a cerebral palsy student to
participate in activities which require two-hands rather than focusing
only on the use of the disabled limb.

As with mainstream
students, a cerebral palsy
child's mental capacity
varies. Some can
participate on an even
playing field with
mainstream kids and some
have degrees of mental
retardation or learning
difficulties. Each child
should be encouraged and
challenged to become as
mentally active as possible
from an early age.

Computers are especially

useful as a part of a system
to enhance communication
for individuals with Cerebral
Palsy. Some parents
believe that if their child is
taught an alternative
method of communication
or uses an augmentative
device that their child will
not learn natural speaking.
Studies have shown
however that the opposite is
true. To the extent that they
are able, children will try
harder to speak. It can be
very frustrating to them not
to be able to communicate
their needs or thoughts.

Different Methods of Application

Vocational Training

Taylor is two years old.

He lives with his mother
and extended family on
the island of Pohnpei in
the Federated States of
Micronesia. He is an only
child and is well loved
by all of his family
members.

Taylor has hydrocephalus and cerebral palsy. Hydrocephalus means that

the fluid circulating around his brain and spinal cord is blocked and
cannot drain properly. Fluid builds up in his head causing his head to get
bigger. Excess fluid also puts pressure on his brain causing brain damage
and cerebral palsy. Cerebral palsy is a non-progressive disorder of posture
and movement caused by damage to a developing brain.

Taylors hydrocephalus was treated when he was young by

placing a shunt- a tube that runs from his brain, under his skin
to his abdomen. This tube drains excess fluid. Unfortunately,
either the shunt was placed too late to stop any brain damage, or
the shunt stopped working after it was placed. It is too expensive
for Taylors government to send him off island to see more
specialist doctors and have surgery. Happily though, his head is no longer
growing too fast, and Taylor is learning and progressing in his
developmental skills.

Taylor is getting services from

the Related Services Assistants
(RSAs) in special education in
Pohnpei who are working with
him to develop his skills, and
to provide him with appropriate
assistive technology. He is
beginning to learn to communicate,
and is learning to sit up. He wants
to learn, and his family members
want to teach him with the help of
the RSAs.

Taylor lives in simple surroundings, and his family does not have much
money to buy expensive equipment. His mother carries him most of the
time and he is getting heavier. Positioning is important for him so that he
can learn to sit alone and to move by himself.

The RSAs designed

three options for
Taylors
positioning. Click
on a picture to see
how the object was
made or used.

Making An Adaptive Wooden Chair

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1. Get plans for

chair from website
www.hawaii.edu/rsa.

2. You need access to a saw, measuring tape,

and a screwdriver. You need plywood.

3. If you dont
know how to work
with power tools,
get help!
4. Pad the chairs
with soft fabric or
pillows.

Making a bean bag positioner

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1. First we break up computer box

Styrofoam into small pieces.

2. Then we sew two vinyl tablecloths together leaving a hole.

3. Then we pour
the Styrofoam
into the
tablecloth bag
and sew up
the hole.
Hint: Old plastic grocery bags work well
to fill small beanbags too.

4. Then we enjoy our products!

This plastic swimming pools was bought at Ace Hardware,

for ten dollars. It will last for a long time. Taylor uses it for:
1. Positioning (he sits up with the side as a backrest),
2. Sensory play (play in the water),
3. Relaxation (warm water is relaxing to tight (spastic) muscles),
4. Social play (put several kids in the pool!).

Taylor does not talk yet. He is learning to point to pictures to

communicate his wants. He also uses gestures (pointing), facial
expressions (smiling, frowning), and vocalizations like crying,
laughing or grunting.

Taylors Communication System

Taylor enjoys reading

books which helps
him identify pictures.
The RSAs chose
pictures that have
meaning for Taylor.

These pictures were mounted

on firm cardboard to make a
communication board. He
points to pictures to make his
wants known.

Taylor loves trucks. The RSAs made him two trucks out of
Styrofoam with wheels from soda cans that really turn. These
trucks are light enough that he can move them by himself. He is
learning to identify colors, size, direction, and is getting stronger
by moving his truck across the floor.

All children need toys and equipment, but Taylors toys and
equipment are helping him to learn to sit up, move around his
environment, interact with other people and objects, and learn
pre-academic skills.

THANK
YOU