Everyone has a dream. But sometimes there’s a gap between where we are and where we want to be. True, there are some people who can bridge that gap easily, on their own, but all of us need a little help at some point. A little boost. An accountability partner. A Snooze Squad. In each episode, the Snooze Squad will strategize an action plan for people to face their fears. Guests will transform their own perception of their potential and walk away a few inches closer to who they want to become ...
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Contenuto fornito da What's New In Adapted Physical Education. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da What's New In Adapted Physical Education o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
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Behavioral Approaches and Interventions in Physical Education
Manage episode 408968678 series 1043988
Contenuto fornito da What's New In Adapted Physical Education. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da What's New In Adapted Physical Education o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
This podcast featured an interview lead by Dr. Amanda Young and her Master students from California State University, Long Beach, where they interview educators in the APE field about working with students with behavioral issues. Specifically, one guest works as an APE specialist for charter schools in California, and the one teaches PE at an alternative school for special education in Vermont. The group goes into common definitions and misconceptions in the APE community, such as the population of students that these educators serve. After outlining the different types of support in place at the alternative school in Vermont, such as different types of classroom clinicians working with the teachers, the guests then reflect on the transition process from public school into these more specialized types of programs that collaborate as a close knit community. At this program, the end goal is to get the students able to return to their public school with a behavior plan that allows for independence as well as inclusion. Strategies that these schools use are proactive behavior management, strong communication between teachers, and creating a safe space for students to have what they need. The ability to implement this comes from the ability to be vulnerable and not being afraid to embarrass yourself as a teacher. While these programs might be unique in what they can offer to students, things like the language used to teach students self advocacy can be applied in many settings to help children understand their emotions better. A piece of advice that was given from the teacher’s perspective was to get to know the student, to try and truly understand them as a person. When a student feels like a teacher cares, everyone benefits. This can be found in the community based programs at the Vermont based school, such as basketball, soccer, and gymnastics camp. At the end of the day, flexibility, connection, communication are key to the success of APE programs.
…
continue reading
157 episodi
Manage episode 408968678 series 1043988
Contenuto fornito da What's New In Adapted Physical Education. Tutti i contenuti dei podcast, inclusi episodi, grafica e descrizioni dei podcast, vengono caricati e forniti direttamente da What's New In Adapted Physical Education o dal partner della piattaforma podcast. Se ritieni che qualcuno stia utilizzando la tua opera protetta da copyright senza la tua autorizzazione, puoi seguire la procedura descritta qui https://it.player.fm/legal.
This podcast featured an interview lead by Dr. Amanda Young and her Master students from California State University, Long Beach, where they interview educators in the APE field about working with students with behavioral issues. Specifically, one guest works as an APE specialist for charter schools in California, and the one teaches PE at an alternative school for special education in Vermont. The group goes into common definitions and misconceptions in the APE community, such as the population of students that these educators serve. After outlining the different types of support in place at the alternative school in Vermont, such as different types of classroom clinicians working with the teachers, the guests then reflect on the transition process from public school into these more specialized types of programs that collaborate as a close knit community. At this program, the end goal is to get the students able to return to their public school with a behavior plan that allows for independence as well as inclusion. Strategies that these schools use are proactive behavior management, strong communication between teachers, and creating a safe space for students to have what they need. The ability to implement this comes from the ability to be vulnerable and not being afraid to embarrass yourself as a teacher. While these programs might be unique in what they can offer to students, things like the language used to teach students self advocacy can be applied in many settings to help children understand their emotions better. A piece of advice that was given from the teacher’s perspective was to get to know the student, to try and truly understand them as a person. When a student feels like a teacher cares, everyone benefits. This can be found in the community based programs at the Vermont based school, such as basketball, soccer, and gymnastics camp. At the end of the day, flexibility, connection, communication are key to the success of APE programs.
…
continue reading
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