Chapter Activity Bridget Burnett

Jason and Sally have difficulty skipping through the maze you placed on the floor. The other first-grade
students in the class are doing well with the task.
-My response to this situation would be to first provide a visual skills demonstration for the students. I
would explain the process verbally as I visually execute the task. If the students were still struggling after
help from me, I would assign the children partners. Each, Jason and Sally, would be paired with a student
that can preform the task. I would ask these partners to once again demonstrate the skill. Students can
sometimes take directions or connect better to one of their peers compared to a teacher. If Jason and Sally
were still not showing signs of progression the task can be modified to help them progress back to the
original task. Such as having them walk through the maze, then run, working their way back to skipping.

Within a class of fifth grade children, it is apparent that four children are at the beginning stage of learning
for the task of striking with a short paddle whereas the rest of the class is at the intermediate level of learning.
-My response to this situation would be to make a small group from the four children. I would have the rest
of the class move on to another task while this group continued to practice the skill. I would preform a
skills demonstration so they have a visual reinforcement of how to do the task. By allowing the other
students to move on, the embarrassment and attention will be removed from the small group, as the other
children will focus on their new task. The small group will receive intrinsic response when they are able to
complete the task. I will also provide the group with congruent feedback to help them stay encouraged and
progressing.

Gayle is a highly skilled soccer player on her recreation league team. She becomes very frustrated during
movement activities involving dribbling a ball with her hand. She often asks to sit out during those activities.
- Gayle is experiencing symptoms of her attention limit being met. This means that she tires easily and
loses interest to preform the task. Attention limits can be managed. Gayle needs to have a small task to
work up to dribbling. Asking her to dribble is too difficult of a task. Perhaps making her do some other type
of handling the ball such as rolling would help her become more confident and comfortable. Gayle also
needs encouragement and excitement to stretch her attention limit. Adding upbeat music to the background
may excite her or take her mind off of the task and allow her to just experiment. Knowing her attention
limit and planning accordingly will help her become successful in the task.