EFFECTIVE TEACHING STRATEGIES
The Effective Teaching Strategies listed below can be applied with individual students or a group setting. Students who have disabilities may have Rejection Sensitive Dyshoria (RSD) therefore teachers and program deliverers must use their discretion for when and how to provide feedback.
(Rejection Sensitive Dyshoria (RSD) is an extreme sensitivity and emotion that can be triggered by the perception that they are being rejected or criticized by a specific person.)
First and Then
This strategy uses incentive such as an activity the student enjoys practicing a less favourable activity or skill. The student needs to complete the task required before being rewarded with the task they enjoy.
For example students who enjoy going underwater. An underwater game or skill can be used as a reward once another skill is completed.
“First 2 laps of freestyle kicking, then retrieve three diving toys from the bottom of the pool.”
Call and Response
In this strategy the teacher provides an instruction, and it is then repeated by a student (or group). If the instruction is not repeated correctly, it is not the opportunity for unreason discipline. It is the opportunity for a reminder to listen and move on to the activity or skill.
This strategy encourages concentration, teamwork and self-confidence.
Sandwich Strategy
The Sandwich Strategy is about providing feedback on a skill or activity in 3 steps.
- Words of encouragement
- Constructive feedback
(Then returning to)
- Words of encouragement
(Address the student or group by their first name/s.)
For example, to an individual student, “Ella, your kicking is very strong, but I need you to reach out your arms so you have enough space to blow those great bubbles in the water!”
Encouraging – constructive – encouraging
Provide the Boundaries
This strategy helps with understanding the expectation of the activity or skill. It assists students with being able to regulate their behaviour and get the most out of their aquatic experience. It is mostly time driven, however can be utilised in other situations.
For example, informing students how long is left of the activity or lesson
For example "one minute to go" for group work or "last lap of this drill".
