What Strategy Is More Effective When Teaching Speech?

ELL Stage III: Grades 3-5 Listening and SpeakingStandard 2: The student will express orally his or her own thinking and ideas.

The publication “An Implicit Technology of Generalization” shined a spot light on generalization as an active process that needs to be studied by behavior analyst in order to help validate behavior programs. The study exhibits not only the immediate effects of our procedures but the lasting change that could be achieved in multiple environments of a client’s life. It has been concluded that generalization should be programed for and not just expected to happen. Stokes and baer (1977) described generalization as” the occurrence of relevant behavior under different, non-training conditions (i.e., across subjects, settings, people, behaviors, and/or time) without the scheduling of the same events in those conditions as had been scheduled in

Session held at the SVABA center. Activities: puzzles, tracing numbers, coloring flowers, outdoor activity, walk to Kaiser, snack, reading and blocks. DI and Wyatt work on tracing number, DI assist Wyatt by giving him a full physical prompt. Wyatt can count 1-10 independently. Wyatt can identify his colors independently. During coloring DI assist Wyatt hand-over-hand to color each flower. Wyatt independently engaged on the reading. DI read two books to Wyatt, Wyatt was able to point to picture on the book "Elmo, bird & duck". Wyatt present aggressive behavior toward DI and peer, DI re-direct Wyatt by telling him "safe hands and put his hand together. DI will work on helping Wyatt to keep hands to himself and give space to

Depending on the words you choose for a speech it can change the perspective of the audience. Make sure you choose wisely. You never know what you may accidently create it could be war or peace. You can still speak your mind but, you need to be careful how you present it. If there was a roomful of Catholic people you would not go into the room and mention how you hate God and that he or she is the worst thing to believe in. You should stick appropriate material for speech for the audience. You do not have to believe in God to present a speech to a group of Christians. It is a powerful statement when the book refers to “that all the threads of the tapestry are equal no matter what their color.” Page 37 The Public Speaking Playbook By Gamble.

The principle of operant conditioning and reinforcement is to repeat a response to a given stimulus. For the behavior modification to be successful, it is important to select a reinforcement that will strengthen the desired behavior (Rasnake, 1993).

In stimulus generalization, generalization occurs in presence of untrained but similar stimuli; an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus. The more similar two stimuli are the more likely stimulus generalization will occur. For example, you teach a child to say hello to his friend, Jacob, and he then begins to say hello to other people as well. In response generalization, an individual displays a variation of the previously taught behavior in the presence of the original SD. It is the extent to which an individual displays untrained responses that are functionally similar to the trained behavior but may have a different

Have you ever noticed the way men and women converse with each other? Is there a difference with how they communicate verbally and non-verbally? Studies and experiments by linguist have30 shown that differences in speech and body language are apparent between the male and female gender. First, men impose and lecture their side of the story when conversating while women on the other hand have a more open exchange of ideas. Second, men do not show any body signals indicating that they are listening but women on the other hand give signs that show their affirmation or opposal. Third, men generally dominate the conversation most of the time while women just listen passively.

In public speaking this semester I have had to do numerous speeches. With this I had to learn what goes in and how to properly present speeches of different types. Some examples of different speeches I had to do are informational, percussive and etc. With doing all these different speeches I could see where I needed to improve overall for a better executed speeches in general. I need to work on my time management, be more confident and practice my speaking.

In your reflection, please attend to the following and cite specific examples from your student artifacts and video.

When giving my informative speech, I presented many facts and statics to my audience. I was trying to give my audience more knowledge over my topic. I wanted my audience to leave with information they didn’t have before my speech. When giving my persuasive speech, I was trying to convince my audience to stop eating fast food. I still presented some facts, but I tried to keep my audience entertained. During my persuasive speech, I asked the students to choose a side. By asking the audience to choose sides I was asking my audience to take action.

A total of 30 participants were recruited in the fall of 2017, ranging from 14 months to 10 years of age. Approximately 60 percent of the sample (N=18) were male, while 40 percent (N=12) were female. Participants were recruited from three local school systems, Blount County Schools, Maryville City Schools, and Knox County Schools and respective daycares. Interested

Stimulus generalisation is the tendency for stimuli similar to an original stimulus involved in a learning situation to produce the response originally acquired. Behavioural psychologists suggest that a person produces a fear reaction to the trauma situation; this fear is then produced again in response to a similar stimulus, due to classical conditioning. Evidence for this theory was produced by Pavlov (1927) who conducted experiments were dogs were presented with stimuli that elicited fear responses. The dogs associated these stimuli with particular environmental cues. When these stimuli were produced in front of the dogs the fear response was expressed.

With the permission of the school and Emma’s parents I was fortunate to conduct a naturalistic observation of my cousin Emma in her kindergarten class room. During the hour two main activities transpired a drawing activity and a building activity. The drawing activity was split into two 15 minute portions. An individual portion and a group portion. During the individual portion each child was to draw and color, a picture then they were asked to label what they drew. Later the children were put into groups of three or for they shared a piece of paper and were

Training is received by all staff on communication to help overcome barriers and to make staff more knowledgeable of barriers which can be in the way when communicating. It Is part of my role to make sure staff bring back the training they are given and if they are late in doing so then reminders are given verbally and written.

Interactions between teachers and students in regards to teacher talk is one of the most important learning tools used in the classroom. Talk moves are tools for building an environment that serves a range of productive interactional, social and intellectual learning functions in the classroom (Edwards-Groves, 2014). They are enabled and constrained by the “sayings, doings and relatings present in classrooms” and prompt responses from students (Edwards-Groves, 2014, p1). Teacher talk is a large part of how students learn, through models such as ‘Initiate, Respond, Evaluate’ (IRE). The IRE model involved the teacher asking questions and giving appropriate feedback to the student’s response to help them understand the reasons behind their response. The Scaffolding Interaction Cycle (SIC) is another important tool, which involved teachers scaffolding a students’ response to engage higher learning functions. It is important to consider Bull and Anstey’s three-style model, consisting of pedagogy of school, pedagogy of literacy lessons and pedagogy of literacy learning (Anstey and Bull, 1996). Pedagogy of school involves the teacher and the student conversing in a Q&A like manner, or a ‘guess-what’s-in-my-head’ approach taken by the teacher. The pedagogy of literacy lessons involves the students carrying out the teacher’s instructions but not making the connection to what they are learning. There is a time where these styles may be useful, but