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Navy Instructor Manual - Military manual for teaching in the military
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Case Study - 134t_71
-   WHEN   should   the   required   work   be   done?   Give   specific   periods   in   the   class   schedule, a   specified   time   limit,   or   a   specific   date   for   work   completion. -   WHERE   should   the   required   work   be   done?   Tell   students   whether   it   is   to   be   done   in classroom,   workshop,   laboratory,   or   operating   space. -  HOW  should  the  required  work  be  done?  Explain  the  procedures  to  follow  as  well  as the   style   of   work,   degree   of   neatness,   or   degree   of   proficiency   required. -  WHY  should  the  required  work  be  done?  Explain  how  the  work  will  affect  the  mission of  their  unit  and  the  Navy  as  well  as  their  future  career. z  Provide  adequate  supervision. Make  sure  students  follow  the  correct  procedural  steps, observe   safety   precautions,   observe   good   housekeeping   rules,   take   advantage   of   available time,   and   develop   good   work   habits. z  Reinstruct  the  students  when  necessary.  Teach  students  to  be  self-reliant;  but  if  a  student gets  stuck  at  some  point,  help  the  student  get  started  on  the  right  path.  If  Several  students appear  to  be  having  the  same  difficulty,  call  them  aside  and  reinstruct  them  as  a  group. n  Evaluate  the  results.  Determine  whether  or  not  the  students  have  met  the  required performance  criteria.  Provide  feedback  to  students  regarding  their  performance  in  order to  reinforce  desired  behaviors  and  correct  areas  that  need  improvement. s   Maintain   required   progress   records.   Keep   a   record   of   the   day-to-day   progress   of   students, or  give  performance  tests  at  periodic  intervals  and  record  the  results.  Even  when  the curriculum   does   not   specify   graded   applications,   keep   some   progress   records. Do   not   overlook   the   law   of   effect.   Students   naturally   want   to   succeed,   to   know   their progress,   and   to   be   recognized   by   those   in   authority   over   them.   Encourage   wholesome competition,  and  frequently  advise  the  students  of  their  progress. ROLE   PLAYING Role  playing  requires  the  students  to  assume  active  roles  in  a  simulated  situation  followed  by a   group   discussion. It   is   particularly   useful   in   teaching   the   development   of   leadership   or counseling  skills.  However,  it  is  also  used  in  the  training  of  skills  such  as  darnage  control  where training   simulators   are   used   to   create   “real   life”   simulations. Many   Navy   jobs,   such   as   those   performed   by   personnel   in   supervisory   or   administrative billets,   require   two   different   kinds   of   skill. One  kind  is  specialized  and  pertains  to  the occupational  specialty.  The  other  kind  is  skill  in  human  relations. Personnel  can  acquire  this  latter  skill  only  through  practice.  The  practice  may  involve  the handling  of  actual  human  relations  situations  during  on-the-job  training  or  practice  in  handling simulated   human   relations   in   a   school.   From   a   training   standpoint,   the   simulated   situation   is preferable   because   instructors   can   note   and   correct   student   errors.   Errors   made   in   a   real   life situation   usually   result   in   serious   consequences, such   as   failure   to   get   the   job   done, dissatisfaction,   blame,   and   even   reprimand.   The   role-playing   method,   therefore,   is   designed   to 60

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