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by: Emylee Smith

Redirection_of_Behavior.pdf Danc 3405

Marketplace > Ohio University > Dance > Danc 3405 > Redirection_of_Behavior pdf
Emylee Smith
GPA 3.4
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About this Document

About making rules and guiding children in the classroom
Dance Pedagogy
Nathan Andary
Class Notes




Popular in Dance Pedagogy

Popular in Dance

This 2 page Class Notes was uploaded by Emylee Smith on Monday September 19, 2016. The Class Notes belongs to Danc 3405 at Ohio University taught by Nathan Andary in Fall 2016. Since its upload, it has received 10 views. For similar materials see Dance Pedagogy in Dance at Ohio University.


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Date Created: 09/19/16
Redirection of Behavior 09/19/2016 ▯ Not imposing the “I”  You are not the leader  Coming in and making sure your rules are clear to everyone  “Good morning everyone, my name is Emylee and what are all of your names?”  “Lets continue on” o All of us o Re-placing the authority onto an object/thing/tool/device rather than yourself o “when the music stops, everybody freeze”  The music is the authority o “Stop yawning Summer!!”  Now the kids have beef with you  They will either be rowdy and out of control or the will be afraid ▯ Using spatial constructs  Indirect and Direct space o Indirect  Everywhere  Running around without clear rules  With rules and clear direction, impactful experiences are possible  Everyone put your hand up  Everyone with your left hand up go to another place in the room o Direct  Direct paths  Walking straight towards something  Everyone put your hand up  Everyone with your left hand up go to each other  Turning your back/facing o Either confrontational or supportive o Getting in peoples bubble  Sense who your working with and how they like it  Facing people without being in their face o Proximus  Big group vs small group ▯ Use of Language  “Can we” and “Can you” will not always elicit the response you want  “Ben, I would love to see you______”  Timbre o Energy in your voice ▯ ▯ ▯ Peer-to-peer education  Observing and assessing the quality of what they are doing ▯ ▯ ▯


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