One of the most noble, challenging, and rewarding experiences you may have as a sailing instructor is to teach students with disabilities. As sailing instructors we find many extrinsic rewards. However, the greatest reward that we all take from our job is the development and growth of our students. Watching the progress of our pupils from day to day, all the way through to year after year is the single most rewarding aspect of sailing instruction. By identifying proper goals, and developing lessons to achieve those goals, an instructor can assist students in achieving and excelling in areas thought unattainable.
Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING. Often, the greatest concern for sailing instructors is getting started.
Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply. 1. Assess your students’ ability levels. When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations.
You must also know your students’ abilities for you to teach at the proper pace and ability level. 2. Understand your students’ learning styles. In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students. 3. Set goals with your students, not for your students. Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth. 4.
Set class size limits to reflect the desired teacher-to-student ratio. When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention. Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction.(www.ussailing.org)
One
of the most noble, challenging, and rewarding experiences you may have
as a sailing instructor is to teach students with disabilities. As
sailing instructors we find many extrinsic rewards. However, the
greatest reward that we all take from our job is the development and
growth of our students. Watching the progress of our pupils from day to
day, all the way through to year after year is the single most rewarding
aspect of sailing instruction. By identifying proper goals, and
developing lessons to achieve those goals, an instructor can assist
students in achieving and excelling in areas thought unattainable.
Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING.
Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply.
1. Assess your students’ ability levels.
When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level.
2. Understand your students’ learning styles.
In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students.
3. Set goals with your students, not for your students.
Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth.
4. Set class size limits to reflect the desired teacher-to-student ratio.
When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention.
Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store.
- See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.TCEhwdti.dpuf
Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING.
Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply.
1. Assess your students’ ability levels.
When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level.
2. Understand your students’ learning styles.
In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students.
3. Set goals with your students, not for your students.
Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth.
4. Set class size limits to reflect the desired teacher-to-student ratio.
When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention.
Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store.
- See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.TCEhwdti.dpuf
One
of the most noble, challenging, and rewarding experiences you may have
as a sailing instructor is to teach students with disabilities. As
sailing instructors we find many extrinsic rewards. However, the
greatest reward that we all take from our job is the development and
growth of our students. Watching the progress of our pupils from day to
day, all the way through to year after year is the single most rewarding
aspect of sailing instruction. By identifying proper goals, and
developing lessons to achieve those goals, an instructor can assist
students in achieving and excelling in areas thought unattainable.
Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING.
Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply.
1. Assess your students’ ability levels.
When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level.
2. Understand your students’ learning styles.
In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students.
3. Set goals with your students, not for your students.
Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth.
4. Set class size limits to reflect the desired teacher-to-student ratio.
When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention.
Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store.
- See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.TCEhwdti.dpufOne of the most noble, challenging, and rewarding experiences you may have as a sailing instructor is to teach students with disabilities. As sailing instructors we find many extrinsic rewards. However, the greatest reward that we all take from our job is the development and growth of our students. Watching the progress of our pupils from day to day, all the way through to year after year is the single most rewarding aspect of sailing instruction. By identifying proper goals, and developing lessons to achieve those goals, an instructor can assist students in achieving and excelling in areas thought unattainable. Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING. Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply. 1. Assess your students’ ability levels. When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level. 2. Understand your students’ learning styles. In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students. 3. Set goals with your students, not for your students. Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth. 4. Set class size limits to reflect the desired teacher-to-student ratio. When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention. Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store. - See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.a4vr1cmQ.dpuf
Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING.
Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply.
1. Assess your students’ ability levels.
When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level.
2. Understand your students’ learning styles.
In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students.
3. Set goals with your students, not for your students.
Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth.
4. Set class size limits to reflect the desired teacher-to-student ratio.
When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention.
Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store.
- See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.TCEhwdti.dpufOne of the most noble, challenging, and rewarding experiences you may have as a sailing instructor is to teach students with disabilities. As sailing instructors we find many extrinsic rewards. However, the greatest reward that we all take from our job is the development and growth of our students. Watching the progress of our pupils from day to day, all the way through to year after year is the single most rewarding aspect of sailing instruction. By identifying proper goals, and developing lessons to achieve those goals, an instructor can assist students in achieving and excelling in areas thought unattainable. Imagine teaching a visually impaired sailor to detect, react and adjust to wind shifts, or assisting a paralytic student to gain self-sufficiency in the boat. Perhaps your work as an instructor can aid students with learning disabilities, from Dyslexia to Attention Deficit Disorders, to develop coping mechanisms through their sailing which they can then apply to their lives ashore. The only boundaries to which a good sailing instructor adheres are SAFETY, FUN and LEARNING. Often, the greatest concern for sailing instructors is getting started. Questions like, “How should I design my classes?”, “Do I have to teach differently?” and “Where should I begin?” are all solved with one answer. Design and teach classes the same way you would in any setting — BUT ALSO be sensitive to the students’ needs! Special consideration may be necessary for such things as: braces and prosthetic devices, the dexterity of students, medications, loss of control or epilepsy, sanitation and bathrooms, etc.; but the fundamentals of teaching sailing still apply. 1. Assess your students’ ability levels. When instructing students with physical disabilities or learning disabilities, you must assess not only what their sailing abilities are but also where their disabilities might prove harmful during instructional or sailing situations. You must also know your students’ abilities for you to teach at the proper pace and ability level. 2. Understand your students’ learning styles. In any teaching situation, you will be most effective when you can teach to the predominant learning styles of your students. 3. Set goals with your students, not for your students. Whenever you set goals, it helps to identify easily attained short term confidence building goals as well as more complex long term goals. A building block approach facilitates this type of student growth. 4. Set class size limits to reflect the desired teacher-to-student ratio. When teaching disabled students who will progress at notably different speeds, it is essential to keep the teacher-to-student ratio very low to provide the necessary individualized attention. The more individualized attention a student requires, the fewer students you should have in the class competing for the instructor’s attention. Your efforts to ensure that classes for disabled students are safe and effective will require more thorough planning. You must also educate yourself as much as possible about your students’ disabilities so that you can better understand how to help them through the rigors of sailing instruction. Learn more from “US Sailing’s Teaching Fundamentals for Sailing Instruction,” which can be purchased through our online store. - See more at: http://www.ussailing.org/resources/teaching-sailors-with-disabilities/?utm_source=e-USSAILING&utm_campaign=0b1cc26789-e_USSailing_12_3_14&utm_medium=email&utm_term=0_76b96ca003-0b1cc26789-276068729&mc_cid=0b1cc26789&mc_eid=7ec7ede9ee#sthash.a4vr1cmQ.dpuf
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