Education Leadership

Matthew Lynch published in Education Leadership

4 Teachable Moments from Middle and High School Graduation Speeches

Graduation speeches are much more than an opportunity to celebrate milestones and achievements. At their core, they often serve as insightful moments of life advice that inspire and motivate students for their future. While these speeches differ in content, certain valuable lessons stand out. Let’s explore four teachable moments from middle and high school graduation speeches.

1. The Power of Perseverance

Time and time again, speakers stress the importance of perseverance in achieving personal goals. This fundamental life lesson encourages students to keep going, even when faced with failure or a challenging situation. Many graduation speeches remind graduates that success is often built on overcoming obstacles. Perseverance stands out as an essential quality for facing the challenges of both higher education and the real world beyond school walls.

2. Embrace Change

Graduation serves as a significant transitional moment for students, making it the perfect time to acknowledge and accept change in their lives. Change can be both exciting and daunting, but the key to embracing it is adaptability and maintaining a positive outlook. Speakers often address how important it is for graduates to understand that change is constant throughout life, making flexibility an invaluable attribute.

3. Pursue Passion

Another common theme in graduations speeches is the encouragement to follow one’s passion. A successful career or life journey should not merely be based on financial stability or social status but also involve pursuing personal aspirations. When students are motivated by genuine interest in their chosen fields, they become more dedicated, persistent, and satisfied in their professional lives.

4. Importance of Community

Finally, a noteworthy teachable moment from high school graduation speeches revolves around the significance of community involvement and interpersonal relationships. Graduates often hear about how essential it is to stay engaged within their local community – be it through volunteering or pursuits that improve society’s overall well-being. Furthermore, speakers emphasize the importance of nurturing positive relationships and surrounding oneself with supportive individuals who challenge and inspire personal growth.

In conclusion, these four teachable moments from middle and high school graduation speeches serve as essential life lessons that transcend the boundaries of academics. Perseverance, adaptability, passionate pursuit of personal interests, and a strong community presence can guide graduates as they embark on their next chapter. These invaluable insights are not only relevant but can serve as guiding principles throughout students’ lives.

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Matthew Lynch published in Education Leadership

Evaluating Teachers Who Are “Building the Plane While They Fly It”: A New Perspective on Education

In recent years, education has faced various challenges, including rapidly changing technology, student needs, and an evolving curriculum. These changes require educators to adapt quickly and effectively, often described as “building the plane while they fly it.” This expression highlights the need for educators to be proactive in their approach to teaching while simultaneously managing real-time classroom dynamics. It begs the question: How can we accurately evaluate teachers who are continually adapting and learning on the job?

1. Acknowledge The Role of Teachers:

Before evaluating teachers in such a dynamic environment, it is essential to understand their critical roles in shaping students’ lives. Effective educators do more than just impart knowledge; they inspire and support their students by creating an engaging classroom atmosphere, fostering creativity and curiosity, and addressing individual learning needs.

2. Continuous Professional Development:

To ensure teachers remain up-to-date with current pedagogy and technology trends, ongoing professional development is vital. Evaluating teachers based on their willingness and ability to engage in professional development opportunities would provide a strong indicator of their commitment to improving their practice continually.

3. Student Learning Outcomes:

While assessing student performance cannot solely determine a teacher’s effectiveness, it should still be considered as part of a comprehensive evaluation process. By examining student learning outcomes, we can identify teachers who excel at fostering academic growth despite the changing educational landscape.

4. Collaboration & Teamwork:

Educators who are capable of working effectively with their peers can share resources, ideas, and strategies that contribute to a collective effort in building a successful learning environment. An assessment of collaboration skills should be included in any teacher evaluation process.

5. Feedback Mechanisms:

Receiving constructive feedback from students, supervisors, and colleagues allows teachers to identify areas for growth and improvement. Evaluating this feedback provides valuable insight into how a teacher responds to criticism and adapts their teaching techniques.

6. Classroom Observations:

Classroom observations allow evaluators to gain a comprehensive understanding of a teacher’s ability to adapt and adjust their teaching practices. Observing an educator in action enables a firsthand perspective on their classroom management and ability to engage and support students in real-time.

7. Reflective Practice:

Evaluating a teacher’s ability to reflect on their teaching practices is another essential aspect of ensuring they are effectively building the plane while they fly it. Reflective practice involves regularly assessing one’s effectiveness, identifying areas for growth, and seeking opportunities for professional development.

In conclusion, the ongoing evaluation of teachers who are adapting to change requires a multifaceted approach that acknowledges the challenges faced in today’s educational climate. By considering various aspects such as collaboration, reflective practice, feedback mechanisms, student learning outcomes, and willingness to engage in continuous professional development, we can more effectively assess and support teachers who are continuously learning on the job and building the plane while they fly it.

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Matthew Lynch published in Education Leadership

How to Survive Even the Scariest Parent Conferences

Introduction

Parent-teacher conferences can feel daunting for both parents and teachers, but they don’t have to be. With the right mindset and preparation, even the scariest parent conferences can become productive and positive experiences. In this article, we outline several helpful tips for surviving those important meetings.

1. Come prepared

Before going to a conference, write down any questions or concerns you have about your child’s progress at school. It’s easy to forget crucial points while in the heat of a meeting. If necessary, gather data or examples to illustrate your concerns and provide context during discussions.

2. Be punctual and respectful of time

Arriving on time not only shows respect for your child’s teacher, but also ensures that you have ample opportunity to discuss everything on your agenda. Stick to the allotted time, and if necessary, schedule a follow-up meeting.

3. Approach with a positive mindset

Remember that both you and the teacher want what’s best for your child—focus on finding solutions rather than placing blame or dwelling on shortcomings. Stay open-minded and receptive to feedback.

4. Maintain open, honest communication

Establishing an ongoing dialogue with your child’s teacher is key to addressing any concerns quickly and effectively. Share information about your child’s interests, struggles, and successes so the teacher can better support them in the classroom.

5. Keep focused on your child

It’s essential to remain centered on your child’s needs during conferences. Avoid discussing other students or teachers; instead, concentrate on what will help your child thrive academically and personally.

6. Take notes

Jotting down key points will ensure nothing slips through the cracks after you leave the conference room. Use these notes as a reference when following up with additional questions or action steps.

7. Employ active listening

Nodding along doesn’t constitute true listening—process what the teacher is saying by summarizing or paraphrasing pieces of crucial information. Verify that your understanding reflects theirs to prevent miscommunication.

8. Develop a plan

Based on the conference discussions, create a concrete action plan involving both the teacher and yourself to address the areas of concern. Set clear goals, deadlines, and follow-up procedures to monitor progress.

9. Follow up

Stay in touch with the teacher after the conference to provide updates on your child’s progress or ask for additional support if needed. Being involved in your child’s education can make a significant difference in their success.

Conclusion

Parent-teacher conferences don’t need to be daunting experiences filled with dread. By following these tips, you can have productive meetings that put your child on the path to academic and personal growth. Remember, communication is key—keep those lines open with your child’s teacher and advocate for their continued development.

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Matthew Lynch published in Education Leadership

“I’ll Never Forget It”: Teachers Share the Things an Admin Did That They’ll Always Be Grateful For

Introduction:

Teaching is a challenging profession, and it often takes a supportive administrator to make all the difference. Educators across the country have experienced exceptional moments in their careers, thanks to acts of kindness, support, and understanding demonstrated by school administrators. In this article, we will share some heartwarming stories from teachers who recall impactful encounters with admins for which they will remain eternally grateful.

1. Emotional Support During Tragedy

When disaster struck and a teacher suffered the loss of a spouse, their principal went beyond anyone’s expectations to provide support during such trying times. The grieving teacher received daily words of encouragement, flexible accommodation in her work schedule, and even home-cooked meals. This kind of genuine concern from an admin demonstrated the value of compassion when faced with tragedy.

2. Encouragement to Pursue Further Education

A young teacher felt uncertain about entering graduate school while still managing responsibilities in the classroom. However, their principal encouraged them not only to apply but also offered financial assistance and eased their workloads to make time for the academic endeavors. Today, that teacher attributes their career growth and opportunities directly to their administrator’s support.

3. Trusting Teachers’ Judgment

One educator shared how her principal demonstrated exceptional trust in her students’ academic progress during standardized testing season. Rather than worsening pressure on teachers and students alike, this admin provided positive reinforcement and allowed teachers to cater to each student’s individual needs—creating a caring environment for all.

4. Personal Investment in Professional Growth

In certain instances, administrators truly take teaching staff under their wings—mentoring them on an individual basis and enabling them to reach new heights professionally. Such was the case for a high school teacher who recalled feeling disillusioned about her job until a new principal arrived at school and breathed new life into her passion for teaching. Weekly meetings, continuous guidance, and collaborative decision-making empowered this teacher to lead with confidence.

5. Recognizing and Rewarding Hard Work

Consistently acknowledging accomplishments and rewarding hard work goes a long way in reinforcing a positive work environment. In one school, a laptop giveaway program was initiated by the admin for high-performing educators. These gestures—big or small—by the leaders signified the acknowledgment of teachers’ efforts towards their students and schools at large.

Conclusion:

In conclusion, inspirational leadership from school administrators has caused a ripple effect on the motivation, happiness, and performance of countless teachers. Stories like these showcase how simple acts of kindness, understanding or support can shape an educator’s professional life for the better and create a positive learning environment for students. May these stories encourage more administrators to put their best foot forward in guiding teachers in this noble profession.

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Matthew Lynch published in Education Leadership, Teachers

21 Simple Ways to Help Kids Who Only Listen When Someone Makes Eye Contact with Them

Are you looking for simple ways to help students who only listen when someone makes eye contact with them? If so, keep reading.

1. Praise the learner for listening based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

2. Get the learner to orally repeat instructions, explanations, and directions after they have been given to enable retention.

3. Get the learner to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.

4. Get the learner to take notes when information is orally presented.

5. Get the learner to listen and takes notes for “Who, What, Where, On occasions where, How, and Why” while ideas are presented.

6. Get the learner’s hearing reviewed if it has not been recently reviewed.

7. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

8. Train the learner to keep attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other distractions.

9. Provide a consistent format in which information is orally presented.

10. Provide visibility to and from the learner at all times to ensure that the learner is attending.

11. Let logical consequences happen as a result of the learner’s failure to listen (e.g., the failure to respond correctly, a failing grade, etc.).

12. Assess the visual and auditory stimuli in the classroom and remove or lessen unnecessary environmental stimuli.

13. Make the curriculum important to the learner (e.g., explain the purpose of a task, relate the curriculum to the learner’s environment, etc.).

14. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.

15. Get the learner to question any directions, explanations, or instructions they do not understand.

16. Urge the learner to create an understanding of themselves and their surroundings. Train the learner to periodically step back and ask themselves, “Am I keeping eye contact?” “What should I be doing now?”

17. Plan essential learning activities , tasks, and lectures at times when the learner is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.). Inform the learner what to listen for when being given instructions or receiving information, etc.

18. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

19. Give chances for the learner to talk to others on a one-to-one basis. As the learner becomes more successful at keeping attention and eye contact, slowly include more people in conversations.

20. Minimize visual and auditory stimuli in and around the classroom that interfere with the learner’s capacity and ability to listen successfully (e.g., close the classroom door and windows, draw ·the shades, etc.).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

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Matthew Lynch published in Education Leadership, Teachers

24 Ways to Encourage Students to Exhibit Acceptable Behavior in Large Group Settings

Are you looking for ways to encourage students to exhibit acceptable behavior in large groups? If so, keep reading.

1. Give the learner alternative ways to perform a group task and let them select the most desirable (e.g., a written paragraph task may be accomplished by writing a note to a friend, writing about a recent experience, describing a favorite pastime, etc.).

2. Let the learner take part in the large cooperative learning experience they prefer. As the learner experiences success, require them to take part in larger group learning activities.

3. Get the learner to participate in at least one large cooperative learning experience per day. As the learner shows success, slowly require the learner to take part in larger group learning activities.

4. Plan large group learning activities when the learner is most likely to be successful (e.g., before recess rather than immediately after recess, after the first individual task of the day has been finished to create productive behavior, etc.).

5. Plan alternative individual learning activities if the learner is unlikely to be successful (e.g., if the schedule has been changed; if holidays or special activities have stimulated the learner, making successful group interactions unlikely; etc.).

6. Let the learner join the group after the learning experience has begun if they are unable to 6 properly at the beginning of the learning experience.

7. Place the learner’s desk or work so that they work near other students but are not visually distracted by them (e.g., turn the learner’s desk away from other students).

8. Let the learner leave a cooperative learning experience and return to independent work when they can no longer be successful in the cooperative learning experience (e.g., as an alternative to disrupting the group, fighting, etc.).

9. Coordinate the learner’s seating so that you can interact with them regularly (e.g., near the front of the room, on the perimeter of the group, etc.).

10. Select a peer to sit/work next to the learner to assist.

11. Get the learner to keep a list of classroom rules at their desk (e.g., attached to the surface of the desk, inside the desk, etc.).

12. Utilize a “time-out” area to let the learner gain self-control if problem behaviors happen during a large academic cooperative learning experience.

13. Give a carrel or other quiet study area for the learner to use if they cannot be successful at their seat.

14. Utilize removal from the group as a natural consequence for unacceptable behavior.

15. Show academic tasks in the most attractive and exciting manner possible.

16. Integrate the learner into a large academic cooperative learning experience only after they have had success with one other learner, a small group, etc.

17. Integrate the learner into a large academic cooperative learning experience slowly (e.g., short periods with the group lead to longer periods).

18. Give the learner the chance to work with a peer tutor, volunteer, etc., for enrichment or support of content presented in the large academic cooperative learning experience.

19. Give structure so that the large academic cooperative learning experience does not become overstimulating for the learner.

20. Publicly praise the learner for appropriate behavior and privately redirect unacceptable behavior.

21. Consider using a classroom management app. Click here to view a list of apps that we recommend.

22. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

23. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

24. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Education Leadership, Writing

18 Strategies for Teaching Students Organize Writing Activities

Are you looking for strategies to teach students to organize writing activities? If so, keep reading.

1. At the top of a piece of paper, write five or six sentences out of sequence about a story the learner has read. Get the learner to cut the sentences apart and paste them in the proper order at the bottom of the paper.

2. Inspect the learner’s work regularly to make sure that the learner is organizing the writing learning experience appropriately.

3. Provide the learner a group of related words (e.g., author, read, love, bestseller, etc.) and have them write a properly organized paragraph that includes each word.

4. Provide the learner several short sentences and have them combine them to make one longer finished sentence (e.g., “The cat is big. The cat is brown. the cat is mine.” becomes “The big, brown cat is mine.”).

5. Get the learner to arrange a sequence of statements on a topic in an appropriate order so that they make sense in a paragraph.

6. Get the learner to begin to practice organizational writing skills by writing simple sentences with subjects and verbs. Get the learner to then expand the sentences by adding adjectives, adverbs, and prepositional phrases.

7. Get the learner to create stories about topics that are of interest. The learner is more likely to be successful if they are writing about something of interest.

8. Get the learner to create an outline or skeleton of what they are going to write. From the outline, the learner can then practice organizational skills in writing.

9. Get the learner to develop organizational skills in writing simple sentences. As the learner shows success, slowly increase the complexity of sentence structure required and move on to paragraphs, short stories, etc.

10. Get the learner to read a short story and then list the activities of the story. From that list, have the learner construct a paragraph using the correct sequence of activities.

11. Minimize distracting stimuli by placing the learner in a study carrel or “office” when engaged in writing learning activities. This should be used as a way to lessen distractions, not as a punishment.

12. Get the learner to read their own written work aloud to help them find errors in organization.

13. Give practice organizing writing learning activities using an app or a handheld educational device that gives the learner instant feedback.

14. Get the learner to write a paragraph describing the activities of a daily comic strip.

15. Using a written essay that the learner has not seen, cut the paragraphs apart and ask them to reconstruct the essay by putting the paragraphs in an appropriate order.

16. Get the learner to write step-by-step instructions (e.g., steps in making a cake) so they can practice sequencing activities.

17. Assist the learner to brainstorm ideas about a topic and then show them how to put these ideas into outline form by combining some ideas and discarding others.

18. Consider using one of the apps on one of our best writing apps lists:

The Tech Edvocate’s List of 31 Grammar & Writing Apps, Tools & Resources

Ten Apps to Help Students Develop Writing Skills

10 of the Best Grammar and Writing Apps for Elementary School Students

11 of the Best Grammar and Writing Apps for High School Students

10 of the Best Grammar and Writing Apps for Middle School Students

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Matthew Lynch published in Education Leadership, K-12

28 Ways to Ensure That You and Your Students Are on the Same Page

Are you looking for ways to ensure that you and your students are on the same page? If so, keep reading.

1. Make it pleasant and positive for the learner to ask questions about things not grasped. Praise the learner by assisting, congratulating, etc.

2. Minimize distractions to enable the learner’s capacity and ability to listen and follow instructions.

3. Make instructions important to the learner. Attempt to relate instructions to past experiences.

4. Praise the learner for answering oral questions and instructions without requiring frequent repetition: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

5. Praise those students in the classroom who respond to oral questions and instructions without requiring repetition.

6. Jot down oral instructions. Train the learner to cross each step off as it is finished.

7. Reward other students for listening, following instructions, and answering oral questions.

8. Give instructions/directions that will accommodate various learning styles (e.g., visual, auditory, etc.).

9. Create a written list of procedures the learner is to follow (e.g., how to tag papers, format for mathematic tasks, etc.).

10. Reward the learner (e.g., a break, visit briefly with a peer, etc.) for keeping eye contact and listening for a specific length of time.

11. Plan essential learning activities /tasks/ lectures at times when the learner is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.).

12. Utilize images, diagrams, the smartboard, and gestures when delivering information.

13. Converse with the learner to explain (a) what they are doing wrong (e.g., needing oral questions and instructions repeated) and (b) what they must be doing (e.g., answering oral questions and instructions without requiring repetition).

14. Inform the learner what to listen for when being given instructions, receiving information, etc.

15. Record the tasks and let the learner listen to instructions/instructions as often as appropriate.

16. Teach and practice “active listening” skills. Train the learner to listen to what another person is saying and respond based on the information received.

17. Teach and practice efficient communication skills. These skills include listening, keeping eye contact, and maintaining positive body language.

18. Inform the learner that oral questions and instructions will be given only once.

19. Give instructions/instructions on a one-to-one basis before assigning a task.

20. Praise the learner for answering oral questions and instructions without requiring repetition based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

21. Teach the learner instruction-following skills (e.g., listen carefully, write down steps, etc.).

22. Separate at several points during the presentation of directions, explanations, or instructions to check the learner’s comprehension of the information given.

23. Utilize a timer to help the learner know how much time they have to follow through with instructions.

24. When ideas are presented, have the learner listen and takes notes for “Who, What, Where, On occasions where, How, and Why.”

25. Draft an agreement with the learner stipulating what behavior is required (e.g., following instructions with one signal) and which reinforcement will be implemented regarding when the agreement has been met.

26. Consider using a classroom management app to help the student understand what is expected of them. Click here to view a list of apps that we recommend.

27. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

28. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Education Leadership, K-12

26 Strategies to Help Students Who Do Not Understand Instructions and Directions

Are you looking for strategies to help students who do not understand instructions and directions? If so, keep reading.

1. Play games that teach listening skills.

2. Provide instructions in a compassionate rather than a menacing manner (e.g., “Please listen to the instructions,” rather than, “You had better listen!”).

3. Converse with the learner before going into a school assembly or cooperative learning experience and remind the learner of the importance of listening to and following instructions.

4. Get the learner to question any directions, explanations, and instructions they do not understand.

5. Provide all instructions, questions, and explanations in a clear, concise manner and at an appropriate rate for the learner.

6. Show an appropriate way to listen to and follow instructions.

7. Urge parents to take advantage of dinner and other family-gathering times to converse and practice keeping attention.

8. Take the learner away from the situation (e.g., at a school assembly, when a guest speaker is present, etc.) until they can demonstrate self-control and follow instructions.

9. Train the learner to carry a notepad with them at all times. Urge them to write information down to help them keep attention.

10. Make sure you have the learner’s full attention when you are talking to him/her. Stand near the learner, keep eye contact, and have the learner repeat the information.

11. Do not reinforce the learner’s unacceptable behavior by laughing when they have not listened to instructions.

12. Ascertain whether the learner heard a direction by having the learner repeat it.

13. Teach and practice information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is presented before starting a task, etc.).

14. Minimize the emphasis on competition in the classroom. Competition may cause the learner to begin a learning experience before hearing all of what is said.

15. Create rules for listening to and following instructions (e.g., listen when someone is giving instructions, ask questions about instructions if they are not grasped, etc.). These rules should be consistent and followed by everyone in the classroom. Talk about the rules often.

16. Assist the learner in listening to and following instructions by reducing distractions.

17. Minimize distracting stimuli (e.g., noise and motion in the classroom) to enable the learner’s capacity and ability to listen successfully.

18. Urge the learner to write down oral instructions.

19. Place emphasis on or repeat keywords, due dates, quantity, etc.

20. Utilize several modalities to accommodate more than one learning style (e.g., visual, auditory, tactile, etc.) when presenting instructions, explanations, and instructional content .

21. Consider using a classroom management app to help the student follow directions and instructions . Click here to view a list of apps that we recommend.

22. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

23. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

24. Read this article that we wrote on developing listening comprehension skills.

25. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

26. Read this article that we wrote on what you should do when your child struggles with verbal comprehension.

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Matthew Lynch published in Early Childhood, Education Leadership

21 Tips for Increasing a Student’s Attention Span

Are you looking for strategies that help your students attention span? If so, keep reading.

1. Create an environmental setting for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).

2. Give clearly stated instructions, written or oral (e.g., make instructions as simple and concrete as possible).

3. Select various people (e.g., peer, counselor, paraprofessional, etc.) to help the learner remain on-task.

4. Get the learner to listen and take “Who, What, Where, On occasions where, How, and Why” notes when information is presented.

5. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

6. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.

7. Give the learner an individual task when the group setting is overly distracting.

8. Urge the learner to create a 30-second description of their goal to help them remain on-task and focused (e.g., “I will listen carefully. The better I focus and remain on-task, the better I will perform.”).

9. Provide information to the learner on a one-to-one basis or use a peer tutor.

10. Give an incentive statement along with an instruction (e.g., “You can go to lunch after you finish 15 math problems.”).

11. Praise the learner for concentrating on a task for the duration of time the learner can be successful. As the learner demonstrates success, slowly increase the duration of time required for reinforcement.

12. Minimize the amount of information on a page if it is visually distracting for the learner (e.g., less print to read, fewer problems, isolate information that is presented to the learner, etc.).

13. Follow up a less desirable task with a more desirable task. Make the conclusion of the first appropriate to perform the second.

14. Reward the learner for concentrating on a task for a specific duration of time (e.g., a break, visit briefly with a peer, etc.).

15. Pair the tasks with the student’s learning experience level. On occasions where the learner is feeling highly active, give them tasks that require a great degree of movement. On occasions where the learner is most likely to pay attention, give them tasks that require less movement and more sitting.

16. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to concentrate.

17. Support the learner in staying on-task. As the learner shows success, slowly lessen the amount of assistance given and require the learner to independently remain on-task.

18. Create an environment that is quiet and tidy (e.g., clean, well-lighted, fresh smelling, and at a comfortable temperature).

19. Let the learner occasionally take a learning activity home when the work setting is overly distracting.

20. Reward the learner for finishing a task within the amount of time allotted.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

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