Teachers

Matthew Lynch published in Teachers December 29, 2023

19 Ways to Encourage Students to Behave Themselves in Small Groups

Are you looking for ways to encourage students to behave themselves in small groups ? If so, keep reading.

1. Designate the learner a role to perform in the cooperative learning experience that they can perform successfully (e.g., secretary, researcher, group behavior monitor, etc.).

2. Make sure the learner is productive and accurate in performing individual tasks before placing them in a cooperative learning experience.

3. Go over group rules and expectations at the beginning of each cooperative learning experience.

5. Make sure that the learner can follow classroom rules and expectations independently before 4 them in a cooperative learning experience.

6. Assist the student in learning to be happy with their best effort rather than some arbitrary measure of success. Success is measured individually according to capacity and ability level, and progress of any kind is a measure of success.

7. Make sure the learner knows the instructions for the cooperative learning experience (e.g., give instructions in an assortment of ways, make sure that the learner knows their role, go over the rules for group behavior before the learning experience begins, etc.).

8. Make sure the learner has all the needed learning materials to perform their role in the group (e.g., paper, pencil, art supplies, reference learning materials, etc.).

9. Group the learner with peers who will be appropriate role models and are likely to enable the learner’s academic and behavioral successes.

10. Group the learner with group members who are least likely to be menacing (e.g., younger students, students just learning a skill the learner has already learned, etc.).

11. Make sure the learner has enough room to work successfully (e.g., distance from other students, room for all learning materials, etc.).

12. Make sure the learner is actively involved in the group situation (e.g., call on the learner regularly, Designate the learner a responsibility such as a teacher’s assistant, have them be the group leader, etc.).

13. Take the learner away from the group if their behavior is unacceptable.

14. Make sure the academic and social requirements of the group situation are within the learner’s capacity and ability level.

15. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled for the task is sufficient.

16. Assist the learner in getting to know group members before requiring group participation (e.g., introduce the students to one another, let the students have unstructured free time together, etc.).

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

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

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

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

Matthew Lynch published in Education Leadership, Teachers December 28, 2023

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.

Matthew Lynch published in Education Leadership, Teachers December 27, 2023

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.

Matthew Lynch published in Behavior Management, Teachers December 22, 2023

21 Strategies to Help Students Who Need to Be Near You to Pay Attention

Are you looking for strategies to help students who need to be near you to pay attention? If so, keep reading.

1. Provide a consistent manner in which oral questions are asked and instructions are given.

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

3. Talk regularly with the learner to help them pay attention to a source of the sound.

4. Praise the learner for paying attention to the information presented from any place in the classroom: (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. Give instructions on a one-to-one basis before assigning a task.

6. Use the learner’s name to gain their attention prior to delivering directions, explanations, or instructions.

7. Praise those students who pay attention to information from any place in the classroom.

8. Provide mobility to assist the learner; regularly be near the learner, etc.

9. Provide all directions, questions, explanations, and instructions at an appropriate rate for the learner.

10. Provide simple, specific instructions as to what the learner is to do.

11. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel negatively about themselves.

12. Talk regularly with the learner to help them follow instructions for a learning experience.

13. Provide visibility to and from the learner to keep their attention when oral questions/instructions are being delivered. The teacher and the learner should be able to see each other at all times. Make eye contact possible at all times.

14. Do not give instructions to the learner from across the classroom. Go to the learner, get their full attention, and explain the instructions to him/her.

15. Separate at several points during the presentation of directions, explanations, or instructions to check the learner’s understanding of the information presented.

16. Provide a signal to gain the learner’s attention before delivering directions, explanations, or instructions (e.g., clap hands, turn lights off and on, etc.).

17. Place the learner near the source of information in the classroom. As the learner shows success, slowly move them away from the source of information.

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

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

20. Provide oral questions and instructions that involve only one step. As the learner shows success, slowly increase the number of ideas or steps.

Matthew Lynch published in K-12, Teachers December 20, 2023

18 Strategies to Help Students Who Mangle Words or Sounds While Speaking

Are you looking for strategies to help students who mangle words or sounds while speaking? If so, keep reading.

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

2. Ensure that the learner can hear the difference between words as they should be pronounced and the way words sound when incorrectly pronounced (sounds distorted).

3. Get the learner to raise or clap hands when they hear the target sound pronounced during a sequence of isolated sound pronunciations (e.g., Isl, /sh/,/r/, /m/, Ir/, It/, /Id, Ir/, /zl, lwl, /n/, /r/, etc.).

4. Utilize a puppet to pronounce targeted words correctly and incorrectly. The learner earns a sticker for correctly differentiating a set number of correct/incorrect pronunciations the puppet makes.

5. Get the learner to stand up every time they hear targeted words pronounced accurately as contrasted with inaccurate pronunciations (e.g., shoup, soup, soup, shoup, soup, etc.).

6. Get the learner to show thumbs-up every time targeted words are pronounced accurately when images are tagged and thumbs-down if targeted words are pronounced inaccurately.

7. Using images of similar sounding words, say each word and have the learner point to an appropriate image (e.g., run and one, bat and back).

8. Get the learner to tally the number of correct pronunciations of targeted words when the teacher or a peer reads a list of words.

9. Get the learner to read simple passages and record them. Then have the learner listen to the recording and mark incorrect and correct pronunciations.

10. Get the learner to cut out images of things depicting the targeted words and display them where they can be practiced each day.

11. Record a random monologue given by the learner. Get them to listen to the recording and count incorrect and correct pronunciations. The teacher should also listen to the recording. The teacher and the learner should juxtapose their analyses of the pronunciations.

12. Get the learner to read a list of words and rate their pronunciation after each word.

13. Select a peer to model correctly pronouncing targeted words for the learner.

14. Organize a game such as Simon Says in which the learner tries to mimic the targeted words when pronounced by the teacher or peers.

15. Using images of similar sounding words, have the learner say each word as the teacher points to an image (e.g., run and one, bat and back).

16. Read The Edvocate’s Guide to K-12 Speech Therapy.

17. Consider using a language development app. Click here to view a list of apps that we recommend.

18. Consider using an assistive technology designed to support students with articulation disorder.

Matthew Lynch published in Learning Disabilities, Teachers December 14, 2023

20 Ways to Simplify Difficult Concepts for Struggling Learners

Are you looking for ways to simplify difficult concepts for struggling learners? If so, keep reading.

1. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content . Ascertain which modality is stronger and utilize that modality.

2. Utilize concrete examples of experiences in teaching ideas and sharing information with the students.

3. Daily, examine those skills, ideas, tasks, etc., that have been previously introduced.

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

5. Praise the learner for listening to what is said: (a) give the learner a concrete reward (e.g., classroom privileges, line leading, five minutes free time, passing out learning materials, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

6. Get the learner to repeat or rephrase what is said to them to ascertain what they heard.

7. Praise the learner for listening carefully 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.

8. Converse with the learner to explain (a) what they are doing wrong (e.g., failing to listen carefully) and (b) what the learner should be doing (e.g., listening carefully).

9. Assess the difficulty level of information orally delivered to the learner (i.e., information should be communicated on the learner’s capacity and ability level).

10. Get the learner to question any directions, explanations, instructions, etc.; they do not understand.

11. Provide the learner with instructions, explanations, or presentations of ideas. As the learner shows success, slowly increase the length of the instructions, explanations, or presentations of ideas.

12. Provide a consistent format for the delivery of oral instructions.

13. Make sure the learner is paying attention to the source of information (e.g., making eye contact, hands are free of writing learning materials, looking at the task, etc.).

14. Give the learner written directions and instructions to supplement oral directions and instructions.

15. Place emphasis on or repeat word endings, keywords, etc.

16. Talk concisely when delivering directions, explanations, and instructions.

17. Put the learner near the source of information.

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

19. Separate at crucial points when delivering directions, explanations, and instructions to ascertain the learner’s comprehension.

20. Provide directions, explanations, and instructions at an appropriate rate.

21. Use digital storytelling to help struggling learners grasp new concepts.

22. Use gamification to help struggling learners grasp new concepts.

Matthew Lynch published in Education Leadership, Teachers September 5, 2023

How to Implement the Levels of Questions Teaching Strategy in Your Classroom

Description

The levels of questions method helps learners comprehend and interpret a text by requiring them to answer three types of questions about it: factual, inferential, and universal. This scaffolded approach provides an opportunity for learners to master the basic ideas of the content so that they can apply this comprehension and “evidence” to conversations about more profound abstract concepts or complex historical events. Because you can focus learners’ attention on the level of questions most appropriate to their reading capacity, this method can meet the needs of different learners. You can also utilize the levels of questions method to prepare learners for a class discussion or activity or as an assessment tool.

Implementation

Prepare Questions: This method can be used with any content—historical documents, literature, newspaper articles, films, artwork, photographs, etc. Prepare questions that learners will answer. We recommend writing two or three questions for each of the following categories: Factual questions (first level) can be responded to plainly by facts contained in the content. Inferential questions (second level) can be answered through the analysis of specific parts of the content. Universal questions (third level) are open-ended questions that are provoked by concepts in the content. They are meant to provoke a discussion of an idea or issue.

Learners Practice Active Reading: Have learners watch or read the content silently or aloud. As they read (or watch), ask learners to underline or record keywords and phrases.
Learners Answer Questions: Learners can answer questions themselves or in small groups.
Review and Discuss: Review responses to level-one and level-two questions to make sure everyone understands the content. As you go over level-two questions, encourage learners to share different interpretations of the content, and use evidence to explain their answers. The universal questions make useful prompts for a broader class discussion.

Modifications

Learner-Generated Questions: After utilizing this method a few times, have learners generate their questions in each of the categories. In small groups, they can write questions. Then groups can trade questions and respond to these as a way to assess their comprehension of the content.
For Heterogeneous Classrooms: You can have struggling readers focus on level-one questions, average readers focus on level-one and level-two questions, and advanced readers be responsible for addressing all three levels of questions. As a learner’s reading capacity improves, they can be asked to discuss the next level of questions.

Matthew Lynch published in Learning Disabilities, Teachers August 31, 2023

Helping Dyslexic Children Learn Sight Words

Children who have dyslexia have trouble when it comes to picking up sight words. It is not always as easy for them to be able to decode the words that they see, and they may often struggle with this process more than other students.

It is important to know that sight words play a crucial role in the reading development process. Thankfully, you can make this process easier for them and help make sure that they can learn sight words. Let’s take a look at how you can do this.

Break the Words Up For Them

The first thing that you will need to do is break up the sight word for them. By doing so, you will be able to help them understand these words better. The truth about dyslexia is that you can help your child learn better with the right kind of support.

Make sure that you’re putting in the effort to help them. Break up the words by how they look, help them spell the words, focus on the vowels, and do anything else that can help them learn.

Use Mnemonics

If there is one thing that works amazingly, it is the use of mnemonics. These will help your child remember sight words even better. For instance, to help them remember the spelling of “separate”, they can learn that “there is a rat in separate”.

Help them come up with the right kind of mnemonics for their learning. It will take time, but it will turn out to be very helpful when it comes to their learning. There are plenty of tools and apps for students with learning disabilities to help them get a hold of sight words better.

Make Use Of Pictures

Children can learn better with the use of visual aids, so when you’re trying to help them to learn sight words, try to make use of pictures, as well. Doing so will help them make a better connection to what they are reading or looking at.

Illustrations added to flashcards or used in conjunction with them are a great way to start. On top of that, you can switch things up when they get used to learning the words with the illustrations.

Concluding Thoughts

You can do many different things to help your child with dyslexia learn sight words more easily.
For instance, there is a collection of sight words songs that you can use for dyslexic children. Whatever method you choose, make sure you cover all the options available for your child to improve their learning.

Matthew Lynch published in Learning Disabilities, Teachers August 30, 2023

How To Help Your Child With Dysgraphia

It can get especially challenging for parents whose children have dysgraphia. These children struggle with writing, making it more difficult for parents to help their children with their writing skills. This inability to write properly puts them behind the rest of their peers in school, and eventually, they will feel left out or left behind.

Make Them Feel What They Write

Allowing your children to feel the letters they are supposed to be writing down can help them learn the formation of letters.

You can help them understand different letters through straightforward and fun activities that you and your child can enjoy. You can trace a letter on their palm or their back and ask them to write the letter down on paper or trace it on your back.

You can make it more challenging for them by tracing a capital letter on their palm and asking them to write the lowercase letter for that letter and vice versa.

Write Bigger

It is challenging for kids with dysgraphia to remember how letters are formed. However, therapists have found a way to make it easier for children to remember how to form letters. In this process, children write in a way that uses large motor movements.

A home remedy for this problem is to let children spray letters on the wall using shaving cream when they take a bath. Another way is to let them spread the cream on the wall and then allow them to use this cream to make letters on the wall. Using damp sand in a plastic tub is a good way to practice, as well. To increase sensory input, finger paint can be mixed with the sand.

Use Clay

Clay is a perfect reusable material to help with dysgraphia. As it has a smooth texture, it is very responsive and adaptable, so even when a small mistake is made, it can be corrected.

Clay can be rolled into ropes and then used to produce letters. The use of clay also enhances hand strength and emphasizes improving fine motor skills. It can help children remember the shape of the letters better, as well.

Another effective method is to place the clay on a cookie sheet and smooth it out. Then, ask your child to form letters on this surface with the help of a pencil. This way, the child’s brain is receptive to the sensory output that informs how the letters are formed.

Concluding Thoughts

With a few helpful methods, your child can develop good writing skills. Good writing skills will help them become better readers as they understand phonetics and gain familiarity with the words.

Matthew Lynch published in K-12, Teachers August 29, 2023

21 Ways to Encourage Students to Take Pride in their Assignments

Are you looking for ways to encourage students to take pride in their assignments? If so, keep reading.

1. Give several chances for the learner to learn information covered by tasks (e.g., films, visitors, community resources, etc.).

2. Coordinate a time for the learner to study with a peer tutor before finishing a graded task.

3. Draft an agreement with the learner stipulating what behavior is required (e.g., improving the accuracy and quality of tasks) and which reinforcement will be implemented when the agreement has been met.

4. Alter academic tasks (e.g., format, requirements, length, etc.).

5. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make the same mistake.” say, “A better way to do that might be . . .” ).

6. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

7. Give the learner shorter tasks, but more of them throughout the day (e.g., 4 tasks of 5 problems each rather than one task of 20 problems).

8. Get the learner to orally respond to tasks.

9. Make sure the learner knows that work not done neatly must be redone until it is neat.

10. Utilize handwriting models with arrows that indicate the direction in which the learner should correctly form the letters.

11. Inspect the learner’s grip on the pencil to make sure that they are holding the pencil correctly.

12. Minimize distracting stimuli (e.g., place the learner in the front row, give a table or “office” space away from distractions, etc.). This is to be used as a way to lessen distractions, not as a form of punishment.

13. Organize a preliminary evaluation of the work, requiring the learner to make appropriate corrections before final grading.

14. Give time at school for the conclusion of homework if designated homework has not been finished or has resulted in failure. (The learner’s failure to finish homework tasks may be the result of variables in the home over that they have no control.)

15. Let the learner respond to alternative task questions (e.g., more generalized questions that represent global comprehension).

16. Praise the learner for improving the accuracy and quality of their work based on capacity and ability. As the learner shows success, slowly increase the amount of improvement expected for reinforcement.

17. Find resource staff members from whom the learner may receive additional assistance (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.).

18. Utilize primary paper to assist the learner in sizing uppercase and lowercase letters. Utilize standard lined paper when the learner’s skills improve.

19. Make sure that homework relates to ideas already taught rather than introducing a new concept.

20. Provide shorter tasks but give them more regularly. As the learner shows success, increase the length of the tasks, and decrease the frequency.