Teachers

Matthew Lynch published in Behavior Management, Teachers

26 Ways to Motivate Students to Follow School Rules

Are you looking for ways to motivate students to follow school rules? If so, keep reading.

1. Get the learner to list the pros and cons of an action. Get the learner to consider whether the pros outweigh the cons before they take action.

2. Talk with the learner about the role and benefit of rules outside the school setting (e.g., job site, social situation, leisure learning activities, etc.).

3. Praise the learner for following school rules 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.

4. Praise the learner for following school rules: (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

5. Help the learner find specific school rules they have difficulty following and make these rules into goals for behavior improvement.

6. Get the learner to question any school rules they do not understand.

7. Get the learner and their parents to sign a copy of the school discipline plan and consequences for failing to follow school rules.

8. Get the learner to find the situations in which they are most likely to fail to consider the consequences of their behavior. After they have identified these situations, have them think of ways to minimize their occurrences.

9. Give the learner many chances for social and academic success.

10. Provide maximum supervision of the learner. As the learner can successfully follow school rules, slowly decrease supervision.

11. Select a peer to escort the learner in nonacademic settings.

12. Draft an agreement with the learner stipulating what behavior is required and which reinforcement will be implemented when the agreement has been met.

13. Utilize related consequences for the learner’s unacceptable behavior(e.g., running in the halls results in having to walk with an adult, throwing food in the cafeteria results in having to sit next to an adult when eating, disruption in the library requires additional adult supervision, etc.).

14. Intervene early and often to prevent the learner’s behavior from leading to the contagion for other students.

15. Urge the learner to realize that all behavior has negative or positive consequences. Talk about how the learner behaviors that will lead to positive consequences.

16. Get the learner to orally repeat the school discipline plan and consequences.

17. Make the learner verbalize the school rules at designated times throughout the day (e.g., before school, during recess, at lunch, at the end of the day, etc.).

18. Provide visibility to and from the learner. The teacher and the learner should be able to see each other at all times. Make eye contact possible at all times.

19. Do not let the learner use ADHD as an excuse. Hold the learner responsible for their actions. However, accept the problems that ADHD brings into the learner’s life while they are learning to make accommodations.

20. Talk with the learner regularly to ascertain if school rules are being followed.

21. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow (e.g., lunch detention, suspension, after-school detention, etc.).

22. Create school rules: • Walk in halls. • Arrive for class on time. • Respect the privacy of others. • Talk quietly in the halls. Examine rules often. Praise students for following the rules.

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

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

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

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

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Matthew Lynch published in PreK-12, Teachers

17 Tricks to Motivate Kids Not to Make Inappropriate Statements or Sounds

Are you looking tricks to motivate students not to make inappropriate statements or sounds? If so, keep reading.

1. Explain to the learner, after telling them to stop talking, the reason why they should not be talking.

2. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

3. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

4. Make the learner aware of the number of times they make unnecessary remarks and noises.

5. 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.

6. Attempt to give equal attention to all students in the classroom.

7. Minimize learning activities that might threaten the learner.

8. Make the appropriate adjustments in their surroundings to prevent the learner from experiencing stress, frustration, or anger (e.g., lessen peer pressure, academic failure, teasing, etc.) that may result in unnecessary remarks or noises.

9. Teach the learner to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when making noise is unacceptable.

10. Talk regularly with the learner to lessen the need for them to make unacceptable remarks or unnecessary noises.

11. Make sure the learner knows the relationship between their behavior and the consequences that may follow (e.g., failing to listen to instructions and making distracting noises will cause the learner to not understand what to do).

12. Minimize the occurrence of learning activities that you know will encourage the learner to make unnecessary remarks.

13. Teach active listening skills. Listen to what the other person is saying and respond based on information received.

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

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

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

17. 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, Teachers

Tips To Meet Children’s Needs By Adapting Your Teaching Strategies

Teachers are usually required to adjust their learning instructions to cater to special needs students. Usually, all students benefit from adhering to proper teaching strategies. However, if a student is having challenges with learning, you may need to adapt those strategies just a bit.

Before Each Lesson

Before the lesson begins, you should pre-teach concepts and vocabulary. You can teach mental activities involved with listening while also providing a study worksheet. Conclude by giving a lecture outline.

Proper Lesson

When the lesson begins, use visuals available by using overhead projectors or flashcards. Instruct the students to take notes using markers. Also, teach them to use acronyms to assist with lists. Proceed to give explanations in detailed steps and provide directions.

Ensure the students repeat all directions, and when giving the class directions, leave a pause between each of the steps so that students can implement the process. Try to shorten the required listening time and give the student different tasks.

If the student has a challenge expressing themselves, you can try to accept an alternative medium of sharing information. It is ideal to ask questions that have short, direct answers while also providing a prompt. Give rules for the class discussion, such as hand raising and issue points for preparation and oral contributions. Teach the students the need to ask questions while in class, and teach language and body expressions.

Always wait for the response of the student and avoid choosing the first student that raises their hand. Ensure that the questions you ask are done at the informational level while giving facts. 

If the student has challenges reading written texts, you should look for a written text at a lower level and remove the problematic material while rewriting the student’s text. Upon taping the student’s text, leave enough room for a parent to read the text out loud to the student. 

Cut down the required reading time and search for the same content using a different medium, such as filmstrip. Provide the student an alternate medium to contribute to the group, such as dramatizing and giving the student some more time to read. One unique way to boost the student’s chances of catching up is to motivate them and give them visual perspectives. Cut down on the materials that the student will need to consume.

Students Facing Challenges With Writing Legibly

There are strategies you can apply if the student is facing challenges with writing clearly. You can use a format that doesn’t need much writing, such as matching and multiple-choice. Cut down the assignments that need copying, and use learning aids, as well.

Concluding Thoughts

If a student still has difficulty expressing themself, make sure you allow them to express themselves in the way that is best for them. The student will grow in this regard at his own pace with the necessary support.

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Matthew Lynch published in K-12, Teachers

21 Genius Ways to Support Students Who Are Not Reaching Their Academic Potential

Are you looking for genius ways to support students who are not reaching their academic potential? If so, keep reading.

1. Give parents information regarding appropriate ways in which to help their child with homework (e.g., read instructions with the learner, work a few problems together, answer questions, check the finished task, etc.).

2. Alter homework tasks to give practice/reinforcement of skills presented in class.

3. Get the learner to orally respond to tasks.

4. Let the learner respond to alternative questions (e.g., general questions that represent global comprehension).

5. Give the learner sample letters, reports, forms, etc., as references for written communication.

6. Give the learner self-checking learning materials. Require the learner to make corrections before turning in tasks.

7. Teach the learner instruction-following skills: (a) listen carefully, (b) ask questions, (c) use environmental signals, and (d) rely on examples given, etc.

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

9. Teach the learner test-taking skills (e.g., organization, etc.).

10. Teach the learner 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.).

11. Teach the learner note-taking skills. Place emphasis on noting main ideas rather than details and data.

12. Talk regularly with the learner to monitor their task performance.

13. Do not require the learner to learn more information than they are capable of remembering at any time.

14. Give the learner supplemental learning activities that offer review and repetition of skills presented to the general class population.

15. Give the learner the chance to review tasks prior to them being graded.

16. Let the learner record information from lectures and make notes from these recordings.

17. Assess the degree of task difficulty to ascertain whether the learner will require additional information, time, assistance, etc., before starting a task.

18. Assess the appropriateness of tasks designated if the learner continuously fails to finish tasks with minimal accuracy.

19. Establish time at the end of each class period for the learner to finish unfinished tasks.

20. 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.

21. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.


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14 of the Best Apps for Kids in the Twelfth Grade

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Matthew Lynch published in Behavior Management, Teachers

23 Ways to Motivate Your Students Not to Use Profanity

Are you looking for ways to motivate students not to use profanity? If so, keep reading.

1. Give learning experiences that emphasize cause and effect links between behavior (e.g., use of obscene/profane language to express one’s thoughts and feelings) and consequences (e.g., loss of others’ respect, lost communication because the obscene/profane language overshadowed the message, etc.).

2. Organize the learner’s surroundings to encourage chances for self-expression without obscene/ profane language (e.g., seating the learner in front of the classroom for careful monitoring and to prevent task- and communication-related frustration, etc.).

3. Teach the learner ways of working through problems to decrease frustration and stress-related behavior. These include (a) problem identification, (b) goal/objective development, (c) strategy development, (d) plan development, (e) plan implementation, and (f) evaluation of plan effectiveness.

4. Stop peers from provoking the learner into reactive, oral responses.

5. Show an interest in the learner (e.g., acknowledge the learner, ask for the learner s opinion, work one-on-one with the learner).

6. Assist the learner’s focus upon positive attempts to connect thoughts and feelings without the use of obscene/profane language. They need to be able to recognize successes and errors for improvement in self-expression.

7. Help the learner find their own unique set of antecedents to the use of obscene/profane language. For every antecedent identified, help the learner create positive, alternative actions they may move toward problem-solving.

8. Give the learner chances for creative self-expression (e.g., sculpting, gymnastics, writing, drawing, dancing, acting, etc.). Learning activities need to be viewed as an avenue of self-expression rather than a way to reinforce, reward, or earn grades.

 9. Present and keep positive, consistent class management that incorporates a chance to think through consequences before decisions are made.

10. Give students and parents information about stress. Include positive alternatives to lessen and/or manage stress.

11. Advocate for supports and services to rule out or give for organic or physical concerns such as Tourette’s Disorder according to individual need.

12. The learner who is experiencing emotional or behavioral disturbances may respond to stressful situations with abusive or profane language. Advocate for support and service.

13. Watch the learner for changes in behavior. A learner who does not typically use obscene/ profane language but has begun to do so may be experiencing other concerns (e.g., personal crisis, substance abuse, etc.).

14. On occasions where teaching the learner to express thoughts and feelings without using obscene/ profane language, give functional lessons (e.g., interviewing for a job, trying an introduction to a new person, etc.) so the learner can designate pragmatic value to this skill.

15. Address and correct the use of obscene/profane language by talking one-on-one with the learner instead of confronting the learner in large groups. Do this to minimize embarrassment and decrease the chances a learner may have for vicarious reinforcement (e.g., approving statements and actions of peers for using obscene/profane language, etc.).

16. Urge the learner to view himself/herself positively. Make sure the learner knows the use of obscene/profane language represents a poor choice, but they are an “excellent” person. This may help lessen potential crises in which use of obscene/profane language is an antecedent to other undesirable behaviors (e.g., attempts to hurt themselves or others, etc.).

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

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

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

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

21. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

22. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

23. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Reading & Literacy, Teachers

Use Phonics Blending For Faster Learning

Phonics blending or consonant blending can be used to improve the overall speed at which students learn to read. This is a proven strategy that can be used for all ages of learners.

Next, we will show you how this can improve overall reading speed and be used as a method to help students learn to read quicker.

What Is Phonics Blending?

Phonics blending is when two consonants that are next to each other in a word have distinct sounds when you say the word. A good example is the word blend, which has the “b” and the “l” next to each other, but their individual sounds can be distinguished.

In this instance, you will say the “bl” sound, meaning you are blending them together to help form the word “blend“. This is also the case for the last two letters in the word – the “n” and the “d” blend together to help form the word.

The “bl” and “nd” are both consonant blends that help form the complete word.

How To Teach This Method

When the teacher wants to use this method to teach children consonant blending, they can do the following:

  • Write the example word on the board, such as “and“.
  • Now, the students can see the word, which is helpful.
  • Then, say every letter separately by pointing at them individually and sounding them out – “a“, “n“, “d.”
  • After this, blend the sounds together while pointing at each sound and slowly saying the word.
  • The next step is to point your finger at the word and say it out loud.
  • Finally, you can let the students repeat what you did both in a group and individually to see if they understand the method.

You can also use flashcards by writing the word on them and letting the students identify each letter sound. This method can be easily used with remote learning, and you can also record the lesson for future reference and reminders.

Why Phonics Blending Works

Through research, it has been found that this method provides the student with an excellent strategy to approach new words that they will encounter in the future. It is also found that students using this strategy are more prone to read words correctly when they first encounter them.

This consonant blending method will be a good motivational method for students who are struggling to read.

Concluding Thoughts

As you can see, phonics blending is a proven strategy that will help students avoid common reading errors, and it will improve their reading. The great thing about this method is that it is adaptable and can be used for online learning and the classroom.

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Matthew Lynch published in Education Leadership, Teachers

Using Research-Based Teaching Methods

Teaching methods, policies, and other recommendations that are meant to be rolled out and implemented in schools should be based on research and evidence. This is to ensure that the needs of students are met and that the school can provide the resources to facilitate the learning experience of students.

Unfortunately, there seems to be a misunderstanding of what the research data is, how it is to be interpreted or if it will be used at all. Using research data is important because it gives a detailed explanation of the methods used and reports of the outcomes.

Choosing research data is also important. Not all published material is created equal, so it is important to determine which ones are credible. Below are some guidelines to consider when choosing research data:

–         Do not believe everything that you read. A lot of articles that circulate online are based on research—some are summaries while others are interpretations of research. Research is systematic, logical, and exhaustive. The reason for this is that it is focused on data and not the author’s perceptions and opinions. If you are looking to find data to use as a basis for methods and policies to recommend for your school, it is best to refer to actual research data.

–         As mentioned in the previous section, research data is exhaustive, logical, and systematic; moreover, it is unbiased. As such, look into both the positive and negative outcomes that were reported. Do not just consider the positive outcomes when deciding on using the research as the basis for recommendations to the school.

–         Consistency is key. Carefully study the consistency of the evidence being presented in the research. Any conclusion that is drawn from research requires the support of evidence. Make sure that the research addresses the hypothesis that was presented at the beginning of the study. Be wary of statements that make overgeneralizations.

Final Thoughts

Whenever schools set out to deploy new techniques, teaching methods and implement policies, it is best to make sure that these suggestions are backed by research. As educators, it is your due diligence to make sure that systems are put in place in schools are evidence-based and put the best interest of students first.

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Matthew Lynch published in Behavior Management, Teachers

18 Genius Tricks to Teach Students Not to Destroy Other People’s Property

Are you looking for genius tricks to teach students not to destroy other people’s property? If so, keep reading.

1. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

2. Get the learner to question any directions, explanations, and instructions not grasped.

3. Converse with the learner about ways of handling situations successfully without conflict (e.g., walk away from a situation, change to another learning experience, ask for help, etc.).

4. Select a peer to model appropriate care and handling of others’ property for the learner.

5. 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.

6. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate care and handling of others’ property at school.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., putting property away, returning property, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the learner for demonstrating appropriate care and handling of others’ property based on the duration of time the learner can be successful. As the learner shows success, gradually increase the duration of time required for reinforcement.

9. Praise those students in the classroom who demonstrate appropriate care and handling of others’ property.

10. Select a peer to model appropriate care and handling of others’ property for the learner.

11. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

12. Praise the learner for demonstrating appropriate care and handling of others’ property: (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.).

13. Converse with the learner to explain (a) what the learner is doing wrong (e.g., defacing property, destroying property, etc.) and (b) what the learner should be doing (e.g., putting property away, returning property, etc.).

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

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

16. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

17. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

18. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Learning Disabilities, Teachers

How Dyslexia Affects Certain Skills

While most people know about dyslexia and how it can affect your reading skills, other skills are affected by dyslexia. Some of the essential skills it may affect are the ability to build self-esteem and other social skills.

Read with us to see what other skills can be affected by dyslexia which most people overlook.

Affecting Social Skills

There are up to 5 ways dyslexia can affect social skills and make life a bit more difficult for those who have dyslexia.

  1. Because people with dyslexia are struggling to read, this causes them to know fewer words than other people. This may lead them not to understand a joke or may have difficulty understanding puns and idioms.
  2. They may also find it challenging to find the right words when expressing themselves, leading to frustration. This may especially happen when the conversation is fast, and they struggle to find the right word that fits their mood.
  3. Those with dyslexia may have difficulty reading body language and facial expressions, so they cannot determine how others feel. This may become a problem for them when they miss social cues and feel incompetent and unable to cope with everyday life.
  4. Sending messages to friends on their phones may be difficult because they do not understand the abbreviations used. This may cause them to shy away from social media on their phone and may be seen as anti-social by others.
  5. People with dyslexia also tend to misremember things, so they cannot understand what people meant when saying something. They will have a hard time remembering specific details and how things were said, so they may keep to themselves and be alone to prevent embarrassment.

Other Affects Dyslexia May Have

There are several other things dyslexia may have an effect on for those who struggle with this disability.

  • Making and keeping friends may be a problem for them because many people do not understand them.
  • They can also sometimes not tell left from right, making them look dumb, and people may laugh at them.
  • People with dyslexia may have difficulty staying on the topic because of their lack of social words.
  • They may also have a problem with rhyming, making them look foolish, especially in the classroom.

Self-Esteem

Self-esteem may be the biggest problem with people with dyslexia, which may cause them to withdraw into a corner. This will cause other problems such as not feeling ready to go to school and face other children and the teachers.

Concluding Thoughts

There are so many other skills in a person with dyslexia that can be affected by it and not just reading. These people have more challenges on a typical day that other people don’t even know about, making their social lives stressful.

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Matthew Lynch published in Reading & Literacy, Teachers

How To Expand Your Child’s Word Knowledge

You keep learning about new words every other day. Whether you read it somewhere or someone says it to you. As a child, you’re susceptible to more of these situations as teachers and everyone around you are trying to help you learn about more words. While it might seem like a difficult thing to do, it doesn’t have to be. 

There are a couple of strategies for vocabulary to implement to expand the word knowledge. It is more important for parents and instructors to help children grasp new strategies to learn more words and concepts to build their vocabulary. Proper curriculum mapping can help implement the strategies better. 

Vocabulary Paint Chips

The first one is the vocabulary paint chips strategy. Here, there is a focus on mixing learning through color play. You need to get a hold of paint chips or strips that you can get from any hardware store. 

Now, this strategy requires two basic things from you. One part is to find one colored paint strips and spell words on this. 

Then, on the other colors, you can write the different variations of the same word. For instance, the versions of illuminate, such as illumination and illuminating. Now, on other colors of the paint strips, you can add the synonyms of the words. 

So, for illuminate, the synonym would be brighten or enlighten. Add the element of positive reinforcement with this, and you will see children using this method for their learning. 

Semantic Gradients

The other method to incorporate for your child’s learning is the semantic gradients. This is a method through which your child not only learns more words but they are also able to understand their meanings better. Using sight words is one way to do this as well. 

The way that semantic gradients work is by giving students one word to relate to another word. These words come in different degrees and shades of meaning to help children understand them better. 

They are given a range of words to decipher, which works well with the word you have given them. Typically, children work in groups to enhance this learning better than ever. 

Concluding Thoughts

It isn’t easy to get children to learn more about words. However, using the right strategies can help ensure that your child can expand their word knowledge correctly. Using education apps and more can help in this process better. 

You will find vocabulary paint chips and semantic gradients strategies to help your children get a better grip on more expansive words than ever before. Plan it all out so that you can incorporate these in their learning for the better.

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