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Matthew Lynch published in Behavior Management, Teachers

25 Ways to Encourage Students Not to Interrupt Others

Are you looking for ways to encourage students not to interrupt others? If so, keep reading.

1. Get the learner to question any directions, explanations, or instructions before starting a task to reinforce comprehension and avoid interrupting peers later to ask questions.

2. Converse with the learner to explain (a) what they are doing wrong and (b) what they must be doing (e.g., waiting for a turn to speak, working quietly, etc.).

3. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

4. Teach the learner to ask themselves questions such as, “What should I be doing right now?” “Is what I have to say relevant to this topic?” “Is this an excellent time for me to comment?”

5. Urge the learner to remind themselves to wait when they feel the urge to interrupt (e.g., “Stop. Count to 10.”).

6. Teach the learner to use techniques such as crossing their and legs, clinching their fists, and webbing their hands when they feel the urge to interrupt.

7. Show the learner the importance of treating people as they want to be treated (e.g., people will not interrupt you if you do not interrupt them).

8. Talk regularly with the learner to keep their involvement in the learning experience (e.g., ask the learner questions, ask the learner’s opinion, stand near the learner, seat the learner near the teacher’s desk, etc.).

9. Show the learner why it is essential not to interrupt others. Assist them in understanding that it is impolite, that they might hurt someone’s feelings, etc.

10. Get the learner to make a list of consequences associated with regularly occurring behaviors (e.g., By disrupting others, they will be perceived as unmannerly. By behaving aggressively, the learner will cause people to avoid him/her.).

11. Show the learner the need to lessen impulsive behavior to increase work productivity and general happiness.

12. Make sure that you do not interrupt others. If you interrupt others, the learner will continue to do so.

13. Create rules for conversing with others (e.g., wait for your turn to talk, stand quietly by the person with whom you want to talk until you are noticed, excuse yourself when you interrupt others, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

14. Select a peer who does not interrupt others. Urge the learner to observe that person and try to model the behaviors that Let them be patient.

15. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to display unacceptable behaviors.

16. Practice continuously the class rules regarding talking aloud during quiet activity periods.

17. Teach appropriate social rituals (e.g., say, “Excuse me,” before interrupting; wait until someone stops speaking to begin talking, etc.).

18. Get the learner to find the situations in which they are most likely to interrupt. After they have identified these situations, have them think of ways to minimize their occurrences.

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

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

21. Get a peer to signal the learner when they are interrupting others (e.g., the peer can touch the learner’s arm or desk as a signal that they are interrupting).

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

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

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

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

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Matthew Lynch published in Teachers

Great Conversation Starters for Kids of All Ages

Starting a conversation isn’t always easy, especially for kids who are still learning how to communicate effectively. But as parents or caregivers, we can help by teaching our kids some great conversation starters that will make them better communicators and have more engaging interactions.

Here are some conversation starters that can be used for kids of all ages:

1. Ask about their day

This simple question can be a great way to start a conversation with kids. It’s important to ask in an open-ended way and encourage them to share both positive and negative experiences.

2. Share something interesting

Encourage kids to share something interesting they’ve learned recently. It could be something from school, a book they read, or a fun fact they learned from a friend.

3. Play “Would You Rather”

“Would You Rather” is a fun game that can encourage kids to think creatively and share their opinions. It’s a great way to get to know what they like and dislike.

4. Talk about goals

It’s important to encourage kids to set goals and work towards achieving them. Ask them what they hope to accomplish in the short-term and long-term, and offer support and encouragement.

5. Share a funny story

Laughter is always a great way to connect with people. Share a funny experience or story that happened to you and encourage the kids to share their own stories.

6. Talk about hobbies

Encourage kids to talk about their hobbies and interests. It’s a great way to learn more about their passions and what they enjoy doing in their free time.

7. Discuss current events

Younger kids can be taught about current events in an age-appropriate way. This not only helps with conversation skills but also encourages critical thinking and awareness of the world around them.

In conclusion, teaching kids good conversation skills is an essential part of their development. By encouraging them to share their thoughts and ideas, you’re helping them become better communicators and connect more effectively with others. Use these conversation starters to help improve their skills and create more meaningful interactions. 

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Matthew Lynch published in Learning Environments, Teachers

24 Ways to Teach Students Not to Blurt Out Answers During Class

Are you looking for ways to teach students not to blurt out answers during class? If so, keep reading.

1. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the learner only when they blurt out answers without being called on).

2. Praise the learner for raising their hand to be recognized.

3. Show the learner why they have been asked not to talk.

4. Give the learner a predetermined signal if they begin to blurt out answers without being called on.

5. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

6. Urge the learner to self-monitor their impulsivity. Awareness should lessen impulsive behaviors.

7. Get the learner to work in small groups in which there are frequent chances to speak. As the learner learns to wait longer for a turn to speak, slowly increase the size of the group.

8. Assess the appropriateness of the social situation concerning the learner’s capacity and ability to function successfully.

9. Organize the learner’s surroundings to limit chances for unacceptable behaviors (e.g., keep the learner engaged in learning activities, have the learner seated near the teacher, allow several responses when appropriate, etc.).

10. Teach yourself and others about ADHD to increase comprehension and accommodation of impatient behavior.

11. Give the learner an easily grasped list of consequences for unacceptable behavior.

12. Assist the learner in improving concentration skills (e.g., listening to the speaker, taking notes, preparing remarks in advance, making remarks in an appropriate context, etc.).

13. Minimize the emphasis on competition. Competitive learning activities may cause the learner to become overexcited and blurt out answers without being called on.

14. Teach the learner about ADHD and the need for developing skills to self-monitor behavior.

15. Urge the learner to create an understanding of themselves and those around him/her. Get the learner to periodically step back and ask themselves, “Am I blurting out answers and dominating the conversation?”

16. Urge the learner to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their impulsivity (e.g., perceived as unmannerly, avoided, etc.).

17. Make the learner aware of the number of times they blurt out answers without being called on.

18. Train the learner to carry a notepad with him/ her at all times and to write information down to help them remember.

19. Make sure the learner does not become overstimulated by a learning experience.

20. Get the learner to practice waiting for short periods for a turn to speak. As the learner shows success, slowly increase the duration of time required for a turn to speak.

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 Teachers

Discussing Disturbing News Stories in the Classroom

As a student or teacher, it’s not uncommon to come across a news story that is disturbing. From school shootings to natural disasters or global crises, it’s hard to ignore the events that happen around us. While it may be challenging to discuss upsetting news stories in the classroom, it’s important for students to learn about the world they live in and understand how to empathize with people who are affected by these events.

As educators, it’s critical to remember that every student is different, and some may be more affected by news stories than others. It’s essential to create a safe and receptive environment for students to voice their feelings and opinions without fear of judgment or ridicule. Teachers must strike a balance between providing a space for students to discuss current events and not re-traumatizing already vulnerable individuals. One way to approach this is by providing different outlets for students to express themselves and track their comprehension of the news. For example, students could write about the impact of the event on their mental health, create art or a video essay, engage in a group discussion, or follow up with research on positive stories that relate to the issue.

It’s also important for teachers to be transparent with their students. Acknowledging the impact of the news and the effect it can have on individuals is essential to creating a discussion that is productive and respectful to all involved. Reminding students that it’s okay to feel overwhelmed or upset after hearing about a tragic event helps them to normalize their emotions and acknowledge their coping mechanisms. Teachers can also provide resources and recommendations for students to chat with a counselor if they require further support.

In addition to mental health concerns, news stories can be an excellent opportunity to develop critical thinking skills. By discussing and dissecting media coverage of an event, students can identify how the news influences the public’s perceptions and opinions on events. This promotes media literacy and encourages students to challenge the narrative presented by the media.

Furthermore, discussing current events can also encourage students to become more involved in issues they care about through advocacy and collective engagement. Identifying and exploring possible causes of an event, such as gun violence, climate change or inequality, makes students recognize that they can make a difference by speaking out about their beliefs and engaging in active citizenship.

In conclusion, news stories can be challenging to approach in the classroom, but they are essential. As educators, we should create a space where students can express their feelings, learn more about the world and think critically about current events as they develop their active citizenship skills. Through discussing current events, we can empower students to engage positively in their communities and be informed, responsible global citizens.   

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Matthew Lynch published in Teachers, Teaching Strategies, Tactics, and Methods

Differentiated Instruction: Everything You Need to Know

This is a teaching strategy involving the development of a curriculum that follows a student’s progress rather than a standard curriculum that all students are meant to fit into. This requires teachers to be proactive in their teaching activities, taking careful note of the wants and needs of their students and designing their teaching curriculum and methods to fit them. This approach emphasizes the inclusion of the student in decision-making activities related to their education.

Based on their students’ interests, readiness, or learning profile, teachers can differentiate four classroom elements, namely:

1.  Content: A classroom’s basic lesson content should cover the learning standards set by the school district or match the state educational standards. But in a class, some students may be completely unfamiliar with the concepts in a lesson, some others may have limited mastery, and a handful may already be familiar with the content before the teacher starts the lesson. Teachers can differentiate the content by devising activities for groups of students that cover diverse intellectual levels. They can do it based on the different levels of Bloom’s Taxonomy, where the six levels of behavior are classified from lower-order to higher-order thinking skills. Students with high levels of mastery could be asked to finish tasks related to creating and evaluating, which are two of the highest-order thinking skills in Bloom’s Taxonomy. Students with partial mastery could be asked to complete tasks that need them to apply and analyze the content. Students unfamiliar with the content could be required to complete tasks on the lower levels that include remembering and understanding.

2.  Process: Every student has a favorite learning style, which could be auditory, visual, or kinesthetic. Successful differentiation includes delivering the class content to suit each style. Since all students won’t need the same level of support from the teacher, they can be encouraged to work in small groups, pairs, or alone. Based on the individual student’s learning needs, teachers can provide them with the necessary support.

3.  Product: This is what the students make at the end of the lesson to show their mastery of the educational concept. This can be projects, tests, reports, or other activities. Teachers could assign students different activities based on their preferred learning style (say, oral report for auditory learners or creating a story’s graphic organizer for visual learners), which they should complete, displaying their mastery.

4.  Learning environment: This refers to creating conditions for optimal learning, which include both psychological and physical elements.

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Matthew Lynch published in Teachers

Child Abuse and Neglect: Everything You Need to Know

Child abuse refers to neglect of responsibility for a child that leads to the child getting hurt or being at risk of harm. This can include emotional, physical, sexual, and psychological acts of abuse. Neglect is another common act of abuse that involves a parent or caretaker’s refusal to acknowledge their responsibilities towards a child.

Physical abuse refers to a non-accidental physical injury to a child. It can include beating, punching, shaking, stabbing, kicking, biting, choking, throwing, burning, hitting (with a stick, hand, strap, or any other object), or otherwise causing physical harm. However, physical discipline (paddling or spanking) isn’t considered abuse as long as it’s reasonable and doesn’t cause any bodily injury to the child. Injuries caused by physical abuse could range from slight bruises to severe fractures or even death.

Sexual abuse includes acts like indecent exposure, penetration, fondling a child’s genitals, rape, incest, exploitation through the production of pornographic materials, sodomy, or prostitution. CAPTA defines sexual abuse as the use, employment, inducement, coercion, persuasion, or enticement of any child to participate in, or help any other individual to engage in, any sexually explicit behavior or simulation of such behavior to produce a visual portrayal of such behavior; or the rape, and in cases of interfamilial or caretaker relationships, statutory rape, prostitution, incest, molestation, or other forms of sexual exploitation of children.

Emotional abuse is often tricky to prove and damages a child’s sense of self-worth or emotional development. It may include constant threats, criticism, rejection, or withholding support, love, or guidance.

Psychological abuse, sometimes called emotional or verbal abuse, involves triggering the intentional infliction of fear and mental anguish by a parent’s or caregiver’s attempt to control, frighten, threaten, or isolate the child.

Neglect stands for the failure of a parent or other caregiver to meet the child’s basic needs. It could be physical (lack of appropriate shelter or food), medical (withholding medical treatment from a child with life-threatening conditions or not providing adequate medical or mental health treatment), emotional (letting a child consume alcohol or take drugs, or failure to provide psychological care), or educational neglect (inability to educate a child or failure to meet special educational requirements).

Child abuse has terrible consequences on the life of a child both in and out of academics. Within the classroom, abused students may zone out frequently and get distracted by their thoughts. Signs such as throwing tantrums and physical evidence of abuse such as sudden weight loss, bruises, etc., should not be ignored.

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Matthew Lynch published in K-12, Teachers

23 Hacks for Improving Your Students Vocabulary

Are you looking for hacks for improving your students vocabulary? If so, keep reading.

1. Get the learner to divide cards that tag objects, persons, places, etc., in their surroundings into different categories (e.g., function, color, size, use, composition, etc.). Spotlight the similarities and differences between things as they change categories (e.g., a ball and an apple may be red, round, and smooth; but you can only eat the apple, etc.).

2. Name a category and have the learner find things within the category. Present new words that belong in the same group.

3. Spotlight words that have an assortment of meanings and use them properly in various contexts.

4. Get the learner to keep a vocabulary notebook (image or word) with definitions of words whose meanings they do not know.

5. Develop a list of new words that the learner will encounter while reading a given task. Have the learner (or select a peer to help the learner) look up each word and practice saying it and using it in a sentence before reading the given task.

6. Give the learner fewer weekly vocabulary words. As the learner shows success, slowly increase the number of vocabulary words from week to week.

7. Get the learner to give as many adverbs as possible to go with a given verb (e.g., run – slow, fast, crooked, etc.).

8. Praise the learner for using an increased speaking vocabulary: (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.).

9. Get the learner to take part in role-playing to foster the use of new vocabulary (e.g., set up an imaginary restaurant and have the learner and peers play the roles of customers, servers, cook, etc., varying the time of day and the occasion).

10. Send home new vocabulary words and urge parents to use them in learning activities and general conversation.

11. Leverage unique situations to teach new vocabulary. Typically, a learner will retain information learned in a novel situation better than information learned during a regular routine (schedule). The uniqueness of the situation will also enable the learner’s memory skills when you give a reminder to help the learner recall the vocabulary (e.g., “Remember yesterday during the fire drill when we talked about __ ?”).

12. Encourage the learner to help them respond with sufficient vocabulary (e.g., Learner says “that thing.” The teacher responds, “What thing, what is it doing?” etc.).

13. Daily, examine previously learned vocabulary words and their meanings. Get the learner to incorporate previously learned vocabulary words into daily conversation and learning activities.

14. To emphasize new vocabulary, write the new word on an envelope and put images inside that do and do not go with it (e.g., arctic – polar bears, snow, parrots, palm trees, etc.). Get the learner to remove the unacceptable image and explain why it does not belong.

15. Utilize a large purse, box, bag, etc., with objects inside (e.g., various shaped blocks, pieces of fruit, school supplies, etc.). Have the learner to reach into the container and to ascertain what each item is by describing how it feels before seeing it.

16. Get the learner to keep a notebook of all new vocabulary words to call upon for daily conversation and learning activities.

17. Utilize hands-on learning activities to teach vocabulary by constructing objects and/or organizing manipulatives (e.g., under the heading “fruit,” give actual pieces of fruit; under the heading “school supplies,” give actual school learning materials, etc.).

18. On occasions where teaching new vocabulary and engaging in conversation, be sure to use vocabulary that is within the learner’s level of comprehension.

19. Utilize visual aids whenever possible when introducing new vocabulary.

20. Get the learner to tag all the objects, persons, places, etc., in their surroundings that they can. Then have the learner point to the item in their surroundings as you tag the items they were incapable of naming. The things the learner was unable to label will comprise a foundation for new vocabulary to be learned. Learning activities to foster the growth of expressive vocabulary should focus on the things the learner pointed to but could not label.

21. Provide the learner a sequence of words or images and have them name the category in which they belong (e.g., objects, persons, places, etc.).

22. Praise those students in the classroom who use an expanded speaking vocabulary.

23. Consider viewing our list of vocabulary building apps.

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Matthew Lynch published in K-12, Teachers

14 Ways to Teach Students to Take Notes During Class

Are you looking for ways to teach students to take notes during class? If so, keep reading.

1. Teach the learner that instructions or lectures should be written in the form of notes when they are presented.

2. Get the learner to practice legible manuscript or cursive handwriting during simulated and actual note-taking learning activities.

3. Get the learner to keep their notes organized in a folder for each subject or learning experience.

4. Inspect the learner’s notes before they begin a task to ascertain if they contain sufficient information for the task.

5. Give the learner an outline or questions to be finished during the presentation of instructions or lectures.

6. Give the learner samples of students’ notes of classroom instructions or lectures that have been given so that they may learn what information is appropriate when taking notes.

7. Make sure the learner is in the best place in the classroom to receive information for note-taking (e.g., near the board, teacher, or other sources of information).

8. Make sure that supervision of the learner’s note-taking can easily be given.

9. Get the learner to prepare for tests using the “Who, What, Where, On occasions where, How, and Why” method. The teacher should then test this same information.

10. Show instructions and lectures clearly and loudly enough for the learner to hear.

11. Give the learner both oral and written instructions.

12. Pair the rate of delivery of the instructions and lectures to the learner’s capacity and ability to take notes.

13. Give instructions and lectures in sequential steps to enable learner note-taking.

14. Consider providing the student with a notetaking app. Click here to view a list of the best of the best notetaking apps.

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Matthew Lynch published in Teachers

What Is The Role Of Teachers In Society?

The role of teachers in society has undergone a great transformation in recent years. Historically, teachers were seen as the guardians of knowledge and were responsible for providing students with the skills they need to succeed in life. However, today, teachers are more often not seen as key players in the development of the next generation.

This new role of teachers is one that has been gradually emerging over the past few decades. In fact, it was not until the late 1960s that teachers began to be seen as key members of society who could contribute a great deal to the development of their students. At that time, there were a number of factors working in favor of this new view of teachers.

For one, there was a growing awareness of the importance of education and the need for students to have access to quality education. Additionally, there was a growing concern about the impact that poverty and unemployment had on the development of young people. As a result, teachers began to see their role as one of advocating for the interests of their students and helping to ensure that they received the best possible education.

Today, the role of teachers in society is one that is highly valued. In fact, many people believe that teachers are among the most important members of society. This is especially true in countries like the United States, where teachers are often seen as key contributors to the development of the next generation. Teachers are usually responsible for helping students to develop their cognitive skills, social skills, and problem-solving skills. Additionally, they are also responsible for encouraging students to pursue their education and pursue careers in their fields of interest.

As a result of this, teachers have a great deal of influence on the development of their students. In some cases, this influence can be positive and help to ensure that students are successful in life. However, in other cases, this influence can be negative and lead to students engaging in destructive behaviors. It is important, therefore, for teachers to use their influence in a positive way to ensure that their students are able to develop their skills in a meaningful way.

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Matthew Lynch published in Teachers

Teaching Students About Rainforest Animals

Rainforests are home to an incredible variety of animals, many of which are unique to the environment. It is important for students to learn about these animals and their habitats, so it is important to teach them about rainforest animals in a way that is both interesting and meaningful.

One of the most important aspects of teaching about rainforest animals is to make sure that students understand the importance of these ecosystems. Rainforests are home to a vast array of plants and animals, and if these habitats are destroyed, the populations of these animals will be destroyed as well. It is important for students to understand the importance of rainforest conservation and learn about the various animals that live in these environments.

One of the most interesting and unique animals that live in rainforests is the Baird’s Tapir. This animal is the largest terrestrial mammal in the world, and it is often found in dense rainforest vegetation. Baird’s Tapirs are unusual in that they are the only mammal that can walk on all fours, as well as on two legs. These animals are adapted to survive in dense rainforest vegetation, and they are often seen grazing on the leaves of trees.

Another important animal that lives in rainforests is the Orangutan. Orangutans are one of the most endangered species on the planet, and they are threatened by deforestation and the exploitation of their natural resources. Orangutans are the largest primates in the world, and they are often seen in the forests of Indonesia, Sumatra, Borneo, and the Philippines. Orangutans are important for their ability to survive in the forest environment, and for the preservation of rainforest ecosystems.

It is important for students to understand the importance of rainforest habitats and the animals that live in them. It is also essential for students to learn about the various ways that they can help to preserve rainforest ecosystems. By learning about rainforest animals, students can gain a better understanding of the importance of rainforests and preserving these ecosystems.

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