Teachers

Matthew Lynch published in K-12, Teachers

14 Ways to Help Students Who Stutter

Are you looking for ways to help students who stutter? If so, keep reading.

1. Praise the learner every time they answer a question or make a spontaneous comment class.

2. Listen to the learner when they display anger. Converse with the learner about appropriate ways of dealing with these feelings.

3. Teach the learner ways to repeat or rephrase a misinterpreted message rather than continuing to repeat the original message with the same error patterns.

4. Give the learner a list of sentences and urge them to read these at a slow rate.

5. Attempt to give the learner your full attention so they will not feel a need to hurry or compete with others for attention.

6. On occasions where the learner is dysfluent during a conversation, explain that this happens to everyone at times.

7. Praise the learner’s moments of relative fluency and emphasize that these occurred during moments when they were speaking slowly and easily.

8. Utilize a private signal (e.g., raise a finger, touch earlobe, etc.) to urge the learner to use a slow speaking rate during classroom learning activities.

9. Record the learner so they may listen to and assess their own speech.

10. Empathize with the learner and explain that they are not less valuable as a person because of their dysfluency. Place emphasis on learner’s positive attributes.

11. Get the learner to practice techniques for relaxing (e.g., deep breathing, tensing and relaxing muscles, etc.) that can be employed when they start to speak dysfluently.

12. On occasions where the learner experiences a severe episode of dysfluency, respond by paraphrasing/repeating the content of their message to confirm that the message has been grasped.

13. Consider using a language arts app. Click here to view a list of recommended apps.

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

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

16 Ways to Teach Students to Raise Their Hand to Ask a Question

Are you looking for ways to teach students to raise their hand to ask a question? If so, keep reading.

1. Provide mobility to be regularly near the learner when they display appropriate attention-seeking behaviors (e.g., hand-raising).

2. Make sure the learner knows when it is acceptable to interrupt others (e.g., in an emergency).

3. Prior to beginning a learning experience, make sure the learner knows the rules (e.g., wait quietly until the teacher can help, work quietly at your desk, etc.).

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

5. Select a peer to model raising their hand when appropriate for the learner.

6. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for raising their hand when appropriate at school.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., raising their hand for teacher assistance) and which reinforcement will be implemented when the agreement has been met.

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

9. Praise the learner for raising their hand when appropriate 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.

10. Converse with the learner to explain (a) what the learner is doing wrong (e.g., talking out, engaging in a behavior without raising their hand to get permission, etc.) and (b) what the learner should be doing (e.g., raising their hand for permission to speak, or move about the room, etc.).

11. 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).

12. Praise the learner for raising their hand when appropriate: (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. 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.

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Matthew Lynch published in Classroom Management, Teachers

21 Ways to Teach Students to Take Care of Other People’s Property

Are you looking for ways to teach students to take care of other people’s property? If so, keep reading.

1. Embody organization and appropriate use of work learning materials (e.g., putting learning materials away before getting out other learning materials, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).

2. Give sufficient time for the conclusion of learning activities. Inadequate time for the conclusion of learning activities may result in the learner’s misuse of others’ property.

3. Create a routine (schedule) to be followed for organization and appropriate use of learning materials.

4. Make the learner organize their work area at regular intervals.

5. Let logical consequences happen because of the learner’s failure to properly care for and handle others’ property (e.g., property not maintained properly may be lost or not usable).

6. Teach the learner that failure to care for others’ property will result in the loss of freedom to use others’ property.

7. Support the learner in beginning each task to lessen impulsive behavior.

8. Give the learner sufficient workspace (e.g., a large desk or table at which to work).

9. Provide the learner a checklist of learning materials appropriate for each learning experience.

10. Limit the amount of learning materials needed.

11. Give the learner an organizer to use inside the learner’s desk for learning materials.

12. Give the learner a checklist (e.g., routine/schedule of learning activities and learning materials needed).

13. Teach the learner appropriate care and handling of others’ property (e.g., sharpening pencils, keeping books free of marks and tears, etc.).

14. Make sure that all personal property is tagged with the students’ names.

15. Teach the learner that borrowing personal property from others does not lessen their responsibility for the property.

16. Teach the learner how to conserve rather than waste learning materials (e.g., amount of glue, paper, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans, etc.).

17. Teach the learner appropriate ways to deal with anger and frustration rather than destroying property belonging to others (e.g., pencils, pens, workbooks, notebooks, textbooks, etc.).

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

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

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

21. 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

21 Ways to Teach Students to Use Learning Materials Appropriately

Are you looking for ways to teach students to use learning materials appropriately ? If so, keep reading.

1. Restrict the learner’s use of school-related learning materials (e.g., give only appropriate school-related learning materials to the learner).

2. Embody organization and appropriate use of school-related learning materials (e.g., putting learning materials away before getting out other learning materials, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).

3. Give sufficient transition time between learning activities for the learner to organize themselves.

4. Create a routine (schedule) to be followed for organization and appropriate use of school-related learning materials.

5. Give sufficient time for the conclusion of learning activities.

6. Make the learner organize their work area at regular intervals. It is recommended that this be done at least three times per day or more often if appropriate.

7. Observe the learner while they are performing schoolwork to monitor quality.

8. Let logical consequences happen because of the learner’s failure to organize or use school-related learning materials properly (e.g., learning materials not maintained properly may be lost or not usable).

9. Assess the clarity and quality of directions, explanations, and instructions given to the learner.

10. Support the learner in beginning each task to lessen impulsive behavior.

11. Give the learner structure for all academic learning activities (e.g., specific instructions; routine (schedule) format for tasks, time units, etc.).

12. Provide the learner a checklist of school-related learning materials appropriate for each learning experience.

13. Limit the amount of school-related learning materials needed.

14. Give the learner an organizer to be used inside the learner’s desk for school-related learning materials.

15. Give the learner a checklist (e.g., routine/schedule of learning activities and steps to follow).

16. Teach the learner appropriate care of school-related learning materials (e.g., sharpening pencils, keeping books free of marks and tears, etc.).

17. Make sure that all the learner’s school-related learning materials are tagged with their name.

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

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

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

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

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Matthew Lynch published in Behavior Management, Teachers

18 Ways to Teach Struggling Students to Wait on Assistance From the Teacher

Are you looking for strategies to teach struggling students to wait on assistance from the teacher? If so, keep reading.

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

2. Increase supervision (e.g., by the teacher, a peer, etc.) of the learner to let intervention happen before the learner exhibits troublesome behavior.

3. Get the learner to question any directions, explanations, or instructions before starting a task to reinforce comprehension.

4. Minimize the emphasis on competition. Highly competitive learning activities may cause the learner to feel anxious and have difficulty waiting for assistance from the teacher.

5. Talk about the learner’s behavior with them in private rather than in front of others.

6. Make sure that the learning activities in which the learner engages are not too complicated for him/her.

7. Do not place an emphasis on perfection. If the learner feels they must live up to your expectations and cannot, it may cause them to become impatient while waiting for assistance.

8. Closely supervise the learner to monitor their behavior at all times.

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

10. Display needed information in a readily accessible place (e.g., bulletin board, desktop, etc.), to decrease the learner’s need for assistance from the instructor.

11. Create alternative learning activities for the learner to perform when waiting for assistance from an instructor (e.g., check work already finished, look at a magazine, organize work area, begin another task, etc.).

12. Provide visibility to and from the learner while they wait until assistance can be given. The instructor should be able to see the learner, and the learner should be able to see the instructor. Make eye contact possible at all times.

13. Provide oral communication with the learner until assistance can be given (e.g., “Thank you for waiting quietly. I’ll be there shortly.”).

14. Teach the learner to use techniques that limit the need for teacher assistance (e.g., refer to prior math problems for models, use reference learning materials as a source for answers, etc.).

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

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

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

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

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Matthew Lynch published in Memory, Teachers

21 Strategies to Help Enhance Students’ Memory

Are you looking for strategies to help your students enhance their memory skills? If so, keep reading.

  1. Provide instructions, explanations, and instructional content in a transparent manner and at an appropriate pace.
  2. Get the learner to practice taking notes for specific information the learner needs to remember.
  3. Teach the learner to identify keywords and phrases related to the information to increase long-term memory skills.
  4. Make sure the learner is paying attention to the source of information (e.g., eye contact is being made, hands are free of learning materials, the learner is looking at task, etc.).
  5. Minimize distracting stimuli when information is being presented, the learner is studying, etc.
  6. Separate at several points during the presentation of information to check the learner’s comprehension.
  7. Provide the learner one task to perform at a time. Present the next task only when the learner has successfully finished the prior task.
  8. Get the learner to memorize the first sentence or line of poems, songs, etc. As the learner experiences success, require more to be memorized.
  9. Teach the learner information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is received before beginning, etc.).
  10. Get the learner to repeat/rephrase directions, explanations, and instructions.
  11. Minimize the emphasis on competition. Competitive learning activities may cause the learner to hurry and begin without listening.
  12. Give the learner environmental signals and prompts designed to enable success in the classroom (e.g., posted rules, schedule of daily activities, steps for performing tasks, etc.).
  13. Give the learner written lists of things to do, learning materials needed, etc.
  14. Provide consistency in sequential learning activities to enable the likelihood of learner success (e.g., the learner has math every day at one o’clock, recess at two o’clock, etc.).
  15. Separate sequences into units and have the learner learn one unit at a time.
  16. Create a routine (schedule) for the learner to follow in performing learning activities, tasks, etc. (e.g., listen to the person speaking to you, wait until instructions are finished, make sure you have all appropriate learning materials, etc.).
  17. Teach the learner to use associative signals or mnemonic devices to remember sequences.
  18. Involve the learner in learning to remember sequences by having the learner physically perform sequential learning activities (e.g., operating equipment, following recipes, solving math problems, etc.).
  19. Get the learner to be responsible for helping a peer remember sequences.
  20. Utilize concrete examples and experiences in sharing information with the learner.
  21. Consider using an education app to help the student enhance their memory. Click here to view a list of apps that we recommend.
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Matthew Lynch published in Classroom Management, Teachers

23 Ways to Teach Students to Follow Classroom Rules

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

1. Provide consistent rules, routine (schedule), and general expectations of conduct and procedure.

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

3. Help the learner find specific rules they have difficulty following and make these areas goals for behavior improvement.

4. Separate the learner from the peer(s) who stimulates their unacceptable behavior.

5. Make sure that rules and behavior expectations are consistent throughout the school and classrooms.

6. Along with instructions, give an incentive statement (e.g., “On occasions where you finish your math, you may go outside to play.” or “You may have free time after you finish your work.”).

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Prior to beginning a new learning experience, make sure the learner knows the classroom rules.

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

10. Assess the appropriateness of the designated 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.

11. 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 following the rules of the classroom.

12. Give the learner a list of rules and/or behavior expectations.

13. Praise the learner for following the rules of 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.).

14. Praise the learner for following the rules of the classroom 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.

15. 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.

16. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to follow classroom rules) and (b) what the learner should be doing (e.g., following the rules of the classroom).

17. Draft an agreement with the learner stipulating what behavior is required (e.g., following classroom rules) and which reinforcement will be implemented when the agreement has been met.

18. Praise those students who follow the rules of the classroom.

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

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

22. Consider using Alexa to help the student learn to behave appropriately. 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.

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Matthew Lynch published in Philosophical Foundations of Education, Teachers

Epistemology: Everything You Need to Know

This is a branch of philosophy that is concerned with how people learn and retain knowledge. It suggests that knowledge can be divided into four main bases:

●               logic

●               reason

●               experience

●               divine revelation

The term is drawn from two Greek words, namely episteme and logos. Episteme stands for ‘knowledge’ or the ‘study, or science of’ while logos refer to ‘argument,’ ‘account,’ or ‘reason.’ Just as each of these different meanings captures some aspect of the Greek terms, so too does each definition of epistemology itself. Though the word “epistemology” isn’t more than a couple of centuries old, the domain of epistemology isn’t any less old than other fields of philosophy.

Throughout its extensive history, different aspects of epistemology have attracted interest. For instance, Plato’s epistemology drew attention for its attempt to realize what was there to know, and how knowledge (in contrast to mere true opinion) is good for the person seeking it. The focus of Locke’s epistemology was on knowing the processes of human understanding. The goal of Kant’s epistemology was to become aware of the conditions of the possibility of human understanding. The emphasis of Russell’s epistemology was on comprehending how modern science could be validated by appeal to sensory experiences.

When it comes to the field of formal epistemology, some of the recent works’ focus is on understanding how the level of human confidence is rationally constrained by its evidence. Considerable work done recently in the domain of feminist epistemology is an attempt to understand how interests affect human evidence and even their rational constraints, in general. It’s interesting to notice that in all these cases, epistemology tries to understand one or another category of cognitive success (or cognitive failure, as the case may be).

Though epistemologists concern themselves with different tasks, all of them can be classified into two categories. The first category relates to understanding what knowledge is and differentiating it between cases where someone knows something and others where someone doesn’t know something. To put it differently, it’s about determining the nature of knowledge, or finding what it means when someone knows, or fails to know, something.

The second category relates to finding the level of human knowledge. In other words, it’s about how much do humans know or can know. The way people use their senses, reasoning ability, the testimony of others, and even additional resources to gain knowledge – all are covered in this category. Additionally, this category tries to find if there are any limits to what humans can know.

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Matthew Lynch published in Behavior Management, Teachers

19 Ways to Teach Students to Follow School Rules

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

1. Notify other staff members of any behavior problem that the learner may have so that supervision and assistance may be given.

2. Embody for the learner those behaviors they are expected to display in the school environment.

3. Get the learner to keep a chart representing the amount of time spent following school rules. Reinforcement should be given for increasing acceptable behavior.

4. Praise those students in the classroom who follow school rules.

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

6. Teach problem-solving skills: • Find the problem. • Find the goals and objectives. • Create a strategy/plan for action. • Carry out the plan. • Assess the results.

7. Minimize the emphasis on competition. Competitive learning activities may cause the learner to act improperly.

8. Be firm, fair, and consistent when enforcing the rules and consequences contained in the school discipline plan.

9. Get the learner to review the consequences of their behavior. Get the learner to consider various choices they could have made and the various outcomes.

10. Give the learner optional courses of action to prevent total refusal to obey school rules (e.g., may return to the classroom).

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

12. Praise the learner for going directly from one place to another.

13. Converse with the learner to explain (a) what they are doing wrong (e.g., failing to follow school rules) and (b) what they must be doing (e.g., following school rules).

14. Hold the learner responsible for failing to follow school rules.

15. Give the learner positive feedback that indicates they are successful.

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

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

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

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

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Matthew Lynch published in K-12, Teachers

18 Ways to Teach Students to Respond Appropriately to Redirection

Are you looking for ways to teach students to respond appropriately to redirection? If so, keep reading.

1. To lessen the need for redirection in academic situations, require the learner to check all work for errors prior to handing in tasks.

2. Make sure that redirection in academic and social situations is delivered in the most positive manner possible.

3. Get the learner to rephrase the instructions to make sure the learner understands the task or learning experience.

4. Praise those students in the classroom who respond properly to redirection in academic and social situations.

5. 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 responding properly to redirection in academic and social situations at school.

6. Make sure that the learner knows that redirection is designed to help them succeed rather than as a form of punishment (e.g., use statements such as, “This sentence would be much easier to read if it were written with correct capitalization and punctuation. Please write it again, and I’ll check it for you.”).

7. Praise the learner for responding properly to redirection in academic and social situations: (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.).

8. Converse with the learner to explain (a) what the learner is doing wrong (e.g., not correcting errors on an task, failing to return to seat when told to do so, etc.) and (b) what the learner should be doing (e.g., correcting errors on a task, returning to seat when told to do so, etc.).

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

10. Take the learner away from the learning experience if they fail to respond properly to redirection in academic and social situations.

11. On occasions where redirection is delivered to the learner in academic situations, make sure that an explanation for the redirection is also given (e.g., “You need to return to your seat because we are ready to begin a new learning experience.”).

12. Draft an agreement with the learner stipulating what behavior is required (e.g., returning to seat when told to do so) and which reinforcement will be implemented when the agreement has been met.

13. Observe the learner’s behavior to give redirection before the learner’s errors or unacceptable behavior exceeds their capacity and ability to respond appropriately.

14. Give sufficient time for the learner to respond properly to redirection in academic and social situations.

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

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

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

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

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