Topic 7: Classroom Management Of An Inclusive Classroom (EDU3104)

BY: Nur Izzati binti Kadir Myra Anak Ungau Philemon Kana

Classroom of an Inclusive Classroom

Concept and overview

Dyslexia

Autistic

Late Development

Hyperactive (ADHD, ADD)

Gifted and Talented

Concept & Overview

Purpose What is an inclusive classroom? Concept & Overview Teachers role How to manage? Keys to success

Assessment

What Is An Inclusive Classroom?

Special students are educated in general education classrooms with their peers to the greatest extent possible. This kind of education is based on the principle that every child should be given the same opportunities and experience regardless of the problem that they have either moderate, serious, significant or hidden.

 In IDEA, Section 504, and the ADA it is clear that students with disabilities must be educated in regular education settings to the maximum extent appropriate in light of their needs, and prohibit their exclusion unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services. Hence, inclusive education is associated with creating opportunities for students to socialize (becoming a member of the society) and get access to education just as other people do.

Purpose?
1) Creating opportunities for special needs students to socialize -The presence of teacher and peer friends can help to increase opportunities for social interaction. 2) It also aims to help children with special need to learn and engage meaningful learning. -Teachers and peers can be a role model for the development of academic, social and behaviour of pupils with special needs

3) Helps to motivate special needs students. -Teachers in this classroom put high expectation on the students to face academic challenges, understand , follow the rules and reach the learning objectives. -This gives students, especially students with special need to give their best like other children

4) Inclusive education also helps normal children appreciate and accept differences among individuals. -It helps to enhance students understanding on diversity among people and respect for others. -The normal children also can master skills or knowledge through the practice of helping and guiding children with special needs.

 Children with special needs require attention, special care and always demanding your love, care and patience. Educating them is challenging and demanding teachers patience and commitment.

Keys To Success Inclusive Classroom

Students need to be active - not passive learners. Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes. Parental involvement is crucial.

 Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs. Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them.

What is the Teacher's Role?

The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques. For example, 'How do you know it's right - can you show me how? The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices.

 For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use coloured shaving cream to print the words.

 The teacher will have miniconferences with students. The teacher will provide many learning manipulative and opportunities for small group learning.

What does Assessment Look Like?

Observation is the key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment?

 Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes

How to Manage an Inclusion Classroom?

1) Consider the classroom as a whole. - Educate yourself on what the students in the classroom face. - Consider what types of students are in the inclusion classroom, and what types of disabilities or other problems the students are handling. - Use this information in curriculum and discipline planning. - Devise teaching strategies, such as allowing energetic students to run errands, before attempting to manage an inclusion classroom.

2) Develop a discipline strategy. In general, the same discipline strategies used in a non-inclusion classroom can be used in an inclusion classroom. The differences between the classrooms is the teacher's selection of behavioural intervention. Inclusion classrooms may need extra intervention in behaviours, as these classrooms often deal with disabilities. Consider if the discipline strategy is developmentally appropriate, and consider the level of the students' disabilities.

3) Revise as necessary. Often, managing an inclusion classroom is a trial-and-error process. If a discipline or teaching strategy is not working, ask evaluation questions to discover the source of the problem. Could the problem stem from the student's disability, the teaching methods, the layout of the classroom or the student's misinterpretation of presented material? Finding the answer to the separate parts of this question and revising the management plan is key to success in the inclusion classroom.

Dyslexia

What is dyslexia?
Dyslexia is a specific reading disability due to a defect in the brain's processing of graphic symbols. Dyslexia is a learning disability that alters the way the brain processes written material.

 According to Medilexicon's medical dictionary:

Dyslexia is impaired reading ability with a competence level below that expected on the basis of the person's level of intelligence, and in the presence of normal vision, letter recognition, and recognition of the meaning of pictures and objects.
The effects of dyslexia, in fact, vary from person to person.

 The similarities are: - They read at levels significantly lower than typical for people of their age. - Another common characteristics of dyslexia in children is writing letters backwards. Often, dyslexic children mix up d and b, p and q, and saw and was. These letters appear as same in mirror image, and they confuse persons with dyslexia regularly.

Clues for dyslexic students

1) Reading Very slow in acquiring reading skills. Reading is slow and awkward Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word. Doesnt seem to have a strategy for reading new words Avoids reading out loud

2) Speaking Searches for a specific word and ends up using vague language such as stuff or thing a lot, without name the object? Pauses, hesitates, and/or uses lots of umms when speaking Confuses words that sound alike, such as saying tornado for volcano, substituting lotion for ocean. Mispronunciation of long, unfamiliar, or complicated words Seems to need extra time to respond to questions.

3) School and Life Trouble with remembering dates, names, telephone numbers, random lists. Has trouble finishing tests on time Extreme difficulty learning a foreign language Messy handwriting Low self-esteem that may not be immediately visible

Their strengths
Excellent thinking skills: conceptualization, reasoning, imagination, abstraction Learning that is accomplished best through meaning rather than rote memorization Ability to get the big picture A high level of understanding of what is read to him

 The ability to read and to understand at a high level over learned (that is, highly practiced) words in a special area of interest; for example, if his hobby is restoring cars, he may be able to read auto mechanic magazines Improvement as an area of interest becomes more specialized and focused, when he develops a miniature vocabulary that he can read A surprisingly sophisticated listening vocabulary Excellence in areas not dependent on reading, such as math, computers, and visual arts, or excellence in more conceptual (versus factoid-driven) subjects such as philosophy, biology, social studies, neuroscience, and creative writing

What Kind of Instruction Does a Child with Dyslexia Need?

1) Dyslexia and other related learning disorders cannot be cured. Proper instruction promotes reading success and alleviates many difficulties associated with dyslexia. Instruction for individuals with learning differences should be: Explicit directly teaches skills for reading, spelling, and writing Systematic and Cumulative has a definite, logical sequence of concept introduction

 Structured has step-by-step procedures for introducing, reviewing, and practicing concepts Multisensory engages the visual, auditory, and kinaesthetic channels simultaneously or in rapid succession 2) Multisensory teaching is simultaneously visual, auditory, and kinaesthetic-tactile to enhance memory and learning. Links are consistently made between the visual (what we see), auditory (what we hear), and kinaesthetic-tactile (what we feel) pathways in learning to read and spell.

 Children with dyslexia often exhibit weaknesses in auditory and/or visual processing. They may have weak phonemic awareness, meaning they are unaware of the role sounds play in words. They have difficulty rhyming words, blending sounds to make words, or segmenting words into sounds.

 They may also have difficulty acquiring a sight vocabulary. That is, dyslexic children do not learn the sight words expected in the primary grades. In general, they do not pick up the alphabetic code or system. When taught by a multisensory approach, children have the advantage of learning alphabetic patterns and words by utilizing all three pathways.

Autism

What is Autism?

 Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. The diagnostic criteria require that symptoms become apparent before a child is three years old.

 Symptoms of autism are usually noticed first by parents and other caregivers sometime during the child's first 3 years. Although autism is present at birth (congenital), signs of the disorder can be difficult to identify or diagnose during infancy. The severity of symptoms varies greatly, but all people with autism have some core symptoms in the areas of: 1. Social interactions and relationships. 2. Verbal and nonverbal communication 3. Limited interests in activities or play

Symptoms

Social interactions and relationships

Symptoms may include: 1. Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture. 2. Failure to establish friendships with children the same age. 3. Lack of interest in sharing enjoyment, interests, or achievements with other people. 4. Lack of empathy. People with autism may have difficulty understanding another person's feelings, such as pain or sorrow.

Verbal and non-verbal communication

Symptoms may include: 1. Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak. 2. Problems taking steps to start a conversation. Also, people with autism have difficulties continuing a conversation after it has begun. 3. Stereotyped and repetitive use of language. People with autism often repeat over and over a phrase they have heard previously (echolalia). 4. Difficulty understanding their listener's perspective. For example, a person with autism may not understand that someone is using humor. They may interpret the communication word for word and fail to catch the implied meaning.

Limited interests in activities or play

Symptoms may include: An unusual focus on pieces. Younger children with autism often focus on parts of toys, such as the wheels on a car, rather than playing with the entire toy. Preoccupation with certain topics. For example, older children and adults may be fascinated by video games, trading cards, or license plates. A need for sameness and routines. For example, a child with autism may always need to eat bread before salad and insist on driving the same route every day to school. Stereotyped behaviors. These may include body rocking and hand flapping.

Causes of Autism
The exact cause of autism is not known, but research has pointed to several possible factors, including genetics (heredity), certain types of infections, and problems occurring at birth. Environmental factors. Researchers are currently exploring whether such factors as viral infections, complications during pregnancy and air pollutants play a role in triggering autism.

 Genetic problems. Several genes appear to be involved in autism. Some may make a child more susceptible to the disorder. Others affect brain development or the way that brain cells communicate. Still others may determine the severity of symptoms. Each problem in genes may account for a small number of cases, but taken together, the influence of genes is likely substantial. Some genetic problems seem to be inherited, while others happen spontaneously.

Tips to teach autistic children

 Children with autism thrive in a structured environment. Establish a routine and keep it as consistent as possible. In a world thats ever changing, routine and structure provide great comfort to a child on the autism spectrum. Define routines clearly. For example, every morning: 1. Enter the classroom 2. Greet the teacher 3. Greet the friend next to you 4. Unpack your school bag 5. Put notes in the red tray 6. Put lunch bags in the blue tray 7. Sit at your desk

1. Keep It Structured

 Children with autism learn faster and with greater ease when you use visuals. In fact, we all respond better to visuals. When verbal instructions require too much concentration, children will tune you out. Visual supports maintain a childs focus and interest. Remember to keep explanations simple and short about each picture or concentration will wane. Give written instructions instead of verbal whenever you can. Highlight or underline any text for emphasis.

2. Use Visual

3. Schedules
People with autism like order and detail. They feel in control and secure when they know what to expect. Schedules help students know whats ahead. Picture schedules are even more powerful because they help a student visualize the actions. Schedules can be broad or detailed. You can use them with any sequence of events.

These examples will give you an indication of how they can be used: Picture of Unpacking school bag Picture of Music class Picture of Math Picture of Lunch Picture of Reading a book Picture of Saying goodbye

4. Reduce Distractions
Many people with autism find it difficult to filter out background noise and visual information. Children with autism pay attention to detail. Wall charts and posters can be very distracting. Each time they look at it will be like the very first time and it will be impossible for them to ignore it.

 Try and seat children away from windows and doors. Use storage bins and closets for packing away toys and books. Noise and smells can be very disturbing to people with autism. Keep the door closed if possible.

5. Use concrete language

Always keep your language simple and concrete. Get your point across in as few words as possible. If you ask a question or give an instruction and are greeted with a blank stare, reword your sentence. Asking a student what you just said helps clarify that youve been understood. Avoid using sarcasm and idioms. Give very clear choices and try not to leave choices open ended. Youre bound to get a better result by asking Do you want to read or draw? than by asking What do you want to do now?

 Children on the autism spectrum feel secure when things are constant. Changing an activity provides a fear of the unknown. This elevates stress which produces anxiety. Reduce the stress of transitions by giving ample warning. Some ways you can do this is by verbal instruction Another option is to use a timer. Explain that when the timer goes off, its time to start a new activity. Periodically, let students know approximately how much time is left.

6. Transitions

 If a child is particularly struggling with a transition, it often helps to allow them to hold onto a transitional object such as a preferred small toy or an object of their choice. This helps a child feel in control and gives them something to look forward to. Using schedules helps with transitions too as students have time to psyche themselves up for the changes ahead.

7. Establish Independence
When students with autism are constantly supported, they may never develop the capacity to act independently. Since independence is a desired goal for all students, instruction should include strategies to decrease the need for adult prompting.

 Strategies include:
1. Using visual aids decrease reliance on physical and verbal prompts from the parent, teacher, or teacher assistant 2. Planning ways to fade prompts 3. Ensure that the adult is not always positioned close to the student and that the same adults are not always present; positioning the adult away from the student and changing teacher assistants may help to avoid dependency 4. Provide visual organizational aids, such as schedules, task outlines, check lists, and charts, and involving the student in developing and using them, if feasible

5. providing instruction to increase the students awareness of environmental cues 6. teaching in the environments containing the cues and reinforcement that prompt and maintain the behaviour

8. Rewards before consequences

Rewards and positive reinforcement are a wonderful way to increase desired behavior. Help students clearly understand which behaviors and actions lead to rewards. If possible, let your students pick their own reward so they can anticipate receiving it. Rewards dont have to be big. They do have to be something a student desires and show students they have done a great job. Every reward should be showered in praise. Even though people on the spectrum might not respond typically when praised, they enjoy it just as much as you!

9. Teach With Lists

Teaching with lists can be used in two ways. One is by setting expectations and the other is by ordering information. It defines a beginning, middle and an end. Teaching with lists sets clear expectations. The second method of teaching with lists is by ordering information. People on the autism spectrum respond well to order and lists are no exception.

 It helps to be creative when youre teaching students with autism. People on the spectrum think out of the box and if you do too, you will get great results. Often, people with autism have very specific interests. Use these interests as motivators. If youre teaching reading comprehension and students are bored, make up your own story about topics that your students enjoy. Act things out as often as you can. Another great strategy to use is called Teaching with questions. This method keeps students involved, focused and ensures understanding.

10. Creative teaching

11. Dont Sweat The Small Stuff

The final goal is for children to be happy and to function as independently as possible. Dont demand eye contact if a student has trouble processing visual and auditory information simultaneously. By correcting every action a person does, youre sending a message that theyre not good enough the way they are. When making a decision about what to correct, always ask yourself first, Will correcting this action help this person lead a productive and happy life?

Developmental Delay

Definition
Developmental Delay refers to children aged 3 through 9 who are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical, cognitive, communication, social or emotional, or adaptive development that adversely affects a childs educational performance.

Symptoms

 Delayed motor skills are symptoms of global developmental delay. If a child is not able to roll over, sit up or walk at the appropriate age, the pediatrician may suspect global developmental delay. A child should begin to roll over at around 4 months of age. Sitting up occurs around 6 months. A child walks at approximately 12 to 14 months.

1. Motor Skills

2. Learning and Reasoning

A child who has difficulty learning new things or cannot reason age-appropriately may be considered for global developmental delay. A 6-month-old will try to get to a toy that is out of reach. At around 18 months, a child should have the ability to point to at least one body part. At 2 years old, she should be able to point to two pictures and name one. A 2 1/2-year-old can point to six body parts.

3. Speech and Language

If a child cannot identify sounds, babble or repeat sounds, he may have global developmental delay. A 6-month-old should be able to turn to a voice or rattling sound. By 9 months, he should be making one syllable sounds and may be able to say "dada" or "mama." A 1-year-old should be able to imitate sounds and be babbling.

4. Social and Personal Skills

A 4-month-old baby should smile spontaneously and respond to affection. At 6 months, she will interact socially with her parents. By 1 year, he will have a strong attachment with his parents. She should be laughing with others at 18-months-old and playing alongside others by 2 years of age. A child who does not have these social skills may have global developmental delay.

 Even small children have daily activities they should be able to complete. Children with global developmental delay may have difficulty with these tasks such as eating or dressing. At 9 months, a baby should be able to feed himself, and he should drink from a cup at about 15 months. An 18-month-old will try to help around the house. The ability to take clothes off occurs at around 2 years old; putting clothes on occurs around 6 months later. A 3-year-old should be able to brush his own teeth with assistance.

5. Daily Activities

 Genetic Factors Hereditary factors or chromosomal abnormalities

Pregnancy and Birth Factors e.g. drug misuse or excessive alcohol intake during pregnancy, complications of birth or prematurity

Infancy and Childhood Illness, poisoning or brain injury, e.g. encephalitis or brain trauma

 Environmental Factors A lack of appropriate stimulation may lead to social or language developmental delay
Unknown Factors The cause in most cases is unknown

How To Teach Students with Developmental Delay?

 Children with developmental disorders can have a variety of issues that can effect learning for themselves and those around them. Keep in mind that a student that displays behaviors that are distracting would work better at an individual desk. If there is not a way to seat the students in the classroom in his own space, pairing him with a capable buddy that can assist with keeping the student on track without it being detrimental to his own education would be beneficial. Also, minimizing distractions and the possibility for over stimulation will assist the student with focusing. For example, do not seat the student next to a window facing the playground.

1. Seating Arrangements

 Students with developmental disabilities struggle with becoming more independent. One way to encourage that behavior is to be consistent with classroom routines. By doing the same thing each day the student knows what to expect and can begin following the same actions without additional guidance. For example, if the requirement each day is to come into the classroom, hang up her jacket, empty her back pack and put her lunch away, she will likely begin doing that independently due to the predictability and consistency.

2. Routines

 Routines and procedures that provide predictability are important to a student with developmental delays. Predictable procedures will not only help teach skills and promote independence, but also decrease unwanted behaviors caused by not understanding expectations. One way to do this is by providing a schedule of activities that can be understood by the student. This will vary depending on the age and cognitive level of the student.

4. Predictability

 For example, one student might be successful using a daily planner with a schedule written in while another might only be able to understand an object or photo representing the activity. Another tool to assist with predictability is a visual timer. This lets the student know when an activity will be over and they can move on to the next task. This ability to know when something must be finished can increase attentiveness. Also, by understanding that the current task will be over within a definitive amount of time, unwanted behaviors used by the student to avoid the activity may be avoided.

 When developing your own strategies for your classroom, it is necessary to remember the importance of promoting appropriate social interaction. Do not single out the student by doing things that will make them more of an outsider in the classroom. Using age appropriate materials is one way to avoid that. Use activities that are similar to same aged peers will provide an opportunity for interaction. These steps will allow the student to feel comfortable interacting with others and encourage peers to interact with him. Doing this will make the educational process more enjoyable and beneficial to the student.

5. Things To Remember

MANAGING AN INCLUSIVE CLASSROOM

HYPERACTIVE

ADHD (Attention-Deficit Hyperactivity Disorder)

Overview A neurodevelopmental disorder characterized by short attention span, weak impulse control and hyperactivity, all of which inhibit learning and can foster misbehaviour. It can begin in infancy, extended to adulthood. Males are likely to have this condition. Males with ADD will have hyperactivity whereas females have ADD without hyperactivity (Amen, 2001).
Building Classroom Discipline, C.M Charles

 Inattentive only (formerly as attentionTypes ofknown ADHD deficit disorder [ADD])Children with this form of ADHD are not overly active. Because they do not disrupt the classroom or other activities, their symptoms may not be noticed. Among girls with ADHD, this form is more common. Hyperactive/ImpulsiveChildren with this type of ADHD show both hyperactive and impulsive behavior, but can pay attention. They are the least common group and are frequently younger. Combined Inattentive/Hyperactive/Impulsive Children with this type of ADHD show a number of symptoms in all 3 dimensions. It is the type that most people think of when they think of ADHD.
Source: Understanding ADHD: Information for Parents About Attention-Deficit/Hyperactivity Disorder (Copyright 2007 American Academy of Pediatrics, Updated 4/2011)

Classroom Management Strategies for Children with ADHD

Universal Level of Intervention: Academic Intervention Flexible Grouping: Children with ADHD often have difficulty focusing on teacher-directed instruction and independent work. When curriculum and instruction is not well matched to the childs skill level, inattention increases. Flexible grouping practices within or across classrooms allow students to be placed according to their skill level and to move among groups as skills increase.

Choice-Making: Providing choices among two or more activities can increase engagement and work completion for children with ADHD (Dunlap, et.al.,1994). With this strategy, the teacher controls the nature of the assignments and the child is able to choose the specific assignment to complete.

 Progress Monitoring: A systematic way of evaluating student progress in reaching goals, using data that is simple and easy to collect.
Brief, targeted, frequent assessments of oral reading and mathematical calculation fluency and reading comprehension are administered and the results are used to guide instruction.

Study Skills and Organizational Strategies: Students with ADHD benefit from explicit strategy instruction that includes modeling and demonstration and allows for practice and rehearsal. Memorization strategies, test-taking and study strategies, active reading strategies, survey and review strategies, and verbal and written practice focused on reading comprehension are all critical skills, along with instruction and monitoring of how to organize notebooks and binders, use planners and calendars, and organize written work. (See Skills for School Success by Anita Archer and Mary Gleason, 2002).

Behavioral Intervention
School-Wide Expectations: The initial step is to develop and teach clear school-wide or class-wide expectations. Teachers learn to use prompts and signals to remind students to follow rules, and to provide opportunities to review and practice expectations before transitioning to settings in which problems are more common.

Active Supervision:

Staff practice moving around the area, scanning for problem areas or interactions, and interacting frequently with students to reduce problem behaviors. Pre-correction, which is reminding students of the expectations before a possible problem occurs, can be used with individuals or classwide.

Parent Involvement:
Develop a system to provide frequent, brief home-school communication focused on progress toward goals and on solving problems before they grow. Home-based acknowledgement of positive behavior and consequences for problem behavior may be useful if appropriate for the student.

MANAGING AN INCLUSIVE CLASSROOM

Gifted and Talented

Gifted Children
Overview Gifted child is a child is not quite like other children. There are particular traits for gifted children. They have particular cognitive traits, social and emotional traits and language traits.

Cognitive traits
Very Observant Extremely Curious Intense interests Excellent memory Long attention span Excellent reasoning skills

 Well-developed powers of abstraction, conceptualization, and synthesis Quickly and easily sees relationships in ideas, objects, or facts Fluent and flexible thinking Elaborate and original thinking Excellent problem solving skills Learns quickly and with less practice and repetition Unusual and/or vivid imagination

Socio and Emotional traits

Interested in philosophical and social issues Very sensitive, emotionally and even physically Concerned about fairness and injustice Perfectionistic

Language Traits
Extensive Vocabulary May Read Early Reads Rapidly and Widely Asks "what if" questions

Additional Traits
Enjoys learning new things Enjoys intellectual activity Displays intellectual playfulness Prefers books and magazines meant for older children Skeptical, critical, and evaluative

Managing Gifted Learners

Compact the curriculum and provide enrichment activities: Provide environments that are stimulating, and address cognitive, physical, emotional, and social needs of gifted children in the curriculum. Let the students move quickly through the required curriculum content and onto more advanced material. Allow for academic rigor.

Implement a multi-level and multidimensional curriculum.

Differentiate the curriculum in order to address differences in the rate, depth, and pace of learning. This will enable all students in the class to learn about a specific area by creating projects at their own ability level. At the conclusion of the class, all of the students can present what they have learned to the entire group.

Be flexible with the curriculum

Take advantage of real-life experiences that can be translated into problem-solving academics for all students. For example, an impending snowstorm can be used to instruct students. Students of different ability levels can be given different tasks, such as figuring out what snow is made of, predicting the amount of snowfall, or determining how many snow plows will be needed if 8 inches fall.

Try to maximize your students potential by expecting them to do their best.

Encourage them to advance as quickly as they can. Assist in developing projects that allow them to achieve success one step at a time.

Teach interactively.
Have students work together, teach one another, and actively participate in their own and their classmates education. Note: This does not advocate gifted children being peer tutors in the classroom; the gifted student should be challenged as well. Emphasis should be on working together in the classroom. Cluster gifted children together as a table within the regular classroom and utilize advanced materials, as well as other suggested resources and modification, to meet their exceptional needs.

Encourage gifted students to participate in extracurricular activities that involve academic skills.
Examples include math and debate teams. Because gifted children are often natural leaders, it is important to invite them to use their talents and abilities in beneficial, rather than disruptive, manners. For example, encourage the gifted student to run for office in student council, or another extracurricular activity in which he/she is involved.

Do note assign extra work to gifted children who finish assignments early.
This is unfair and frustrating to them. Simply offering more of the same only restricts further learning. Instead, allow those children to work on independent projects or other unfinished work when they finish an assignment early

The End