Professional Documents
Culture Documents
Gandhi said that in order to see a change in the world, we must first change ourselves. If you want to see a change in your classroom and the kids you teach, the same is true.
a handicap that interferes with someone's ability to store, process or produce information
Appropriate intervention
reads inaccurately has problems spelling confuses places, times and dates has difficulty remembering maths tables and formulae needs to have instructions repeated gets tied up using long words has difficulty planning and writing essays suffers poor confidence and low self-esteem forgets which books to take to class has difficulty organising life around a timetable misunderstands complex instructions has problems trying to write down notes at speed, and completing work on time has memory difficulties
For the learning disabled student foreign language learning can be an unbelievably stressful and humiliating experience, the opposite of what is intended.
Best answer : in either case, the results suggest that the child would benefit from instruction in English
Preventing school failure begins with the creation of school climates that foster
All students can learn. Educators are responsible for helping them learn
Interventions
explicit phonemic awareness instruction explicit instruction in comprehension strategies peer-assisted learning
Approach 1
Approach 2
reducing the syllabus to the essential
reducing the vocabulary demand providing constant review incorporating multisensory stimulation and support
Suggested tips
Make the learning and teaching active using a multi-sensory approach Enable, challenge, scaffold, recycle, consolidate Give notes on handouts rather than expecting students to copy from the board Use visual aids to support written text Encourage students to use all the clues on the page before tackling the text Make the learning objectives explicit. Use the computer Break down the tasks into manageable steps Involve Praise success
Multisensory Techniques
Phonics Instruction
Reading Instruction
Building on prior knowledge, supplementary material and graphic organisers and visual aids
Additional Services
Students watch films. They read textbooks aloud. Students sing or chant. Groups of students perform mini plays in front of the class. Objects are passed around for the students to touch or taste or smell.
What to avoid
overemphasis on grammar, spelling and punctuation too much writing too much reading memorising facts and formulae not giving enough time to note things down too much copying from the board talking too much and too fast putting students down in front of others shouting being impatient
Positive interventions
Better self-management
Our students needs : the mad, the bad and the sad
Empowerment recognition, freedom, achievement,
contribution, choice and competence If not ! Powerless and frustrated
Fun
curiosity, interest, growth and learning, adventure, amusement, surprise, variety If not! Bored and frustrated
Belonging
accepted, valued, appreciated, needed, related to, loved If not! Lost, uncared for, lonely, isolated, vulnerable, let down, inferior and frustrated
Uninteresting lessons
No choice in the seating arrangements or the activities, NO movement, NO challenge, NO music, NO colour, NO adventure, NO dynamism, NO warm-up activity, NO break no FUN!
Teacher attitudes
Negative attitude
generate problems for themselves wind kids up negative air in classroom escalating confrontations hostile sarcastic, dismissive response to students always seek solutions communicate on every level help rather than reprimand fair and considerate response to students
Positive attitude
have positive expectations
reduces stress, builds bonds, makes them more relaxed, learn best when they have fun use other skills, use a comedian in the classroom, or use other sources students who need to show off and crave attention benefit from being given the opportunity to do exactly that
Interesting lessons
Students immersed in engaging and varying activities Lessons tailored to students interests and styles Lessons with real-life relevance
Praise
Appreciation and encouragement Recognition of positive behaviour Descriptive, genuine, sincere and private praise No repetition
Paul, stand back and look at what youve done this is a fantastic portrait! What really impresses me is the way youve made that eye come to life by showing the light reflecting here. That really makes it come alive!
ABOVE ALL ! It rewards them with the very thing they want the emotional reaction and attention that they crave!
Attention seekers
Ignore any low level misbehaviour Avoid eye contact with them Don't panic If not, it will only reinforce negative behaviour Give specific, detailed praise to those who are doing what you wish Show that you are in control by focusing only on those who are behaving. to encourage all your students to engage with the learning.
Use your voice, your facial expressions and your body language Get in close to students and use a quiet or whisper voice to talk privately with them about any behaviour issues Keep the lesson active with hands on activities
Vigilance is the key! Restlessness and fidgeting for example are sure signs of distress and anxiety
Diversion and diffusion : send the child on an errand in some circumstances to give them an escape route from what theyre finding difficult without losing face
Paul, I want to help you calm down so that you dont end up in trouble. I have two choices for you to help you. You can come and sit at the front away from everyone else until you feel better or you can take 2 minutes outside the door if it will help. Which do you want to do?
To wrap up
Good leadership; High expectations for student achievement; Challenging, appropriate curricula and instruction; A safe and orderly environment; Ongoing, systematic evaluation of student progress; and Shared decision-making among ESL teachers, general education teachers, administrators, and parents.
A handbook on LDs
Interesting links
1. http://www.ldonline.org 2. http://www.bdadyslexia.org.uk 3. http://www.languageswithoutlimits.co.uk