Dyslexia
Dyslexia is a learning disability that is very, very common among students and sometimes misunderstood by both the students and parents or teachers. Dyslexia is a difficulty in processing skills that negatively affect reading fluency, comprehension, word decoding and writing skills such as spelling. Because it can hinder theses skills, people often call it a "Language-based learning disability."
Dyslexia is affects students differently and in different subjects. For example, Student A might have a small decoding issue where as Student B may have a reading memory and recall issue. Dyslexia's affects can cause poor performance in other subjects. A student who is struggling to decode symbols in written language and reading may also have difficulties decoding the symbols in math. This is called Dyscalculia.
A student who has difficulty reading either aloud or independently may be suffering from Dyslexia. The difficulty from decoding text most likely will lead to comprehension and problems remembering details from a story. You can often see a wide gap between a student's comprehension listening to the story and reading the story.
Dyslexia also can cause memory issues that cause a student difficulty learning and utilizing correct spelling of words. Because of this, Dyslexia can also cause poor writing skills.
If you suspect a child might be struggling with Dyslexia, consult your school's reading specialist ASAP so they can provide the support the student needs to succeed. In the meantime, ensure the student has access to quiet time or quiet spaces for reading and writing. Also, provide text in a Dyslexic friendly format with large print and large spaces in between text lines. Utilize a "reading window" to help isolate a small amount of words at one time. As always, present academic material in small chunks or units, teach to logic rather than memory and utilize multi sensory teaching methods.
Sunday, January 3, 2016
Sunday, November 15, 2015
Auditory Processing Disorder
Auditory Processing Disorder (ADP) is a term that seems to be frequenting classrooms recently. This is most likely because of the awareness of the condition and the stress on differentiated instruction. Unfortunately, ADP is a term some teachers use incorrectly because the signs a student suffering from and auditory processing issue will resemble the signs of many other learning disabilities from ADHD to Autism to Dyslexia.
Simply put, because of an Auditory Processing Disorder, audible information taken in by a student does not get processed accurately by the Central Nervous System and thus, is retained inaccurately.
Only a licensed audiologist can diagnose a condition of ADP. They will use a series of tests that will utilize a variety of audio stimuli and repetitious signals.
That being said, parents and teachers of a student are on the front lines and can see signs of an APD long before a child’s condition will be determined by an audiologist. In the classroom, be on the lookout for:
the student who has a delay in processing and explaining their thoughts
If a student confuses similar sounding words such as “three” vs “free” or “got” vs “hot”
A student who is distracted or confused by background noise and has difficulty focusing on one audio stimuli over another
A student who seems to ignore instructions or has difficulty following verbal tasks
The student who has difficulty understanding relationships between written words such as similes and metaphors or understanding sarcasm
If you notice any of these signs in a student, be sure to start a conversation with the students Child Study Team immediately. It will take the input from a multidisciplinary team to shed light on a student’s academic difficulties and cognitive functions.
Every APD is different and will be treated as such. There is not one “go-to” solution in this situation and the treatment plan will be highly individualized and will require the effort of many people. As a teacher, the most effective thing you can do to help is be sure to present information and instruction in a multi-sensory way. Don’t just tell, model and show. Supplement your instruction with manipulatives, visual cues, and graphics. Give directions in the form of an easy to decipher, visual list. Explain discipline specific vocabulary before you start your lesson. Also, change your classroom environment to make it free of distractions.
Saturday, October 31, 2015
ADHD
I would like to designate the next posts to some of the most
popular and sometimes most misunderstood learning disabilities among students
in our schools.
The first disorder I would like to address is not a learning
disability at all but it is still a challenge that affects many students and is
often tied to learning disabilities. It
is ADHD or Attention Deficit Hyperactivity Disorder.
Throughout history, ADHD has been known as many different
names as the condition was studied and more was known about it. Before ADHD had a name assigned to it,
physicians would diagnose patients as having a “minimal brain dysfunction.” In the 1950’s, the condition was named “hyperkinesis”;
the Latin word for “super active”. Those
with hyperkinesis were diagnosed as “hyperkinetic.” In the 80’s, the American Psychiatric
Association changed the name to Attention Deficit Disorder or ADD. A few years later, ADD was changed to ADHD to
include the “hyperactive” element. In
1994, the American Psychiatric Association recognized subcategories of ADHD to
included hyperactivity, attention disorder or both in the name. ADD, AD/HD and ADHD are all names for the
condition that are currently used and often interchanged in the United States.
(Hill)
The Learning Disability Association of America defines ADHD
as “a disorder that includes difficulty staying focused and paying attention,
difficulty controlling behavior and hyperactivity.” Numerous cases of scientific research show a direct
line connecting a student’s high stress or anxiety level and a potential ADHD
condition.
Unfortunately, it is estimated that over two million
children in the US struggle with ADHD. That
means that the average classroom of 25 students will have at least one student
struggling with ADHD.
There are three main subcategories of ADHD. The first being the hyperactive or impulsive
type where the person with the condition does impulsive things without thinking
of possible consequences or acts unintentionally. The second subcategory is the inattentive type
of ADHD where the person with the condition finds it hard to focus on specific
tasks for an extended period of time.
The third subcategory is a combination of the first two.
ADHD is a disorder and not a disease that can be tested for
and confirmed. A child’s behavior and
habits must be trended and observed by family, doctors and school officials in
order to diagnose the condition. Because
there is no easy “yes” or “no” answer or solution, ADHD is very controversial. Although it is hard to argue against, some
officials believe ADHD is a sign of poor parenting, it is a sign of a lazy
personality or a refusal of the condition because of the stigma attached to
mental disorders.
ADHD can also be confused for other conditions in children
such as Oppositional Defiant Disorder, Conduct Disorder and Generalized Anxiety
Disorder. It is estimated that 30 percent of children diagnosed with some form
of ADHD also suffer from one or more other learning disabilities.
Works Cited
"ADHD." Learning
Disabilities Association of America. N.p., n.d. Web. 31 Oct. 2015.
Hill, Beth Ann., and James Van
Haren. The AD/HD Book: Answers to Parents' Most Pressing Questions. New
York: Avery, 2005. Print.
Tuesday, October 20, 2015
Writing a PLAAFP
PLAAFP. It is a very
helpful tool used in student IEPs and serve as a great narrative about said
student. The PLAAFP, or Present Levels
of Academic Achievement and Functional Performance, is a perfect opportunity
for the teacher of a classified student to have a formal and written voice in
their student’s IEP. In the PLAAFP, the
teacher provides input and shares expertise on how successful the student is in
their current placement, discusses the appropriateness of the student’s goals,
objectives and expectations as well as sharing observations of modifications or
accommodations that are part of the students program or making recommendations
that will aid the student’s success.
In order to reflect the most current and accurate portrait
of the student, PLAAFPS must be completed by the student’s current teacher in
the program they are currently place in.
Many general education teachers have asked my help in writing PLAAFPs
for their students. THERE IS ABSOLUTELY
NOTHING WRONG WITH COLLABORATION!! (In
fact, I think it is one of the strongest tools in my arsenal) Unfortunately, I
think there is a stigma attached to the PLAAFP.
Because it is an integral part of an IEP document, it is easy to assume
it needs to be written by a special education teacher. I believe ALL teachers need to be able to pen
this simple yet pivotal statement.
Although the PLAAFP is a tool of great use, they can be
intimidating to write. In this article,
I will spell out and provide a basic outline I use to craft my PLAAFPS. That being said, there are essential items
that must be included in a PLAAFP but no two PLAAFPs should ever be the
same. There is not a “cookie cutter” or
“mold” that applies in this situation.
ALL students operate, learn, retain and apply their knowledge
differently and your PLAAFPs should reflect that.
As I mentioned above, there are a few things a PLAAFP MUST
include. First off, include a brief
introduction telling your name/ position, the date, the subject you are
referencing and the student’s placement.
Discuss the student’s performance.
Note skills the student is showing that make him/ her successful in the
class. Also talk about how the student’s
learning disability affects their classroom performance. Tell of the skills you expecting from student
and what would be the general education curriculum for you class. At this point, I like to mention assessment
and baseline data from the student. By
showing assessment data and using researched based programs and numbers or
levels, you are showing the student’s current skill level and are either
providing a starting point for data trending or you are helping to continue
data trending. Describe what accommodations
and content modifications are being used with the student and what is effective
or what COULD be effective. One last
topic I like to hit is personal behavior of the student. I make sure to bring out the positives of the
student here. I discuss what their
interest are, what strengths they have outside of academics and what they
prefer or like. Remember, your PLAAFP is
telling a short narrative of a human being with BOTH strengths and
weakness. It is very helpful to
incorporate a strength into a plan to support a weakness.
There are tons and tons of sample PLAAFPS available on the
internet so I will offer an outline I use.
Below is a basic chart I follow when writing. (My PLAAFPS are usually one well-constructed
paragraph.)
|
Sentence #
|
Material
|
|
1
|
Teacher name, class, grade
|
|
2
|
Student’s placement
|
|
3+4
|
Student’s performance in class (what makes them successful)
|
|
5+6
|
Student’s learning disability in your class
|
|
7+8
|
Assessment Data
|
|
9+10
|
Present accommodations and modifications
|
|
11+12
|
Positives of Student
|
Saturday, August 29, 2015
Class Dojo
As educators, we all know how important it is to keep organized and accurate records, manage our classrooms, keep strong communications with parents, collaborate with our team members and motivate our students. What if we could do all of these things at once.... with one tool? It is not just hopeful wishing!
Two years ago, I was introduced to a tool, Class Dojo, that claimed it could do all of the above mentioned. I did not give it much thought and instead resorted to tried and true methods to complete these tasks. Last year, however, I decided to give Dojo a little test run. I loved it. It made my day so much easier and run smoothly. Without sounding too much like a promotional advertisement for Class Dojo, I want to share with you some of the awesome and beneficial aspects of the tool.
Class Dojo is a FREE program used by millions of teachers that allows you to keep track of your student's progress and behavior and to easily share it with parents. A cool thing about Class Dojo is that you can log on from any computer or download the app and reach it from any phone or tablet.
The first plus of the program is how it bridges you with your student's parent and ensures constant communication. As I mentioned, Class Dojo makes communication with parents simple. You can use to program to send out messages to parent groups like "Class A will not have homework tonight" as well as holding conversations with individual parents. These conversations can happen on your computer or if you download the app, you can have the conversations on the go!
A second plus is record keeping. Through a few clicks of a button, you can easily keep attendance in your class and keep track of who did assignments.
Class Dojo makes it easy to track data and see trends in your class. In Dojo, you assign students positive or negative points for classroom behavior such as being prepared, leading conversations or supporting classmates. You, your student and the student's parents all have access to a nicely presented and easy to read graphic showing these behaviors and any trends in them! It makes spotting trends so easy!
A cool aspect of Dojo is the ability to link teachers to students. I found this valuable in my co teaching settings when more than one teacher had access to the same student. Simply put, two teachers could reward and track the same student. Not only is this great for the student, more chances to succeed, but it is very helpful for teachers and makes our collaboration even easier!
One of the best attributes of Class Dojo is the involvement of students. Students have avatars that are assigned to them through Dojo. They get to customize these avatars to their own personalities and likings! As I mentioned, students see their classroom behavior in the nice little pie chart the same way parents and teachers do so they can see how they are doing and what they are excelling in. Although I have not used it this way yet, I've seen teachers who present the graphics of all of their classes so students can compare themselves to each other in hopes to spark a competitive spirit to motivate achievement!
There are so many options with Class Dojo. It makes my day easier, students have fun with it and it opens parent communications. There are so many positives and it is free so why not make it a tool in your arsenal. Check it out if you haven't already! http://www.classdojo.com/
Is anyone else using Class Dojo in their classrooms? What are your experiences with it?
Two years ago, I was introduced to a tool, Class Dojo, that claimed it could do all of the above mentioned. I did not give it much thought and instead resorted to tried and true methods to complete these tasks. Last year, however, I decided to give Dojo a little test run. I loved it. It made my day so much easier and run smoothly. Without sounding too much like a promotional advertisement for Class Dojo, I want to share with you some of the awesome and beneficial aspects of the tool.
Class Dojo is a FREE program used by millions of teachers that allows you to keep track of your student's progress and behavior and to easily share it with parents. A cool thing about Class Dojo is that you can log on from any computer or download the app and reach it from any phone or tablet.
The first plus of the program is how it bridges you with your student's parent and ensures constant communication. As I mentioned, Class Dojo makes communication with parents simple. You can use to program to send out messages to parent groups like "Class A will not have homework tonight" as well as holding conversations with individual parents. These conversations can happen on your computer or if you download the app, you can have the conversations on the go!
A second plus is record keeping. Through a few clicks of a button, you can easily keep attendance in your class and keep track of who did assignments.
Class Dojo makes it easy to track data and see trends in your class. In Dojo, you assign students positive or negative points for classroom behavior such as being prepared, leading conversations or supporting classmates. You, your student and the student's parents all have access to a nicely presented and easy to read graphic showing these behaviors and any trends in them! It makes spotting trends so easy!
A cool aspect of Dojo is the ability to link teachers to students. I found this valuable in my co teaching settings when more than one teacher had access to the same student. Simply put, two teachers could reward and track the same student. Not only is this great for the student, more chances to succeed, but it is very helpful for teachers and makes our collaboration even easier!
One of the best attributes of Class Dojo is the involvement of students. Students have avatars that are assigned to them through Dojo. They get to customize these avatars to their own personalities and likings! As I mentioned, students see their classroom behavior in the nice little pie chart the same way parents and teachers do so they can see how they are doing and what they are excelling in. Although I have not used it this way yet, I've seen teachers who present the graphics of all of their classes so students can compare themselves to each other in hopes to spark a competitive spirit to motivate achievement!
There are so many options with Class Dojo. It makes my day easier, students have fun with it and it opens parent communications. There are so many positives and it is free so why not make it a tool in your arsenal. Check it out if you haven't already! http://www.classdojo.com/
Is anyone else using Class Dojo in their classrooms? What are your experiences with it?
Saturday, August 22, 2015
Co Teaching Conversation Must Haves
Schools providing for children will never EVER go away. The number one thing a school can offer a child is a community. A community with advocates and trusted leaders. As educators we are our students advocates in their journey through learning. Teachers all hear the calling to better our community proactively by supporting our children and future.
Today, I want to share a wonderful article with you regarding co teaching. Co teaching, in a nutshell, is when two teachers, a general education and a special education teacher, team teach one class of students. By working together, the two teachers are giving the best of two worlds (the knowledge of general education and the application of special education) that the school has to offer. I like to say, if parents like their child having one teacher educating them... they will love the support from two!
Although I am very experienced with co teaching various grade levels, teachers never stop learning. I am always looking for the newest, most cutting edge way to operate and in my educational pursuit, I came across a well written article by fellow teacher Elizabeth Stein titled "Four Critical Co Teacher Conversations." http://www.middleweb.com/3905/4-critical-co-teacher-conversations/
In here article, Stein brings to light the fact that co teachers do not have a perfect chemistry right out of the gate but both teachers are professionals and must strive for the best, especially for their students. Stein mentions four main talking points that the teachers must have regarding their planning. These points, however, can sometimes go by the wayside because they are difficult to talk about.
The first conversation must have is regarding resources. The two teachers must know what they have at their disposal and who is responsible to do what. It does not follow a true co teaching model if the one teacher writes the plans, delivers the lessons, assess the student and tracks data all while the special education teacher hangs out in the back of the room. It is not productive to waist such a valuable resource in a second teacher's abilities. Plus it is not fair to the one teacher.
Stein's second conversation is centered around the teachers skills. Both should know each other's resume inside and out. I don't mean memorize a piece of paper but it is beneficial to know what your partner is capable of. Maybe one teacher is not a strong record keeper but is one heck of a public speaker and can bring passion to old English literature. I would like that teacher to give the presentation lessons on Shakespeare!
A third conversation to have is about the teachers being flexible and proactive. In a perfect world, all of their lesson planning should be collaborative and happen together. Although we strive for perfect schedules, it doesn't always happen. Things come up and the unforeseen happens. The teachers need to know what they are going to do for their students ahead of time. If you fail to plan, plan to fail!
Stein's fourth conversation is regarding the classroom environment. Both teachers need to give input on the physical space and classroom arrangement. Both teachers need to be at an understanding of the class rules and support them to the fullest. Also, both teachers need to know the operating procedures of the room and what to do if an emergency should happen. Nothing is worse than an emergency happening and students looking to a teacher for leadership only to realize the co teacher didn't think it was important to find out what to do with a class during a fire drill...
Stein brings many topic to light that NEED to be discussed when co teaching. Check out her articles. They are well worth the time and very informative! http://www.middleweb.com/3905/4-critical-co-teacher-conversations/
From my experience, I would add a fifth conversation must have. Sooner rather than later, have a personal conversation with your co teaching partner about your interest, hobbies and stress relief methods. There will come a day when you have a little too much stress on your plate and need a smile from your new co teaching friend. If they know a little about you, chances are they can say the right things to give you the pick me up you need to get through the day. Or vise versa!
Bottom line is, when co teaching, both teachers need to be on the same page and work together to provide the best for their students.
Today, I want to share a wonderful article with you regarding co teaching. Co teaching, in a nutshell, is when two teachers, a general education and a special education teacher, team teach one class of students. By working together, the two teachers are giving the best of two worlds (the knowledge of general education and the application of special education) that the school has to offer. I like to say, if parents like their child having one teacher educating them... they will love the support from two!
Although I am very experienced with co teaching various grade levels, teachers never stop learning. I am always looking for the newest, most cutting edge way to operate and in my educational pursuit, I came across a well written article by fellow teacher Elizabeth Stein titled "Four Critical Co Teacher Conversations." http://www.middleweb.com/3905/4-critical-co-teacher-conversations/
In here article, Stein brings to light the fact that co teachers do not have a perfect chemistry right out of the gate but both teachers are professionals and must strive for the best, especially for their students. Stein mentions four main talking points that the teachers must have regarding their planning. These points, however, can sometimes go by the wayside because they are difficult to talk about.
The first conversation must have is regarding resources. The two teachers must know what they have at their disposal and who is responsible to do what. It does not follow a true co teaching model if the one teacher writes the plans, delivers the lessons, assess the student and tracks data all while the special education teacher hangs out in the back of the room. It is not productive to waist such a valuable resource in a second teacher's abilities. Plus it is not fair to the one teacher.
Stein's second conversation is centered around the teachers skills. Both should know each other's resume inside and out. I don't mean memorize a piece of paper but it is beneficial to know what your partner is capable of. Maybe one teacher is not a strong record keeper but is one heck of a public speaker and can bring passion to old English literature. I would like that teacher to give the presentation lessons on Shakespeare!
A third conversation to have is about the teachers being flexible and proactive. In a perfect world, all of their lesson planning should be collaborative and happen together. Although we strive for perfect schedules, it doesn't always happen. Things come up and the unforeseen happens. The teachers need to know what they are going to do for their students ahead of time. If you fail to plan, plan to fail!
Stein's fourth conversation is regarding the classroom environment. Both teachers need to give input on the physical space and classroom arrangement. Both teachers need to be at an understanding of the class rules and support them to the fullest. Also, both teachers need to know the operating procedures of the room and what to do if an emergency should happen. Nothing is worse than an emergency happening and students looking to a teacher for leadership only to realize the co teacher didn't think it was important to find out what to do with a class during a fire drill...
Stein brings many topic to light that NEED to be discussed when co teaching. Check out her articles. They are well worth the time and very informative! http://www.middleweb.com/3905/4-critical-co-teacher-conversations/
From my experience, I would add a fifth conversation must have. Sooner rather than later, have a personal conversation with your co teaching partner about your interest, hobbies and stress relief methods. There will come a day when you have a little too much stress on your plate and need a smile from your new co teaching friend. If they know a little about you, chances are they can say the right things to give you the pick me up you need to get through the day. Or vise versa!
Bottom line is, when co teaching, both teachers need to be on the same page and work together to provide the best for their students.
Thursday, August 6, 2015
"An Idle Mind is the Devil's Playground"
“An idle mind is the devil’s playground.” I try to keep that in my mind when I am planning anything to do with my classroom be it lessons, independent work time or breaks in between classes. Many people are quick to judge that phrase and in turn, my application to my planning. To clarify, I am NOT saying my students or any aspect of them are devils. I use it to remind myself to always plan for down time or pauses in academic structure that can allow for a student’s mind to wander. Although a wandering mind can be a good thing (my mind wanders all of the time. I tell my students there is a crazy monkey in my mind….) it can also lead to trouble. Once that mind wanders, who knows where it’s going or how long it will take to get back on track. Below are some tips and tricks I find useful in my room to eliminate/ reduce distractions.
Establish physical space in the classroom to be productive. What I mean by that is, a student should know where all of their tools are and it should take no time at all for the student to get what they need and return to their seat. I like to ensure students know where to find tools they need with a classroom scavenger hunt. (I teach elementary students and they love it but I’m sure older students will love the competition.) Each student gets a list of things they will need throughout the year and must find them in the classroom. Things like the dictionaries, writing paper, the pencil sharpener, counting cubes… The first student to find all the items is the winner and points them out to their classmates.
Keep an organized room. Besides keeping your classroom clean for the fire codes and tripping hazards, having everything in its place helps you and your students find it when something is needed. I keep supplies organized and readily available. All of the things a student might need during writing workshop are together, all of the things for math are together, all of the reading tools are together, etc. When a student is on a roll with a writing piece, not having access to an eraser could be detrimental and the lack of eraser is all they might focus on after that.
Keep a constant schedule. I always use the same format for all of my classes no matter what subject or grade (warm up, connection, lesson, guided work, independent work/ assessment, review and exit ticket) In order to help me manage my time through the class periods, I posted these parts on the board and would take away parts when they were completed. I quickly realized how beneficial this scheduling breakdown was to my students. They were able to come in, see what they were doing for the day, what was expected of them and what was in their immediate future. This prevents the students from wondering the unknown future or what will happen next. Without having to worry about what will happen in twenty minutes, they were able to focus on the here and now.
Establish common and not so common routines. Present some situations to students such as the common getting up to use the bathroom and the not so common fire drill. How should a student act? When a student gets up to go to the bathroom, is it appropriate for them to sing a song while signing out a bathroom pass or is that distracting to their classmates?
Divide and conquer! In a special education resource room, students are there for a reason. The general education setting was not appropriate and an individualized approach to learning is needed. In order to differentiate and give the students the individual attention they need to succeed, divide up the students into small, leveled groups or individual groups. This way, you can teach to a more specific demographic and have an even greater chance of reaching everybody. As a side note, I like to use dividers or “offices” to prevent independent working students from being distracted from a small group collaborating on the other side of the room.
Make sure your students are engaged! In order to have powerful and effect instruction, involve your students. Tie in their interests to their learning. We learn when we are doing. They say the best way to learn or master a topic is to teach it to others. Depending on your students, having them teach each other may be a very fun and productive activity. Plus it is a great opportunity to assess a student’s comprehension and understanding of the topic!
One last strategy I use to minimize distractions is to be consistent in all of my expectations and actions! When a student knows what will happen as a result of “situation x” they will not be overly distracted by the results. By this I mean if a student knows you split the class for small group instruction, they will not be distracted by thoughts like “why are my friends working over there and I’m here.”
These were a few big strategies that I use every day to combat distractions. The above strategies are all mental and take almost no extra work. You don’t have to use your free time making up a map for students to find all of their classroom tools, instead the students learn where they are though daily utilization and some scavenger hunts!
There are so many ways to effectively reduce or eliminate student distractions in the classroom. What methods do you use?"a
Establish physical space in the classroom to be productive. What I mean by that is, a student should know where all of their tools are and it should take no time at all for the student to get what they need and return to their seat. I like to ensure students know where to find tools they need with a classroom scavenger hunt. (I teach elementary students and they love it but I’m sure older students will love the competition.) Each student gets a list of things they will need throughout the year and must find them in the classroom. Things like the dictionaries, writing paper, the pencil sharpener, counting cubes… The first student to find all the items is the winner and points them out to their classmates.
Keep an organized room. Besides keeping your classroom clean for the fire codes and tripping hazards, having everything in its place helps you and your students find it when something is needed. I keep supplies organized and readily available. All of the things a student might need during writing workshop are together, all of the things for math are together, all of the reading tools are together, etc. When a student is on a roll with a writing piece, not having access to an eraser could be detrimental and the lack of eraser is all they might focus on after that.
Keep a constant schedule. I always use the same format for all of my classes no matter what subject or grade (warm up, connection, lesson, guided work, independent work/ assessment, review and exit ticket) In order to help me manage my time through the class periods, I posted these parts on the board and would take away parts when they were completed. I quickly realized how beneficial this scheduling breakdown was to my students. They were able to come in, see what they were doing for the day, what was expected of them and what was in their immediate future. This prevents the students from wondering the unknown future or what will happen next. Without having to worry about what will happen in twenty minutes, they were able to focus on the here and now.
Establish common and not so common routines. Present some situations to students such as the common getting up to use the bathroom and the not so common fire drill. How should a student act? When a student gets up to go to the bathroom, is it appropriate for them to sing a song while signing out a bathroom pass or is that distracting to their classmates?
Divide and conquer! In a special education resource room, students are there for a reason. The general education setting was not appropriate and an individualized approach to learning is needed. In order to differentiate and give the students the individual attention they need to succeed, divide up the students into small, leveled groups or individual groups. This way, you can teach to a more specific demographic and have an even greater chance of reaching everybody. As a side note, I like to use dividers or “offices” to prevent independent working students from being distracted from a small group collaborating on the other side of the room.
Make sure your students are engaged! In order to have powerful and effect instruction, involve your students. Tie in their interests to their learning. We learn when we are doing. They say the best way to learn or master a topic is to teach it to others. Depending on your students, having them teach each other may be a very fun and productive activity. Plus it is a great opportunity to assess a student’s comprehension and understanding of the topic!
One last strategy I use to minimize distractions is to be consistent in all of my expectations and actions! When a student knows what will happen as a result of “situation x” they will not be overly distracted by the results. By this I mean if a student knows you split the class for small group instruction, they will not be distracted by thoughts like “why are my friends working over there and I’m here.”
These were a few big strategies that I use every day to combat distractions. The above strategies are all mental and take almost no extra work. You don’t have to use your free time making up a map for students to find all of their classroom tools, instead the students learn where they are though daily utilization and some scavenger hunts!
There are so many ways to effectively reduce or eliminate student distractions in the classroom. What methods do you use?"a
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