Responsive Classroom’s Redirecting Language has helped a great deal in redirecting student behaviors in a firm and direct way.
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For principals and other school administrators, this list of videos, blogs, and articles includes advice and tips on effective leadership strategies, partnering with teachers, and cultivating and retaining strong leaders.
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Have you been hurt by a false teacher in your church? In the past few years, I've had direct interaction with at least four false teachers.
Business writing is memorandums, reports, proposals, emails, and other forms of writing used in organizations to communicate with internal or external audiences. Business writing is a type of professional communication.
It’s no secret that teachers interpret and implement instructional strategies in different ways that meets the needs of their students. Last week I wrote the blog post “My Students are Below Grade Level…..Now What? and posted the article in the Facebook group Mathematics Education Research. I was blown away by the responses that I received […]
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You can direct learning with Google Sites. Teacher-created websites allow teachers to provide resources but let kids work on their own.
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Blog for teaching STEM education in school or homeschool. STEM stands for Science, Technology, Engineering, and Math. Helps with critical thinking skills.
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Blogger Rebecca Alber encourages teachers to transform their direct instruction into more student-centered learning activities.
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Reiki symbols are an aspect of the healing modality that help us remember inherent truths within ourselves and the world at large. They are tools to develop a one-pointed mind, direct energy, and create heart-mind harmony.
7 fantastic and hand-picked articles focusing on the theme of taking care of yourself. Click on the title of the article for a direct link to the article, or share these articles with others by clicking on the photo of the pin and sharing on Pinterest.
Guest blogger Petra Claflin, Digital Media Manager for YES Prep Public Schools, identifies the problem of 'Q&A teaching' and offers five tips for teachers to examine and improve their modeling and direct instruction practice.
An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.
What they don't teach us in education courses is just how freaking much students talk, and how hard it can be to quiet them down. Help is on the way.
One of my biggest struggles as a teacher is finding ways to keep other students engaged and learning while I am working with small groups. My young students are not always able to work independently without direct instruction or feedback from me, but I have to do small groups/centers in order to give all of […]
The best laid plans and all that jazz.
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For students who face significant motor, visual, hearing, and/or other multiple challenges, or those for whom device use has not been successful secondary to access or consistency issues, flexibility of thought and knowledge of available options are required in order to determine appropriate access. All communication relies on perception of sensory input and ability to make a physical response of some sort. When looking at an individual’s ability to use AAC to develop communication we have to be aware of how he processes input (what type of atypical patterns are used), how the individual moves (what atypical patterns exist, what movements exist to use for responding), how stable those movement patterns are, and what are the effects are of position stability, motivation, other impairments. Many of these children are caught even more tightly by the “Catch 22” (Porter) for individuals who require aided modes of communication: Aided language does not naturally exist in the environment The individual cannot spontaneously “uptake” something that is not there Professionals intervene based on their perception of what’s possible The individual can only demonstrate what’s possible based on what’s been set up to use Once again, aided language stimulation is a necessary ingredient in the individual's environment for him to be a successful communicator. As he responds to what’s provided the assessment can continue. Dynamic assessment is necessary in AAC. We intervene -> observe -> intervene -> observe (Porter 1997). Alternate Ways to Respond to AAC Systems Modified direct access: Such as a head pointer, mouth stick pointer, eye gaze (all low/no tech) Partner assisted scanning (PAS): Uses partners who have been specially trained for interacting. Partners show, point, and/or speak each item. Eye gaze systems: Can range from no-tech to the ultimate high tech. Here is a set of eye gaze boards you can try. Head mouse, head tracker, joystick, mouse emulators: Modifications on direct selection using infrared beams or computer access modes. The head tracker is more tolerant of head movement than eye gaze technology systems, but shows greater fatigue. Use of key guards to count spaces as a tactile guide to the display: Requires memorizing the displays and sequences. Switch/scanning: The slowest way to access an AAC system. The specific motor impairments of the AAC user need to be assessed and catalogued. What are the effects of muscle strength, symmetry of body, disassociation, ATNR (asymmetrical tonic neck reflex) weight bearing and shifting, eye-hand coordination? Know whether shoulders are forward, elbows flexed or extended. Determine the ability to grasp a target or use vision. Know if there is increased response time. Determine the available movement pattern. A variety of body parts can be used to activate switches. Head switches can include toggle-type switches, button-type (such as Jelly Bean and Buddy Button), head, chin, and tilt switches. The Sip ’n Puff switch is used in the mouth. There are also foot switches and eye blink switches. Some very sensitive switches can be activated by very minimal muscle movement. For using the hand, beyond standard button switches, there are finger, thumb, and pinch switches, as well as switches that use hand grip. For some users the size of the target area is crucial. Some individuals need a larger switch for consistent access, such as Jumbo and Saucer switches. For other users the range of motion needed to find and hit the switch is of utmost importance. Switches that work well with individuals who have limited range of motion or limited fine motor skills include the Twitch, Finger, Compact, and Gumball switches. For users who require sensory feedback from the switch there are switches that provide vibration, textured surfaces, lights, or music. For users with visual impairments there are switches that offer color, contrast, lights and vibration. There are a variety of access possibilities. It takes time, knowledge of the individual, and knowledge of his communication needs and environments. Try everything, and Keep on Talking.
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What do you do when students don’t stop talking? What do you do when students do not care about consequences and continue to not pay attention? How do you prevent off-task behavior in the cla…
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You often hear that children's vocabulary will improve if they read more. As a result, many teachers and parents place a lot of pressure on students to pick up a book. However, poor vocabulary can make reading a chore and can turn students off to reading altogether! Here is a better way to think about it: A rich vocabulary improves reading. Research now shows that direct instruction on vocabulary has a greater impact on reading comprehension than comprehension strategies and even phonics programs. Why Reading is Inadequate for Building Vocabulary? Students often skip over or misread unknown words, so even if they glean the meaning in the larger context, it is often not associated with the word. Readers rarely, if ever, stop to look up a word when they don't understand the word in context. Learners will most likely learn a new word when there is repetition. Therefore, when a new word is mentioned only once in a text, the likelihood of them learning it is very small. Students that infer the meaning of a word through reading can have a vague or insufficient understanding of the word. They may have a gist of the meaning, but that is not enough for standardized tests like the SATs. How Can You Help Students Develop Vocabulary? Exhibit and nurture a fascination of words. Continually share your favorite words with your students and talk about the etymology, roots, suffixes, etc. Here are two great sites that can help you: Online Etymology Dictionary and Learn that Word. Ask your students to keep a word diary, or collection of words. Students can select a new word from readings, discussions, books, newspapers, SAT lists etc. Each morning they should record their word with a definition into a journal. Ask them to teach it to three people, use it throughout the day in discourse and writing, and record a final thought about the word at the end of the day. Monitor their word journals often so that students don't do a weeks worth of words in one sitting. Suggest the use of audio books. This reduces the cognitive load on students so that they can focus on the meaning of the text instead of the decoding process. In addition, students will learn the proper pronunciation of words, and they will improve their sight word vocabulary. Encourage and reward your students for asking you to define unfamiliar words. Ask your students to select and share a favorite word of the week with the rest of the class. This can be done through an online discussion group, as a presentation for the entire class or in small cooperative groups. Have them explain their personal connection to the word. Use a vocabulary building system such as Wordly Wise. Tell your students about Free Rice. This is a free site that offers an online, game-like activity that helps students build vocabulary. The program gets harder with student success and for each correct answer, the site donates 10 grains of rice to the United Nations World Food Program. Use sites like Vocab Ahead that offers visual and auditory definitions of words or Visuwords that offers a visual thesaurus. Inform students about Vocabulary.com, a free site that offers a number of fun activities that students can play with their own vocabulary lists. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses. · Blog: https://learningspecialistmaterials.blogspot.com/ · YouTube Channel: https://www.youtube.com/user/warrenerica1 · Podcast: https://godyslexia.com/ · Store: http://www.Goodsensorylearning.com/ · Courses: http://www.learningspecialistcourses.com/ · Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400
The blog of a teacher educator discussing math, science, poetry, children's literature, and issues related to teaching children and their future teachers.
