Increase your questions to students and DECREASE your directions.
Use “I” statements. This conveys honest feelings to a student, especially when delivering praise. For example: “I like the way you said that”; “I appreciate your participation in class”.
For the student who has bus difficulties (sitting, bothering others or getting bothered), work with the family to create a bus bag. The bag can hold some favorite items such as a CD with stories or music, favorite book, drawing pad with crayons, journal, etcha sketch.
Visit TheWatsonInstitute.org to locate a behavior story in our Teacher Resources section that may benefit one of your students or the class. These stories explain a problem, give student perspective and other perspectives, and solutions. They are inspired by Carol Gray – TheGrayCenter.org
Have language arts stories available on tape as a center for independent pre-learning or as review after a story has been taught.
Highlight sections of stories in different colors, or use see-through color post-it notes to cue for sections such as green for setting, red for character development, blue for foreshadowing, etc. This exercise is good for students who have difficuty with comprehension.
Make connections between materials being taught and the students’ interests and/or areas of expertise. This will increase motivation to learn!
Take that caliphone or language master and make it interactive. Typically students put the cards with vocabulary or spellig words through the machine and just look and listen. You can place a small piece of velcro on each card, record a question, definition, word. Have the answers on small notecards with velcro to attach. The … Read More
Increase your OTRs today! Opportunities to Respond (OTR) are questions, prompts or cuing (choral responses, individual responses, visual/auditory cuing). This will increase the number of active child responses which increases correct responses & engagement (Greenwood, et al, 1984). The Council for Exceptional Children (CEC) recommends 6 OTRs per minute (1987). Ready, set, OTR!
Be absolutely certain that working groups all have jobs. Students get off task when they don’t have a job to do. Be clear about the “job description” – you may want to have a laminated card that provides this job description.