Student Academic Struggles

How do I help a student transition from a preferred activity?

Some students in my class never follow directions. They just sit, or don’t put away materials and get what they need next. How can I help these students?

I have a student who sits in class and never seems to be paying attention. He doesn’t take notes during the lesson and when test time rolls around; he seems unprepared and ends up doing poorly on the exam. How can I help him follow along with the lesson in class?

I have a student who chews her pencil during seatwork. She chews the metal top until it is ragged or comes off and will often chew the pencil right down to the lead. Not only does this behavior distract her during writing activities, but I am concerned for her safety! I have tried chewy pencil tops, other oral stimulation (candy, gum), and visual cues. Nothing seems to prevent her from chewing the pencil. How can I prevent this behavior.

As a math teacher, I must have students practice new problems daily. We typically use paper or worksheets I have prepared. When this part of class begins, I have some students who just sit and do not participate. They are not disruptive but there is also no attempt to try the problems. I know they can probably do the work – or at least attempt it. I do have a few other students who just start talking during this part of class. Is there any way to change these behaviors or motivate them to try the problems?

I have a student who wants to erase his writing repeatedly to try and make it more perfect. Can you offer any advice?

I am a paraprofessional who works with a student in regular education settings and in a Support Room. He has a very hard time working. I’ve learned many strategies and have used them with some success but sometimes he will just groan and refuse to work. The other day he was doing so well and had finished 3 papers but refused to do the last one. I know he could do it but he just wouldn’t think and fill in the answers. What do I do in those cases?  I hate to just say he doesn’t have to do it – that seems like going backwards and giving in.

I am having difficulty finding time to teach my students goals/objectives. How can I get this accomplished?

I have a student in my regular 5th grade classroom, who does not have a diagnosis of any kind. However, he often displays oppositional behaviors. He will refuse to open his eyes, pick his head up off the desk, answer questions, and has recently shown an increase in speaking out in a disrespectful manner towards his teachers. He does not lack the ability to do any of these. Often these defiant behaviors occur when he does not want to engage in a particular classroom assignment, either because he feels unsure of his own abilities or because he feels the exercise/activity/assignment is meaningless and irrelevant.

I have several forms of whole-class positive reinforcement systems, but he does not always respond. I have also tried additional individual positive reinforcement tools that he has not responded to either. Can you give some ideas as to how I can help him be more engaged and cooperative in class? Thank you for your insight. I welcome any guidance!

I lose many of my students during instructional time that is teacher directed and includes longer time spans of discussion and lecture. How can I hold the attention of my students who may have a diagnosis of Autism Spectrum Disorders, or Attention Deficit Hyperactivity Disorder, or students with a Learning Disability?