I’m a Middle School FACS (Family and Consumer Sciences) teacher and I have a student with special needs in my class of 20 general education students. She’s not disruptive, but she also doesn’t participate very much. How can I help her get more out of my cooking classes?
Instruction for Children with Special Needs
I have a 3rd grade student in my Learning Support class who needs extra help with most academic subjects. She becomes very resistant when I try to work with her on a one-to-one basis. If I do get her to work with me, she only lasts a few minutes before she starts asking when we’ll be done or she refuses to work altogether. How can I get her to focus and work cooperatively?
I am a Learning Support Teacher, and when I observe my kids in the general education class, they don’t seem to participate at all. While other kids raise their hands often, my students tend to just sit there doodling or daydreaming. How can I get the regular education teachers to engage them more?
I have a student in my class who is always behind schedule on projects and comes up with a million excuses as to why the work is not completed. Is there anything I can do to help her take responsibility and ownership of her learning?
We have many double periods of math throughout the week. It makes it very difficult for some of my students to continue attending. What can I do to help them (and me) get through these times?
I am having difficulty finding time to teach my students goals/objectives. How can I get this accomplished?
I’m a primary school special educator in a large school district where students transition to several different upper elementary schools when they leave second grade. Due to the size of our district, it’s nearly impossible to meet with all of the receiving teachers for my students at the end of the school year. I’d like these teachers to know more about my kids before they start in the fall. I know they’ll get the IEPs, but I wondered if you had any suggestions on how I can help the new teachers learn about my students?
I have a great team in my classroom but sometimes we are not on the same page when it comes to providing preventative or consequential interventions with students. One person might talk too much to a student giving attention to behaviors of concern and inadvertently increase the behavior, while another person may not do enough. Sometimes the basics of student interactions are just not there. What can I do to make us a more cohesive team with our interventions?
I have a great team in my classroom but sometimes we are not all on the same page when it comes to providing preventative or consequential interventions with our students. One person might talk too much to a student, giving attention to behaviors of concern and inadvertently increasing the behavior while another person may not do enough. Sometimes even the basics of student interactions are just not there. What can I do to make us a more cohesive team with providing our interventions?
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?