TROUBLESHOOTING
Our experiences with students are entirely unique and entirely different based on a wide variety of factors. However, I wanted to compile a list of common teacher/student issues based off of four different types of learners: SPED students, English language learners, striving learners, and gifted/talented students. Then, save you some time by providing quick ideas to implement in your classroom.
E-mail me your questions to add to the list!
E-mail me your questions to add to the list!
sPED students
Q: I have a student awaiting an initial evaluation. What do I do? Who can I talk to to come up with a plan for the student in the meantime?
A. USE YOUR RESOURCES and don't hesitate to advocate for your student by modifying/adapting curriculum for them and changing the learning environment. Does your school have a behavioral interventionist? Counselor? An instructional program?Implement all Tier 1 and 2 strategies such as:
A. USE YOUR RESOURCES and don't hesitate to advocate for your student by modifying/adapting curriculum for them and changing the learning environment. Does your school have a behavioral interventionist? Counselor? An instructional program?Implement all Tier 1 and 2 strategies such as:
- Teaching expected behavior everyday - do not assume your students know how to behave
- Establish a positive reward system in your classroom
- Give process-oriented and specific feedback. ("You finished your work!" vs. "I like how hard you worked on that. I've noticed that the more you practice on this, the better you get.") Here's a study to ponder if you're interested: https://files.eric.ed.gov/fulltext/EJ1139724.pdf
- Create an individualized reward system for your potential SPED student
ELL
Q. How can I better communicate with my ELL's family?
A. Remember that body language often says just as much as the words we say. Read this article for some quick tips for communicating with your student's family: https://www.presenting-yourself.com/business-presentation-skills/communicating-with-people-who-speak-a-different-language/
Also, take the time to research your student's culture and language. Show that you care by learning a few words (what you can) in their native tongue. Also, never show frustration in a student who cannot speak your language. This should go without saying - but it's good to remember and be aware of.
A. Remember that body language often says just as much as the words we say. Read this article for some quick tips for communicating with your student's family: https://www.presenting-yourself.com/business-presentation-skills/communicating-with-people-who-speak-a-different-language/
Also, take the time to research your student's culture and language. Show that you care by learning a few words (what you can) in their native tongue. Also, never show frustration in a student who cannot speak your language. This should go without saying - but it's good to remember and be aware of.
striving learners
Q. Do students notice when they are placed in ability groups?
A. In my opinion, yes they do. I think it affects how students perceive themselves when they are consistently placed with other kids who are lagging academically. The trick is to create opportunities for students to be placed together (flexible grouping baby!!). Besides the fact that they notice and it has potential impacts on their self-esteem, there are laws in place to protect students from "tracking." READ BELOW for some great info on Title IV (also, reality check! If you are being complacent about grouping in your classroom, it matters):
A. In my opinion, yes they do. I think it affects how students perceive themselves when they are consistently placed with other kids who are lagging academically. The trick is to create opportunities for students to be placed together (flexible grouping baby!!). Besides the fact that they notice and it has potential impacts on their self-esteem, there are laws in place to protect students from "tracking." READ BELOW for some great info on Title IV (also, reality check! If you are being complacent about grouping in your classroom, it matters):
School districts have a responsibility to ensure that they do not use ability grouping or tracking practices that result in discrimination on the basis of race, color, or national origin. Ability grouping is the assignment of students to classes or instructional groups based upon the students' level of ability or achievement. Tracking is the assignment to different courses of instruction. Ability grouping and tracking sometimes result in courses with substantially disproportionate enrollments of minority or nonminority students. When that happens, the ability grouping or tracking may violate Title VI.
To ensure that the ability grouping or tracking practices comply with Title VI, the criteria used by schools to assign students to ability groups or tracks must be nondiscriminatory. Students must be given the opportunity to move from one ability group to another, or in and out of assigned tracks according to their progress.
If ability grouping or tracking results in classes with substantially disproportionate enrollments of students of one race or minority group, school districts must be able to demonstrate that there is a valid educational justification for their ability grouping or tracking practices. (https://www2.ed.gov/about/offices/list/ocr/docs/tviassgn.html)
Q. I have a student that could be dyslexic. What should I do now?
A. Research. Document. Communicate.
Here are some links to help you determine whether or not your student could be dyslexic. These links also give you some insight on which things you should be documenting as your student's advocate. Once you have documented, work with other professionals in your building to reach out to your student's parents and share your concerns.
A. Research. Document. Communicate.
Here are some links to help you determine whether or not your student could be dyslexic. These links also give you some insight on which things you should be documenting as your student's advocate. Once you have documented, work with other professionals in your building to reach out to your student's parents and share your concerns.
Q. If you aren’t sure what to do for a student, but know that they need extra services or resources in an area, who do you talk to? A. Your team is your biggest resource! (or should be!) If they aren't, look into ways to build up relationships with your colleagues. Once those relationships are established, most problems can be solved by talking to a fellow teacher!
gifted/talented
Q. Differentiating is the name of the teaching game. Do you have any tips/tricks for differentiating for the high achievers in your classroom?
A. Technology! There are so many apps that automatically differentiate for you and send you data from their progress. Use apps like Freckle, Sumdog, Prodigy, and Moby Max.
A. Technology! There are so many apps that automatically differentiate for you and send you data from their progress. Use apps like Freckle, Sumdog, Prodigy, and Moby Max.