Parenting articles, news and tips on raising techniques for children with disabilities, healthy, successful kids and teens. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. By looking through a given list of interventions, a teacher will be able to select one or more strategies that are suited to a specific child in a specific environment. Pause and create suspense by looking around before asking questions.
Randomly pick reciters so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being said. Use the child’s name in a question or in the material being covered. Develop a private running joke between you and the child that can be invoked to re-involve you with the child.
Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed. Decrease the length of assignments or lessons. Increase the novelty of lessons by using films, tapes, flash cards, or small group work or by having a child call on others. Incorporate the children’s interests into a lesson plan.
Structure in some guided daydreaming time. Investigate the use of simple mechanical devices that indicate attention versus inattention. Use a soft voice to give direction. Employ peers or older students or volunteer parents as tutors. Strategies for Cognitively Impulsive Children Some children have difficulty staying with the task at hand.
Their verbalizations seem irrelevant and their performance indicates that they are not thinking reflectively about what they are doing. Provide as much positive attention and recognition as possible. Clarify the social rules and external demands of the classroom. Establish a cue between teacher and child. Spend personal discussion times with these children emphasizing the similarities between the teacher and child. Get in a habit of pausing 10 to 16 seconds before answering.
Probe irrelevant responses for possible connections to the question. Have children repeat questions before answering. Using a well known story, have the class orally recite it as a chain story. When introducing a new topic in any academic area, have the children generate questions about it before providing them with much information. Distinguish between reality and fantasy by telling stories with a mix of fact and fiction and asking the children to critique them. Do not confront lying by making children admit they have been untruthful. Remove un-needed stimulation from the classroom environment.
Communicate the value of accuracy over speed. Evaluate your own tempo as teacher. Using the wall clock, tell children how long they are to work on an assignment. Require that children keep a file of their completed work. Encourage planning by frequently using lists, calendars, charts, pictures, and finished products in the classroom.
Assist student in setting long-range goals: break the goal into realistic parts. What do you need to be able to do this? Keep asking that question until the student has reached anobtainable goal. Break up task into workable and obtainable steps. Provide examples and specific steps to accomplish task.
Shifting from one uncompleted activity to another without closure. Difficulty following through on instructions from others. Gain student’s attention before giving directions. Accompany oral directions with written directions. Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class.