Ideas on how to help sts and minimize problems in the classroom

2. Agenda

3. Before we start….

4. Where can you get this
presentation and the ideas in it?

5. Challenges

6. Two types of challenges
• Changing student profiles
• Pedagogical innovation

7. Challenge 1: Changing student profiles
Disruptive students
Integration of sts with
LD
Unmotivated sts (they’re
always bored!)

8. Let’s clarify some concepts 1
• Disruptive behaviour
• Hyperactivity
• Inattention
• Impulsivity

9. DISRUPTIVE BEHAVIOUR…
• Refuses to do work
• Defies authority
• Intimidates other students
• Distracts teaching through verbal or physical
means

10. HYPERACTIVITY…
• Constant movement
• Easily distracted
• Lack of control
• Does not attend to cues

11. INATTENTION…
• Passive
• Dependent learner
• Minimal problem-solving skills
• Views ability versus effort as a problem

12. IMPULSIVITY…
• Speaks before thinking out answers
• Cannot monitor behavior
• Impatient with repetition
• Avoids anxiety

13. Let’s clarify some concepts 2:
Learning disabilities:
• processing difficulties might involve understanding
or using language, spoken or written, resulting in an
imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations.
• They struggle in school because of these
processing problems.
• Learning disabilities might impact learning to read,
write, or do basic math or reading comprehension,
written language, or more complex math.

14. Some common signs of
learning disabilities:
• Reading: problems with syntax or grammar; poor reading
ability or poor comprehension; difficulties with phonics
• Writing: problems with sentence structure, writing
mechanics and organization; may spell the same word
differently in the same paper
• Math: problems with numerical operations, math facts, or
concepts; may reverse numbers
• Language: problems with comprehension of what is said or
may misinterpret language; may respond in an inappropriate
manner, unrelated to what is said; may be able to explain
things orally, but not in writing

15. • Auditory: may be bothered by different frequencies of
sound; may consistently misunderstand what is being said
• Cognitive: may acquire new skills slowly; may have
difficulties following directions, especially multiple directions
• Motor: may have problems with fine motor skills, such as
holding a pencil; may have poor coordination; not good in
sports
• Memory: may be able to learn information presented in one
way, but not in another; may have difficulties memorizing

16. • Organization: may have difficulties following a
schedule or being on time; may have trouble
learning about time
• Social: may have difficulties with social skills;
may misinterpret non-verbal social cues; may
experience social isolation
• Attention: may have short attention span or be
impulsive; may be easily distracted; may
experience stress on extended mental effort
• Affective: may have low self-esteem, or try to
overcompensate

17. Solutions/issues: Starting off

18. Two often neglected issues, source
of many conflicts in the classroom
• Space
Management
• Time
Management

19. Space Management: does your
classroom look like this?

20. Key aspects
• Wall Space – Display learner’s work, schedules,
rules, announcements, motivational displays, etc
• Floor Space – Configurations for whole-group,
small group, & activity centers.
• Traffic Patterns – Heavy vs. low usage.
• Teacher’s Desk – Locate in the back whenever
possible
• Equipment Storage – Equipment must be both
secure and accessible.

21. Some general tips
Make sure you have access to all parts of
the room.
Feel free to assign seats, and change at
will.
Minimize the disruptions caused by high
traffic areas in the class.
If needed, arrange for a “Time-Out” space
in your classroom that is as unobtrusive as
possible.

22. Students Who might Cause
Behavioural disruptions:
• Aggressive (the hyperactive, agitated, unruly
student)
• Resistant (the student who won’t work)
• Distractible (the student who can’t
concentrate)
• Dependent (the student who wants help all
the time)

23. Location for Students who
cause behavioural problems:
• Separate—disruptive students;
maybe aggressive and resistant
students
• Nearby—disruptive students;
maybe distractible, dependent,
and resistant

24. Prepare the Work Area…
• Arrange work areas and seats so that you
can easily see and monitor all the students
and areas no matter where you are in the
room
• Be sure that students will be able to see you
as well as frequently used areas of the
classroom
• Keep traffic areas clear
• Keep access to storage areas, bookcases,
cabinets, and doors clear

25. Prepare the Wall Space…
• Cover one or more bulletin boards with
colored paper and trim, and leave it bare
for the purpose of displaying student work
and artifacts.
• Display your discipline plan in a prominent
place.
• Post procedures, assigned duties,
calendar, clock, emergency information,
schedules,, charts, maps, decorations,
birthdays, and student work.
• Have a consistent place for listing the day’s
or week’s assignments

26. Prepare the Teaching Materials…
• Let students know what materials you want them
to bring and use during the lesson. Only this
material should be on their desks
• Have basic materials ready
• Store seldom used materials out of the way
• Place electronic media where there are electrical
outlets and where the students will not trip over
the wires or can tamper with them

27. Prepare Yourself and Your
Area…
• Do not create a barrier between yourself
and the students.
• Keep your personal belongings in a safe
location
• Have emergency materials handy (scotch
tape, scissors, markers)
• Obtain the materials that you need before
you need them

29. Time
Management
• Researchers have found a high % of time
spent on non-instructional tasks.
• Past – Teachers believed that students needed to
be kept busy for good student behavior. (Do
worksheets / Seat Work)
• Research reveals that students in classes
where teachers spend more time on
instruction, learn more.
• Today – Teachers must make sure that students
are engaged in productive learning. (plan activities
that are authentic and motivating)

30. Key ideas
• Students with LD do not handle transitions well
• The key to success lies in preparing our students
to that transition.
• If these preparations are carried out, students with
LD can adjust more effectively to the classroom
situation, focus and stay focused during the
lesson.

31. Beginning Class – Start lesson off with
routine tasks to ease earners in; Establish
a signal system to begin “ All eyes on me,
1,2,3.”
Lesson Pacing – Lessons should move
briskly without excessive repetition. What
do you do with learners who finish early?
Follow up activities should not be more of
the same.

32. Providing Assistance –
Research shows teachers spend too much
time working one-on-one with students. 20
seconds is recommended.
Must avoid doing the work for the learner.
Provide one suggestion. Build confidence –
offer praise for successful small steps. Move
on, but check back later for on task behavior.

33. Establishing Routines & Procedures –
Plan, teach, & display procedures for
handling recurring & predictable events.
What will learners do when they enter the
classroom; personal problem to discuss
with the teacher; passing out & collecting
work; daily attendance; sharpening pencils;
using the restroom, etc.

34. Unmotivated Students
• Factors That Influence
Motivation:
– Fear of Failure – “Better to
look bad, than stupid”.
Safer not to try.
– Lack of Meaning – May not
see relevance to
assignments.
– Emotional Distress –
Anxiety/Depression from
influences at home.
– Learning Disability – Give
up in frustration.

35. Unmotivated Students
– Lack of Challenge
– Desire for Attention – look helpless to
teacher
– Peer Concern – not cool to like school
– Low Expectation – no encouragement
from home
– Expression of Anger – due to pressure
from parents

39. Settling
activities
Stirring
activities

44. Challenge 2: Pedagogical
Innovation

45. Technology integration is not:
• Taking students to the computer lab
once a week for 40 minutes
• Using the computer as an electronic
worksheet
• Using the computer as a reward
station for students who are finished
with their other assignments

46. Technology integration is:
• Part of the daily activities taking place in
the classroom
• Supporting and extending curriculum
objectives in a seamless manner
• Engaging students in meaningful learning
• Enabling students to demonstrate what
they have learned in new and creative
ways

47. Uses of Technology in the
classroom

48. Lesson Focus:
Sample for writing

51. Sample unit of work

52. TIM
E
STAGE AIM ACTIVITY
10’ Generating
ideas
To activate students´
schemata on the topic of
bullying.
To generate ideas to be
used in the articles
To focus on topic-specific
vocabulary
Students brainstorm ideas by
visiting two BBC links,
analyzing 3 infographics and
watching a short clip.
They do not need to cover all
these sources.
They complete a generating
ideas guideline in case they
need to.

53. Article: Bullying today

54. Task

55. Generating ideas
What do you remember about our discussion of the issue of bullying? Make notes on
the ideas you remember.
Now, do you have all the necessary information to write a fully informed article?
You can use the following file to order your ideas:
https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk-
SXCDtVk1gnU/edit
(Remember to make a copy in your drive, change its name when you open it)
On the next slide you will find links to explore the topic more thoroughly and complete
your notes. Remember you need to include: what bullying is, its characteristics
and consequences. Explore the links freely.
Making a good and clear article requires the use of precise vocabulary. Include the key
terms you encounter in the shared glossary below:
https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQWP2oN
Ou2yY35TizA/edit#gid=0

57. Check this out

58. Or you may want to explore
this
General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying
Long-term of effects of bullying: http://www.bbc.com/news/health-27063715

59. You can also get information from these infographics:

64. 10’ Plannin
g
To highlight the
importance of planning
and different strategies
that can be used to
accomplish it.
Students revise the
concept of planning, sort
out good and not so good
planning strategies, and
plan their informative
articles accordingly.

65. Planning stage

66. What is planning?
How do you plan your writing?
What strategies can you use?
Scroll over the next slide and cross out
the strategies that are not effective in
planning

68. Planning strategies
Good planning
strategies
● make a list
● make a
spidergram
● write ideas on
sticky notes
Poor planning
strategies
● all the others

69. Now, make a plan (an outline of your article) using any of the
techniques highlighted above integrating the ideas you generated in
the previous stage. This will help you develop your article.

70. 30’ Draftin
g
To draft the first
version of their
informative article
Based on their
generated ideas and
plan, students work on
a google doc shared
with the teacher on the
drafting of their
informative article,
requesting assistance
when necessary.
Teacher can also guide
students and monitor
their drafting process
live.

71. 10’ First
revisio
n and
editing
To revise their work
focusing on ideas,
organization and
style.
Students check their
work following a quiz
on google forms. They
enter their answers on
it so the teacher can
get a picture of how the
whole class is doing in
the three key areas.

73. 20’ Re
drafting
To redraft the articles Based on the revision done,
students redraft aspects of
the articles that still need
polishing.
10’ Second
revision
and
editing
To revise their work focusing
on form and layout.
Students check their work
following a quiz on google
forms. They enter their
answers on it so the teacher
can get a picture of how the
whole class is doing in the
three key areas.

75. 20’ Final
version
To produce the final
version of the informative
articles.
Based on the revision done,
students redraft aspects of
the articles that still need
polishing.
10’ Publication To publish students work on
the school´s website
Students embed a link on the
school website to their articles

76. 3 things you take from this session

77. Keeping in touch
• silviarovegno.wordpress.com/
• www.pinterest.com/silviamvdeo/