Please enable JavaScript.

Coggle requires JavaScript to display documents.

Identifying & Helping Struggling Students in My Classroom :male…

- - - - At the beginning of the year (hopefully parents can give insight on struggle before it becomes visible in class)
      - When signs of struggle are noticed (provide evidence, if possible)
      - Keep parents updated and involved throughout the year
    - - Process
        
        Follow predictable routines
        
        Give extra time on tests/projects
        
        Place students in groups
        
        Mixed-ability groups
        
        Similar-ability groups
        
        Mixed learning style groups
        
        Similar learning style groups
        
        Adjust activities based on each student's learning targets
        
        Place struggling students near the front of the class
        
        Recommend to parents/staff that student receive outside tutoring
        
        Use learning stations
      - Content
        
        Provide material on different level for different learners (e.g. a lower level version of the same book for struggling readers)
        
        Use multimedia like visual aids/audio/body movements/closed captions for videos
        
        Give students choice when possible, e.g. on what story prompt they will write about
        
        Cater to student interests, while keeping learning objectives in mind ("Differentiating Instruction", 2018).
        
        "Teach up": make sure to challenge students within their ability ("15 Differentiated Instruction Strategies", 2017)
      - 5. Monitor progress :checkered_flag:
        
        Assess student understanding throughout class with comprehension check questions
        
        Assess student progress through quizzes/tests/assignments
        
        Continue to follow up with parents on their child's needs/progress
      - Products
        
        Adjust assignment level based on each student's learning targets
        
        Give student the chance to demonstrate their strengths to the rest of the class
        
        Allow students to choose type of assignment (written, oral, visual, etc.)
      - Learning environment
        
        Have inclusivity discussions with the class (for students with a disability, let classmates know how to accommodate that student)
        
        Focus on creating a growth mindset in students
        
        Create proximity by walking around the class regularly to check student work
        
        If I treat a student differently, make sure they know why
        
        Build strong relationships with students
        
        Encourage students to encourage each other when they struggle
        
        Share my own strengths and weaknesses with students, to make them more comfortable acknowledging their own
      - https://www.youtube.com/watch?v=h7-D3gi2lL8
    - - Student shows signs of a disability in one of the 14 categories of IDEA
        
        Recommend student be evaluated by specialists
        
        Follow recommendations of special ed teacher and related personnel
        
        Meet with parents
        
        Start the process of creating an IEP
        
        Differentiate instruction based on student's needs
        
        Accommodating the needs of deaf and/or hearing impaired students
        
        Be aware of any technological devices used by student
        
        Have a positive discussion with the class about these technological devices and their implications
        
        Do not act as if hearing aids/cochlear implants put the student in the same situation as a hearing student. Audio input through these devices is not clear and requires extra time to decode. In addition, they are not directional, so the student may require extra time to figure out where sound is coming from before they can effectively decode it (J. McElroy, personal communication, November 30, 2018).
        
        Give student all necessary information before beginning a project, as they cannot work and listen at the same time
        
        Make sure you have the student's attention before speaking, and do not speak with your back turned
        
        Repeat questions/answers from classmates
        
        Place student where they can see the instructor as well as classmates ("A Deaf or Hard of Hearing Student", 2012)
        
        Limit background noise ("A Deaf or Hard of Hearing Student", 2012)
        
        Give student extra time on projects, but do not lower your expectations on project quality (unless the student has an additional learning issue) (J. McElroy, personal communication, November 30, 2018).
        
        Incorporate as many visual aids into lessons as possible, e.g. pictures, body movements, closed captioning for videos, etc.
        
        Take breaks from speaking so the student can take notes, since they will be unable to do both at once; if possible, provide handouts (J. McElroy, personal communication, November 30, 2018).
        
        Make sure only one student speaks at a time ("Hearing Impairment", n.d.)
        
        Constant concentration on the instructor/interpreter can cause fatigue, so take breaks from speaking to focus on individual work ("A Deaf or Hard of Hearing Student," 2012)
        
        Keep the room well-lit
      - Student shows no major signs of a disability, but struggles in certain areas
        
        Keep parents updated and involved
        
        Differentiate instruction based on student's needs