Low or no work completion (Taylor: https://classroomcaboodle.com/teacher…
Low or no work completion
Assess: Warning signs of this student: Identifying a low or no work completed students
Has low academic ability
Have little home support or involvement
Has low energy or low motivation
Have home environmental issues
Has trouble focusing and with attention
Little or no participation or interests
Fail to study
Be more focus on social interaction and circle
Look for the route of the problem
Is the student being challenged enough?
Does the student have difficulty understanding the material?
Is there someone to support the student at home?
Can the student enroll in a homework support club or have more one on one time with the teacher?
Does the student understand what is expect of them?
Is there a social issue involved that may effect their academic completion?
Is the student feeling a sense a belonging?
How long is the student able to focus? Does their ability to focus effect their learning
Behavioral Intervention Plan
Non-verbal cues and signals: Why? Students can be kindly reminded to get back on task without 'calling them out'. It is a great way to get students back on tasks without disrupting the entire class
individual and visual schedules: Remind students what they should be doing when and how they can do it in a productive manner, reminder for them if they get easily distracted. Students can carry this around in their folder or it can be nicely placed in the corner of their desk
Structured Breaks (reform if needed)
Behavioral Intervention Plan
Student progress self evaluation: Students identify their own area of improvement and then can work together with the teacher to reflect on where they want to improve and where they can improve from here. This can integrate with the student goals and also work together with the student to see if their goals need to be approached differently
Daily behavioral form
Check in Check out (CICO)
Praise when student is on task: Show student that you will reinforce positive behavior with positive rewards (admiration) Student will see you care about them and also you may be giving them positive feedback they might not get from outside sources
Praise often and frequently: Why? Make sure the student knows you have your eyes on them and they are an important valuable member of the class.
Do unfinished work in recess or unstructured time: Show students time is important. Your time and their time. If they need extra help you are there to give it to them, but its important to show them when we don't do what we are meant to do on task this might take away from some of the leisurely time they enjoy, thus also giving them a motivation to be more timely with their activities.
Natural Consequences :
Have student frequently take breaks from activities
Send students on errands: Make the student feel important, some students find school challenging and may feel like their is no application towards their learning. Giving them small tasks to complete, can show them importance of well rounded development
Help students make their own goal and rewards: Why? Students love when they have a choice. Help give students guidelines about goals and reasonable rewards for themselves. This may help them be motivated because they have choice and may help you understand the students interest and motivations towards life and learning.
Help student with homework:
Help student start assignment
Individual Work Space
Draw a picture or write in a journal
One one one talks
Taylor: pulling others off task
An engaging child with diagnosed ADHD that was un-medicated, he was constantly out of his chair, off task and pulling others off task 90% of the time.
I kept track a few days and found that I was redirecting him over fifty times a day. Without that redirecting, Taylor did absolutely no work on any subject. With one-on-one oversight all day long – and I mean the teacher standing right by his desk – he was barely capable of learning.
Parents were no help in this situation and the home environment was the major problem. His mother wouldn't take the time to follow up on filling prescriptions and had her own medical issues which she put first. The family was heading for declaring bankruptcy, dad was in and out of the picture, etc. He idolized his older brother, a high school student who was suspended as often as he was in school.
I seated him separately from the rest of the class to keep him from pulling other kids off task. I arranged for a volunteer math tutor once a week and for volunteers to read with him. In addition, I used every method I knew for engaging ADHD kids:
using technology (laptops, Smart board)
delivering instruction in very short chunks
giving him room to move around away from other students
In the end, I simply could not get Taylor to care about learning. His skills never rose to grade level in spite of my efforts and I worked with my administration to obtain an IEP. By the end of the year, in addition to the methods I employed, he was also receiving extra attention in the Special Education room.
I continued to give him chances to engage constructively with other kids in the classroom, but after three warnings, which always occurred within 30 minutes, he had to be separated to allow others to learn.
I would put three sticky notes on his desk. Each time he drew other students off task, I quietly walked by and took one. When the last one was gone, he had to move his desk next to mine.
Time to resolution: 9 months and counting. This case I count as a failure and feel inadequate when I consider it. You must never stop trying, but that’s the reality sometimes.
T2:Forced Choice Survey
T3:Behavior Intervention form
T1:Themed behavioral chart
T2: Parents questionnaire survey