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Classroom observation binoculars, Godfrey Semwaiko - Identifying and…
Classroom observation
Social-emotional struggle
signs of avoiding answering questions
being very quiet in the classroom
Drastic changes in how they receive instructions and the way they respond to them
Hard time verbalizing their needs
Appetite change
Going to the bathroom more often
Change in how they interact with their peers and with their teachers
Usually friendly then suddenly change and act out, and maybe become more angry and aggressive, or upset
isolate themselves and don’t want to be part of the group
Academic struggle
Late to submit their homework
written work is not complete
Act out in the classroom to hide their weakness
Submission of assignment is below age level
Request more information from home
:question:
Discuss with other teachers in student's class
Consult school Administration
Consult Parents
Student intervention plan
Referral to special education service
Support for struggling student in the classroom
Differentiated instruction
Teacher change and switch around what students need to learn, how they will learn it, and how to get the material across to them. When a student struggles in one area, the teacher creates a plan that includes extra practice, step-by-step directions, and special homework.
Scaffolding
Teacher breaks learning into chunks. The chunks follow a logical order and move toward a clear goal. Teachers form a bridge between what students already know and what they cannot do on their own. These bridges are referred to as “scaffolds.” They can include charts, pictures, and cue cards.
Teachers often use this method by presenting a model of high-quality work before asking students to work on their own. Just as they are used when constructing buildings, scaffolds are removed when they are no longer needed.
Graphic organization
A teacher draws a picture to map out thoughts and ideas. Graphic organization can help younger students with activities like identifying the characters in a story they have read.
This can also help them plan and organize a story they will write. Older students can “map out” history, like the events leading up to World War II, or compare and contrast people or topics.
Mnemonics
Students use special phrases to help them remember information. Here is an example:
P
lease
E
xcuse
M
y
D
ear
A
unt
S
ally is often used to remember the order of operations in math:
P
arentheses,
E
xponents,
M
ultiplying,
D
ividing,
A
dding, and
S
ubtracting.
This strategy can also help with learning vocabulary. For example, a child can learn the scientific name for the common frog,
Ranidae
, by using rain as the keyword along with a picture of a frog sitting in the rain.
Multisensory instruction
This method links what students see, what they hear, how they move, and what they feel. When students learn using all of their senses, they remember the material better.
Math teachers might use base ten blocks and two-sided counters so that students learn through touch.
Drawing might help students learn
new vocabulary
by capturing the meaning of a word and sketching it.
Godfrey Semwaiko -
Identifying and Supporting a struggling student
Osewalt, G. (2014–2022). 5 common techniques for helping struggling students. Understood. [
https://www.understood.org/en/articles/5-common-techniques-for-helping-struggling-students
]
National Center for Learning Disabilities. (2020) Early detection of Learning Difficulties: From "Recognizing Risk" to "Responding Rapidly".
https://www.ncld.org/wp-content/uploads/2020/10/Early-Detection-of-Learning-Difficulties-1.pdf
