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Individualize And Personalize To Hand In Copy, Qp Is
 

Individualize And Personalize To Hand In Copy, Qp Is

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    Individualize And Personalize To Hand In Copy, Qp Is Individualize And Personalize To Hand In Copy, Qp Is Presentation Transcript

    • Individualize and Personalize, QPIs
      Seth Lachowitzer, E/BD Methods, Sped 478
    • “Mendlerchapter 3 page 7 provides two great strategies”
      Two strategies that will be utilized to prevent an emotional crisis
    • As adults we need to treat students with respect and dignity
      It is easier to run a school of conformists than a school of individuals, but conformists, by definition, can never be themselves: by David Gribble
    • One of the aspects of good teaching is good listening: by David Gribble
      All students have basic needs to belong
    • Attention Deficit Hyperactivity Disorder
      Generalized Anxiety Disorder
      Post-Traumatic Stress Disorder
      Disorders:
    • According to the National Institute of Mental Health (NIMH) “Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood.
      Signs/Symptoms:
      • Easily distracted
      • Miss details
      • Forget things
      • Frequently switch from one activity to another
      • Have difficulty focusing on one thing
      • Become bored with a task after only a few minutes
      • Have difficulty focusing attention on organizing and completing a task or learning something new
      • Have trouble completing or turning in homework assignments, often losing things
      Attention Deficit Hyperactivity Disorder
    • Classroom InterventionStrategies
      Pause and create suspense by looking around before asking questions.
      Randomly pick students 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.
      Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander.
      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
    • Generalized Anxiety Disorder
      “People with anxiety disorders feel extremely fearful and unsure. Most people feel anxious about something for a short time now and again, but people with anxiety disorders feel this way most of the time. Their fears and worries make it hard for them to do everyday tasks” (NIMH)
      Signs/Symptoms:
      • Worry about everyday things for at least six months,
      • know that they worry much more than they should
      • Cannot relax
      • Have a hard time concentrating
      • Easily startled
      • Have trouble falling asleep or staying asleep
      • Headaches, muscle tension and aches
      • Trembling or twitching
      • Being irritable
    • Classroom Intervention Strategies
      Reassure the student
      Welcome the students opinions/ideas
      Avoid harsh remarks, especially when grading papers
      Keep in contact with the student
      Find out what their interests are and develop a relationship
      Place the student with peers that have a positive attitude
      Find out what increases the students level of anxiety
    • Children of all ages handle traumatic situations differently. Some children show signs of sadness and anger while others may keep their reactions bottled up like a volcano just waiting to explode
      Signs/Symptoms:
      • Isolate themselves
      • Become quiet around friends, family, and teachers
      • Have nightmares or other sleep problems
      • Become irritable or disruptive
      • Have outbursts of anger
      • Start fights
      • Unable to concentrate
      • Refuse to go to school
      Post-Traumatic Stress Disorder
    • Classroom InterventionStrategies
      Establish a positive relationship
      Reassure the student that you are their to help
      Plan a meeting with the student/parents
      Contact the school psychologist
      Allow more time for work to be completed if needed
      Be flexible when dealing with classroom participation
      • Myers, Robert (Editor).  (December 18, 1999)  Helping Your Child Develop Self-Esteem, Child Development Institute [Online] Available: http://www.childdevelopmentinfo.com/self_esteem.htm  [1999, December 19]
      • NIMH. Retrieved July 21, 2009, from Attention Deficit Hyper Activity Disorder Web site: http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml
      • Gullotta, Thomas (2005). Handbook of adolescent behavioral problems : evidence-based approaches to prevention and treatment . NewYorkNewYork: Springer.
      • Minskoff, Esther (2003). Academic success strategies for adolescents with learning disabilities and ADHD . Baltimore, Md: P.H. Brookes.
      Citations: