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Individualize and Personalize, QPIs<br />Seth Lachowitzer, E/BD Methods, Sped 478<br />
“Mendlerchapter 3 page 7 provides two great strategies”<br />Two strategies that will be utilized to prevent an emotional ...
As adults we need to treat students with respect and dignity<br />It is easier to run a school of conformists than a schoo...
One of the aspects of good teaching is good listening: by David Gribble <br />All students have basic needs to belong<br />
Attention Deficit Hyperactivity Disorder<br />Generalized Anxiety Disorder<br />Post-Traumatic Stress Disorder<br />Disord...
According to the National Institute of Mental Health (NIMH) “Attention deficit hyperactivity disorder (ADHD) is one of the...
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
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Individualize And Personalize To Hand In Copy, Qp Is

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Transcript of "Individualize And Personalize To Hand In Copy, Qp Is"

  1. 1. Individualize and Personalize, QPIs<br />Seth Lachowitzer, E/BD Methods, Sped 478<br />
  2. 2. “Mendlerchapter 3 page 7 provides two great strategies”<br />Two strategies that will be utilized to prevent an emotional crisis<br />
  3. 3. As adults we need to treat students with respect and dignity<br />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<br />
  4. 4. One of the aspects of good teaching is good listening: by David Gribble <br />All students have basic needs to belong<br />
  5. 5. Attention Deficit Hyperactivity Disorder<br />Generalized Anxiety Disorder<br />Post-Traumatic Stress Disorder<br />Disorders:<br />
  6. 6. 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. <br />Signs/Symptoms:<br /><ul><li>Easily distracted
  7. 7. Miss details
  8. 8. Forget things
  9. 9. Frequently switch from one activity to another
  10. 10. Have difficulty focusing on one thing
  11. 11. Become bored with a task after only a few minutes
  12. 12. Have difficulty focusing attention on organizing and completing a task or learning something new
  13. 13. Have trouble completing or turning in homework assignments, often losing things</li></ul>Attention Deficit Hyperactivity Disorder<br />
  14. 14. Classroom InterventionStrategies<br />Pause and create suspense by looking around before asking questions. <br />Randomly pick students so the children cannot time their attention. <br />Signal that someone is going to have to answer a question about what is being said. <br />Use the child’s name in a question or in the material being covered.<br />Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander.<br /> Develop a private running joke between you and the child that can be invoked to re-involve you with the child. <br />Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. <br />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. <br />Decrease the length of assignments or lessons<br />
  15. 15. Generalized Anxiety Disorder<br />“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)<br />Signs/Symptoms:<br /><ul><li>Worry about everyday things for at least six months,
  16. 16. know that they worry much more than they should
  17. 17. Cannot relax
  18. 18. Have a hard time concentrating
  19. 19. Easily startled
  20. 20. Have trouble falling asleep or staying asleep
  21. 21. Headaches, muscle tension and aches
  22. 22. Trembling or twitching
  23. 23. Being irritable</li></li></ul><li>Classroom Intervention Strategies<br />Reassure the student<br />Welcome the students opinions/ideas<br />Avoid harsh remarks, especially when grading papers<br />Keep in contact with the student <br />Find out what their interests are and develop a relationship<br />Place the student with peers that have a positive attitude<br />Find out what increases the students level of anxiety<br />
  24. 24. 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<br />Signs/Symptoms:<br /><ul><li>Isolate themselves
  25. 25. Become quiet around friends, family, and teachers
  26. 26. Have nightmares or other sleep problems
  27. 27. Become irritable or disruptive
  28. 28. Have outbursts of anger
  29. 29. Start fights
  30. 30. Unable to concentrate
  31. 31. Refuse to go to school</li></ul>Post-Traumatic Stress Disorder<br />
  32. 32. Classroom InterventionStrategies<br />Establish a positive relationship<br />Reassure the student that you are their to help<br />Plan a meeting with the student/parents <br />Contact the school psychologist<br />Allow more time for work to be completed if needed<br />Be flexible when dealing with classroom participation<br />
  33. 33. <ul><li>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]
  34. 34. 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
  35. 35. Gullotta, Thomas (2005). Handbook of adolescent behavioral problems : evidence-based approaches to prevention and treatment . NewYorkNewYork: Springer.
  36. 36. Minskoff, Esther (2003). Academic success strategies for adolescents with learning disabilities and ADHD . Baltimore, Md: P.H. Brookes. </li></ul>Citations:<br />
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