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Teaching remedial classes and special needs students game
 

Teaching remedial classes and special needs students game

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    Teaching remedial classes and special needs students game Teaching remedial classes and special needs students game Presentation Transcript

    • Classroom Management You are teaching a remedial class. The characteristics of your students are that they are usually achieving two or more grade levels below the average students in that grade. They often feel discouraged and may choose to believe that school is not important to them. These students may often be late or tardy for class because they are not doing well in school, of course the absences only make this worse causing them to fall further behind and continuing this cycle. This isn’t to say that all the students are the same and there will usually be a wide range of achievement levels, learning disabilities, goals, other talents, and family background. Move to slide 2.
    • It is the beginning of the year how will you establish an effective management system?
      • A. Provide instruction on classroom rules and procedures on the first and second days of school only. (Move on to slide 3).
      • B. Reprimand students harshly on the third day of class if they are not already following the rules and procedures you have established. (Move on to slide 3).
      • C. Do not assume students understand everything the first time you explain it; continue to reinforce rules and procedures throughout the year (Move on to slide 4).
    • Students do not seem to be responding to the rules and procedures you have established. There is excessive behavior that you deem inappropriate going on during class. On one particular day you are monitoring class behavior when students are supposed to be working individually you see a student who appears to be distracting other students by making funny faces and odd noises. What is the best way to deal with this situation?
      • A. Move in closer proximity to the student but do not say anything (move on to slide 6)
      • B. Redirect class attention towards the assignment by saying “If you have questions, raise your hand and I can help you.” (move to slide 4)
      • C. Make funny faces back at the student (move to slide 5).
      • D. Tell the student to cut it out (move to slide 9).
    • Students seem to be adjusting well to your rules and procedures. When you often monitor behavior by scanning the room students are generally on task. Good Job. Move to slide 6
      • Though you may have a good sense of humor you are an unfit teacher. You’re Fired. Go back to start.
    • In Regards to managing student work you feel it is best to:
      • Have students compute and record their own weekly grade (move to slide 9)
      • Emphasize daily and weekly grades (move to slide 8)
      • Give students credit for class discussion (move to slide 7)
      • Develop a homework plan with parental support (move to slide 11)
      • You find that students are talking excessively in your class. Go back to the beginning.
    • How will you plan and present instruction ?
      • Build the teaching of study skills into your lesson (move to slide 16)
      • Let students choose their own units (move to slide 9)
      • C. Provide frequent assessment for understanding (move to slide 12)
    • You find that though students are becoming more autonomous they are also becoming more difficult to control what do you do?
      • Provide less opportunities for group-work as this has been causing disruptions (move to slide 8)
      • Become more strict and start giving out detentions (move to slide 10)
      • C. Begin reviewing the rules and procedures established in the beginning of the year again (move to slide 2)
      • D. Have a conference with the class in which you explain how you feel about their behavior and try to find ways to improve behavior without resorting to strict discipline (move to slide 12)
      • These students need support if they are going to remain in school. Go back to the start.
    • Some Students are upset that you contacted their parents. Go back to start.
    • Your building is thinking about adopting the idea of a content mastery classroom . This means one in which “students may come from a core subject class for extra help on assignments, new material, or projects, or to have extra time to take or study for tests.” The benefit of this kind of program is that it allows special education students to be integrated into the regular classroom but provides extra support for them when it is needed.
      • Do you adopt the content mastery classroom?
      • Yes (move to slide 13)
      • No (move to side 16)
    • You have a special education student in your class full time. He is very reluctant to ask for help how and never chooses to go to content mastery on his own. How do you help the student without causing too much attention to be drawn to them.
      • A. Ask another student to help the special education students during class work. (move to slide 15)
      • B. Hope the student will learn to ask for more help. (move to slide 14)
      • C. Make the student go to content mastery even though they will not be happy about it. (move to slide 25)
      • NO, go back to the beginning
    • A student has come into your class room who has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD ). Where should you sit this student?
      • In a section of the room away from the other students (move to slide 17)
      • In close proximity to where you are during class (move to slide 16)
    • Inclusion for special education students is a program in which students participate in as many general education classes as possible. In this situation usually the special education and general education teachers work together to meet the needs of the students. The special education teacher does not often have time to be in your classroom. You think that your students need to receive more attention than what you are able to give them in class. What do you do?
      • Recommend that the student sometimes be removed from the general education classroom to work in the special education room (move to slide 17).
      • Plan a meeting with the special education teacher to see how you can better align your schedules (move to slide 31)
      • Ask another student to help the special education students during class work (move to slide 17)
    • The student becomes discouraged about being singled out or separated from his peers. Go back to the beginning.
    • A student who has been diagnosed with an emotional disorder has been consistently having an increased number of outbursts of anger recently. You are not sure how to help prevent this behavior in the future. These are some things other teachers suggest
      • A. Make specified consequences for inappropriate behavior very clear to the student. (move to slide 20)
      • B. Reinforce acceptable behavior, and reduce known stressors. (move to slide 26)
      • C. Try to learn behavioral cues that may precede an outburst so that you can intervene to prevent their losing control. (move to slide 27)
    • Every individual with Autism Spectrum Disorder is different but there are certain characteristics that are identified with the disorder. These include very poor social skills tending to stand too close, avoiding eye contact, talking too long and loudly, and talking a lot about factual matters that do not interest their peers. They also tend to develop a set way of doing things and can suffer from severe anxiety when a routine is interrupted. Here are some teaching strategies to help support these students.
      • Use visual cues and prompts because there visual intelligence is more highly developed then verbal.
      • Avoid giving both an auditory and visual task at the same time. These students are often unable to process both inputs simultaneously.
      • Make instructions because they tend to have difficulty remembering sequences.
      • Do not insist that they maintain eye contact with you.
      • Capitalize on students’ strengths and weakness. Reward them for completion by allowing them to engage in activities that interest them.
      • Give specific social feedback and step-by-step instructions; this is to try to avoid any difficult or awkward situations in the class room.
      • Move to slide 20
    • A student diagnosed with Autism Spectrum Disorder is known to have severe anxiety when her routine is broken. How would you prepare this student for a school assembly
      • Explain to them that it isn’t a big deal and they are just going to be moving into a different classroom. (move to slide 28)
      • Have them skip the assembly. (move to slide 28)
      • Use “social scripting” in which you create a story that makes the student familiar with the change beforehand. ( move to slide 29)
    • With some crucial modifications it is possible for students who are deaf or hard-of-hearing to function in the regular classroom. On a sheet of paper please list your ideas for ways to help insure the success of these students. Move to slide 22. You can write directly on this page if you want. Lights Simple Sign Language ASL Interpreter Continually face the student-Important for lip-reading Speak clearly
    • A student who is severely visually impaired is going to be in your classroom next year. Here are some things you can start doing now to prepare for such a student.
      • Remember to read aloud anything that is written on the chalkboard or overhead projector.
      • Purchase a tape recorder
      • Begin thinking about ways to incorporate hands-on activities in your lessons
      • Practice giving directions that are very precise.
      • Move to slide 23
    • The No Child Left Behind act requires all students to take standardized testing. A special needs student is showing considerable anxiety about taking the test.
      • Provide training and practice for taking such a test. (move to slide 33)
      • Confide in the student that you think No Child Left Behind is a bunch of crap. (move to slide 24)
      • Practice relaxation techniques with the student and assure him that he can have as much time as is necessary to complete the test. (move to slide 30)
      • Rip up the test when the student receives it. (move to slide 24)
    • I know that it is common to have these kind of reactions to NCLB but they need to remain internal thoughts. Go Back To Start.
    • After the initial resistance the student begins to develop a good relationship with the content mastery teacher and begins to have better performance in class. Move to slide 18.
    • The student with an emotional disorder is having more success in not having outbursts. Move to slide 19
      • Trying to prevent emotional outbursts from the student is beginning to become taxing on you and the student often redirects their anger towards you. It is important that you don’t take what they say personally. Sometimes in these situations it is nice to have someone who can listen to you and give you support when needed. Move to slide 19 when you are ready.
      • You are not showing an understanding of the student’s needs. Go back to the beginning.
      • The student successfully makes it through the assembly and is also becomes more familiar with and responsive to “social scripting.” Move to slide 21.
      • The student is able to control their anxiety when taking the test but ends up not scoring very well. This brings them back to the point of discouragement where they were before the test. Go back to the beginning.
    • The No Child Left Behind act requires all students to take standardized testing. A special needs student is showing considerable anxiety about taking the test.
      • Provide training and practice for taking such a test. (move to slide 32)
      • Confide in the student that you think No Child Left Behind is a bunch of crap. (move to slide 24)
      • Practice relaxation techniques with the student and assure him that he can have as much time as is necessary to complete the test. (move to slide 30)
      • Rip up the test when the student receives it. (move to slide 24)
      • Though you have successfully managed your class throughout the year you did not take as many steps as you could have to grow as a teacher and learn more about students with special needs. Go back to the start.
      • Congratulations! you have successfully made it through the school year by implementing effective classroom management and creating a conducive learning environment for special needs students.
      • You might be interested in going back to the beginning to see how your year would have gone if you had managed your classroom differently.