Teaching strategies in Special Education

1. Teaching StrategiesTeaching Strategies
Classroom Management Strategies forClassroom Management Strategies for
Effective InstructionEffective Instruction
Abdul Aziz Ch
Certified Success Coach
Certified Youth Trainer
Certified Wellness Coach
Special Educationist
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2. Goals and Objectives…Goals and Objectives…
1. To identify the characteristics of effective
teachers
2. To understand why children misbehave and
identify effective strategies for dealing with
student misbehavior
3. To identify techniques for organizing and
managing effective learning environments
4. To identify characteristics of effective lesson
planning
5. To identify resources and materials dealing with
positive and effective classroom management
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3. Describe a
well-
managed
classroom
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4. Characteristics of a Well-Managed ClassroomCharacteristics of a Well-Managed Classroom
Students are deeply involved with their work
There is relatively little wasted time, confusion,
or disruption
The climate of the classroom is work-oriented,
but relaxed and pleasant.
A task oriented environment
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5. Brainstorming Activity…Brainstorming Activity…
Think of as many responses to the following
statement as you can…
An effective
teacher is…..
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6. The Effective Teacher…The Effective Teacher…
Good control in the classroom
Affects and touches lives
Good manager
Designs lessons for student mastery
Cooperative
Has a goal of striving for excellence
Teaching is Passion
Is flexible and adaptable
Good Listener
Understands the research process
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7. In summary…In summary…
An effective teacher…
Has positive expectations for student success
Is an extremely good classroom manager
Knows how to design lessons for student
mastery
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8. Proactive Intervention StrategiesProactive Intervention Strategies
1. Classroom Rules
2. Classroom Schedule
3. Physical Space
4. Attention Signal
5. Beginning and Ending Routines
6. Student Work
7. Classroom Management Plan
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9. 1.Classroom Rules…1.Classroom Rules…
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10. The Rules:The Rules:
Keep the wording simple.
Have rules represent basic expectations
Keep the wording positive.
Make your rules specific.
Assign consequences to breaking the rules.
Keep the rules posted.
Consider having rules recited daily for first two
weeks then periodically..
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11. 2.Classroom Schedules…2.Classroom Schedules…
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12. Classroom SchedulesClassroom Schedules
Budget your academic time
◦ Example: 1 hr. allotment
 5 min. Teacher-directed review
 10 min. Introduction of new concepts
 10 min. Guided practice, working on assignment
 25 min. Independent/Cooperative work
 10 min. Teacher-directed corrections
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13. 3.Physical Space…3.Physical Space…
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14. Physical SpacePhysical Space
Arrange desks in Rows, Clusters, U-Shape.
Access to all parts of the room.
Feel free to assign seats, and change at will.
Arrange a display space to student work.
Plan areas for student belongings
Display your discipline plan in a prominent place.
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15. 4.Attention Signals…4.Attention Signals…
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16. Attention SignalAttention Signal
Decide upon a signal you can use to get
students’ attention.
Teach students to respond to the signal
by focusing on you and maintaining
complete silence.
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17. Example: The “Hand Raise”Example: The “Hand Raise”
Say: “Class, your attention please.”
This prompts all students to stop, look at you
and raise hand.
It can be given from any location in the room.
It can be used outside the classroom.
It has both a visual and auditory component.
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18. 5.Beginning and Ending Routines…5.Beginning and Ending Routines…
Entering Class
◦ Goal: Students will feel welcome and will
immediately go to their seats and start on a
productive task.
 Greet the students at the door.
 Have a task prepared for students to work on as
they sit down.
 Do your “housekeeping”.
 Keep tasks short (3-5 min.)
 When you’ve finished, address the task.
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19. Beginning and Ending Routine, cont.Beginning and Ending Routine, cont.
Ending Routine
◦ Goal: Your procedures for ending the
day/class will:
 Ensure that students will not leave the classroom
before they have organized their own materials and
completed any necessary clean-up tasks.
 Ensure the you have enough time to give students
both positive and corrective feedback, and to set a
positive tone for ending the class.
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20. 6.6.Student WorkStudent Work
Design efficient procedures for assigning,
monitoring, and collecting student work.
5 Major Areas of Managing Student Work:
◦ Assigning Class Work and Homework
◦ Managing Independent Work Periods
◦ Collecting Completed Work
◦ Keeping Records and Providing Feedback
◦ Dealing with Late/Missing Assignments
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21. Ponder This…Ponder This…
You don’t build your football team on
the day of the game.
You don’t drill a well when you get
thirsty.
And you don’t discuss procedures once
an emergency has begun.
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22. 7.Classroom Management Plan7.Classroom Management Plan
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23. Classroom Management Plan…Classroom Management Plan…
8 Components
1. Level of Classroom Structure.
2. Guidelines for Success.
3. Rules (specific, observable, and measurable behavioral objectives)
4. Teaching Expectations (What, how, and when will be taught)
5. Monitoring (How you will monitor the progress of the expectations.)
6. Encouragement Procedures
7. Correction Procedures (How you will respond to irresponsible behavior)
8. Managing Student Work (What procedures to manage student work)
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24. Dealing with Anger…Dealing with Anger…
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25. How doHow do YOUYOU
deal with an angrydeal with an angry
student?student?
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26. AngerAnger
Anger may be…
◦ A defense to avoid painful feelings
◦ Associated with failure
◦ Associated with low self-esteem
◦ Associated with feelings of isolation
◦ Related to feelings of anxiety over where the
child has no control
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27. Angry Child InterventionsAngry Child Interventions
1. Catch the child being good.
2. Tell what behaviors please you.
3. Deliberately ignore inappropriate behavior that can be tolerated.
4. Provide physical outlets and other alternatives.
5. Manipulate the surroundings.
6. Use closeness and touching.
7. Express interest in the child’s activities.
8. Ease tension through humor.
9. Explain situations to the child.
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28. Social Skills Topics, cont.Social Skills Topics, cont.
Basic Social Skills:
◦ Recognizing and Expressing Feelings
◦ Playing Cooperatively
◦ Solving Problems
◦ Using Self-Control
◦ Solving Arguments
◦ Dealing with Teasing
◦ Dealing with Being Left Out
◦ Accepting “NO”
◦ Following Directions
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29. Social Skill Topics, cont.Social Skill Topics, cont.
Intermediate to Advanced Skills:
◦ Accepting negative feedback
◦ Learning how to say “NO”.
◦ Assertiveness
◦ Resisting peer pressure
◦ Resisting teasing
◦ Managing anger
◦ etc.
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30. Designing Lessons to EnhanceDesigning Lessons to Enhance
Student Learning…Student Learning…
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31. What is a lesson plan?What is a lesson plan?
Teacher’s guide
Design for the learning of the student
Series of student centered learning
Focused on what the student needs to
know and be able to do
Covers one day or several days
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32. Thinking About Lesson PlanningThinking About Lesson Planning
Who Am I Planning For?
What Am I Supposed To Do?
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33. Life as a TeacherLife as a Teacher
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34. Working with Children Who HaveWorking with Children Who Have
Special NeedsSpecial Needs
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35. Roles Of Special Needs ProfessionalsRoles Of Special Needs Professionals
Appreciation of individual differences
Arranging the environment
Assessment
Encouraging cooperation
Encouraging independence
Encouraging positive interactions
Mainstreaming/Inclusion
Schedule planning
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36. Instructional Strategies for ClassroomsInstructional Strategies for Classrooms
Best practices in instructional strategies include the use of
three types:
1.Direct Instruction used for the entire class
2.Small Group Instruction for a portion of the class
3.Differentiated Instruction for an individual student
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37. Modifying Your Instruction toModifying Your Instruction to
Accommodate the Special StudentsAccommodate the Special Students
The developmental areas of importance can include:
attention and memory
concept development
functional use of objects and symbolic play
pre-vocabulary/vocabulary
self-direction
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38. Strategies for Optimizing the DevelopmentStrategies for Optimizing the Development
of Infants and Toddlers with Special Needsof Infants and Toddlers with Special Needs
Cognitive
Development
Emotional and Social
Development
Physical Development
Helping infants develop
the concept of object
stability.
Helping infants develop
independence. Promote positive
behavior, self-esteem and self-
control.
For infants, providing a safe
environment to encourage
crawling, walking and
independence.
Encouraging vocabulary
development.
Helping toddlers develop
confidence in recognizing
emotions in others.
For toddlers, encouraging large
and small muscle development.
Helping toddlers to
investigate cause and
effect relationships.
Encouraging confidence and
expand independence.
Encouraging good nutritional
habits.
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39. Strategies for Optimizing the Development ofStrategies for Optimizing the Development of
Special Needs ChildrenSpecial Needs Children
in the Early to Middle Childhood Stagein the Early to Middle Childhood Stage
Presentation
Accommodations
Response
Accommodations
Setting
Accommodations
Timing and
Scheduling
Accommodations
• Providing an
audio tape
• Providing in large
print
• Reducing the
number of items
per page or line
• Allowing for verbal
responses
• Allowing the use of
a tape recorder to
capture responses
• Providing preferred
seating
• Providing special
lighting.
• Providing a space
with minimal
distractions
Increasing the allowable
length of time to
complete an assessment
or assignment and
perhaps change the way
that time is organized
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