Finding what really WORRRRks...

I have struggled this year with finding what strategies will work for my students. Each year my students are so unique and their needs are just as diverse. One thing I realized over my few years of teaching stays the same, I have to change things up each year...
Right now we are implementing personalization into the curriculum. This is definitely beneficial but requires a good bit of work. We are moving from differentiation to personalization. Each of us have unique ways of bringing different items to the table and in my case I always try to find ways of thinking outside the box to get kids motivated. I want them moving- dancing, singing- and creating real life situations to understand what the indicators mean. We also like to play games... I have some seriously, competitive spirits in my groups, I love it!
What I find to work is ASKing them. "How do you learn best?" Sometimes if we ask them, they do not understand the question... 'what do you mean, you are the teacher?!?' However if we explain... you may get the most astounding answers. When I was in high school my English and government teachers, Mr. and Mrs. Rodgers, would allow us to emerge into the era we were learning about... writing letters to civil war generals, learning the 'Charleston', and arguing about Civil rights... They created a passion within me to provide this same love for learning in my students.
Overall, I hope to ignite something in my students that makes them crave to learn and at the most optimal pace. We have kids in one classroom who range from a kindergarten level all the way up to 5th or 6th grade... in some classes it can be even more of a spread. We have to break the mold if we want to make a change! 

How to help those who aren't paying attention...

In search of trying to find different ways to help some students in my classrooms, I compiled a list of some simple things that we may overlook doing. My principal read a book called Square Peg- and sent me the summary of each chapter to look over.

My heart sank as I was able to think of several of my students who must feel exactly as he did. I want my students to be out-of-the -box thinkers, innovators, visionaries (I am saying this in my head as though I am speaking to a great crowd, lol!!) However, the classroom and curriculum has to accommodate this. Please feel free to look through some of these suggestions that I googled and placed here. Links to the sites where I found them are below. I just took what worked for me and tweeked. They had several other suggestions I either already use well or did not think would work for my population.

• Decide together on a sign or a code that you can use to remind the child to be on task. For example, make eye contact and touch your ear or pick up a particular object. Or, you could hold up one or two fingers.
• Use a point system, tokens, stars, or other methods to reinforce appropriate behaviors (we use DOJO and dollars for store- maybe explain to them again???).
• Notice and provide feedback on any improvement in the areas of behavior and academics . Avoid criticizing the child in front of others.
• This is difficult with so many others in the classroom because we tend to react to their behavior….

• Divide lessons into relatively short segments and use a variety of teaching aids such as educreations, computer programs and small group work to reinforce the child's learning.
• Provide the ADHD student opportunities to display his or her skills, talents and/or leadership ability.
• Prepare for transitions by providing a warning when a change is to occur. A musical cue may be helpful. Try playing classical music or a recording of nature sounds during work time.
• Have all of the students stand and stretch, run in place, or do an exercise or movement activity when deemed necessary.
• Color code paper for each subject. If available use off white, tan or light blue colored paper for written assignments.
• Create schedules, outlines, lists, and/or a homework assignment book to help the student keep organized as well as to increase home/school communication. Tape a copy of the class schedule to the child's desk.
• Modify required homework to accommodate students who are severely impacted with ADHD. Avoid busy, redundant assignment.
• Walk around the room and pat the child gently on the shoulder or tap the place in the child’s book that is being read to help him or her stay on task.
• Seat the ADHD child in close proximity to you and in the area that has the least amount of distractions and stimulation, i.e.doors, windows and active students. Or, sit the child by the pencil sharpener and let him or her get up and sharpen a pencil as often as needed.
• Watch for signs of increasing stress in a hyperactive child. You may want to reduce the workload or provide an opportunity for the child to release some energy. For example, have the student deliver an “important letter” in a sealed envelope to another teacher or school secretary who understands the child’s need to move.
• Encourage the child to use self-monitoring techniques to help focus. For example, allow the him or her to rub velcro or another object attached to the underside of his desk or provide a soft ball for a student to squeeze. (I think the velcro would work well… only they would have to know it’s there)
• Furnish two desks facing each other or side-by-side for one ADHD student. The child can move freely back and forth or lounge between the desks as long as he or she stays on task and in the designated area.
• If necessary, furnish a specific area marked off by tape that is only his or her space that no one else can enter. In it the student can stand up, sit on the floor, or move around to complete assignments. However, the child must be quiet and remain in the area unless given permission to leave.

www.kellybear.com/TeacherArticles/TeacherTip49.html

Suggested Classroom Accommodations for Specific Behaviors

When you see this behavior	Try this accommodation
1. Difficulty following a plan (has high aspirations but lacks follow-through); sets out to “get straight A’s, ends up with F’s” (sets unrealistic goals) Assist student in setting long-range goals: break the goal into realistic parts.	Use a questioning strategy with the student; ask, What do you need to be able to do this? Keep asking that question until the student has reached an obtainable goal. Have student set clear timelines of what he needs to do to accomplish each step (monitor student progress frequently).
2. Difficulty sequencing and completing steps to accomplish specific tasks (e.g. writing a book report, term paper, organized paragraphs, division problem, etc.)	Break up task into workable and attainable steps. Provide examples and specific steps to accomplish task.
3. Shifting from one uncompleted activity to another without closure.	Define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and corrected; do not begin on the next task until it is finished).
4. Difficulty following through on instructions from others.	Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written directions. Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions.
5. Difficulty prioritizing from most to least important.	Prioritize assignment and activities. Provide a model to help students. Post the model and refer to it often.
6. Difficulty sustaining effort and accuracy over time.	Reduce assignment length and strive for quality (rather that quantity). Increase the frequency of positive reinforcements (catch the student doing it right and let him know it.
7. Difficulty completing assignments.	List and/or post (and say) all steps necessary to complete each assignment. Reduce the assignment into manageable sections with specific due dates. Make frequent checks for work/assignment completion. Arrange for the student to have a “study buddy” with phone number in each subject area.
8. Difficulty with any task that requires memory.	Combine seeing, saying, writing and doing; student may need to subvocalize to remember. Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions).
9. Difficulty with test taking.	Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally. Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable with. Allow ample space for student response. Consider having lined answer spaces for essay or short answer tests.
10. Confusion from nonverbal cues (misreads body language, etc.)	Directly teach (tell the student) what non-verbal cues mean.  Model and have student practice reading cues in a safe setting.
11. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details)	Provide student with copy of reading material with main ideas underlined or highlighted. Provide an outline of important points from reading material. Teach outlining, main-idea/details concepts. Provide tape of text/chapter.
12. Confusion from written material (difficulty finding main idea from a paragraph; attributes greater importance to minor details)	Provide student with a copy of presentation notes. Allow peers to share carbon-copy notes from presentation (have student compare own notes with a copy of peer’s notes). Provide framed outlines of presentations (introducing visual and auditory cues to important information). Encourage use of recorder. Teach and emphasize key words (the following…, the most important point…,etc.).
13. Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli)	Reward attention. Break up activities into small units.  Reward for timely accomplishment. Use physical proximity and touch. Use earphones a and/or quiet place, or preferential seating.
14. Frequent messiness or sloppiness.	Teach organizational skills. Be sure student has daily, weekly and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers; reduce distractions. Give reward points for notebook checks and proper paper format. Provide clear copies of worksheets and handouts and consistent format for worksheets. Establish a daily routine, provide models for what you want the student to do. Arrange for a peer who will help him with organization. Assist student to keep materials in a specific place (e.g. pencils and pens in pouch). Be willing to repeat expectations.
15. Poor handwriting (often mixing cursive with manuscript and capitals with lower-case letters)	Allow for a scribe and grade for content, not handwriting. Allow for use of computer. Consider alternative methods for student response (e.g. voice recorder, oral reports, etc.). Don’t penalize student for mixing cursive and manuscript (accept any method of production). Use pencil with rubber grip.
16. Difficulty with fluency in handwriting e.g. good letter/word production but very slow and laborious.	Allow for shorter assignments (quality vs. quantity). Allow alternate method of production (computer, scribe, oral presentation, etc.). Use pencil with rubber grip.
17. Poorly developed study skills	Teach study skills specific to the subject area – organization (e.g. assignment calendar), textbook reading, note taking (finding main idea / detail, mapping, outlining), skimming, summarizing.
18. Poor self-monitoring (careless errors in spelling, arithmetic, reading)	Teach specific methods of self-monitoring (e.g. stop-look- listen). Have student proof-read finished work when it is cold.
19. Low fluency or production of written material (takes hours on a 10 minute assignment)	Allow for alternative method for completing assignment (oral presentation, taped report, visual presentation, graphs, maps, pictures, etc. with reduced written requirements). Allow for alternative method of writing (e.g. computer, cursive or printing, or a scribe.
20. Apparent Inattention (underachievement, daydreaming, not there)	Get student’s attention before giving directions (tell student how to pay attention, look at me while I talk, watch my eyes while I speak). Ask student to repeat directions. Attempt to actively involve student in lesson (e.g. cooperative learning).
21. Difficulty participating in class without being interruptive; difficulty working quietly	Seat student in close proximity to the teacher. Reward appropriate behavior (catch student being good).
22. Inappropriate seeking of attention (clowns around, exhibits loud excessive or exaggerated movement as attention-seeking behavior, interrupts, butts into other children’s activities, needles others)	Show student (model) how to gain other’s attention appropriately. Catch the student when appropriate and reinforce.
23. Frequent excessive talking	Teach student hand signals and use to tell student when and when not to talk. Make sure student is called when it is appropriate and reinforce listening.
24. Difficulty making transitions (from activity to activity or class to class); takes an excessive amount of time to find pencil, gives up, refuses to leave previous task; appears agitated during change.	Program child for transitions. Give advance warning of when a transition is going to take place (now we are completing the worksheet, next we will …) and the expectation for the transition (and you will need…) Specifically say and display lists of materials needed until a routine is possible. List steps necessary to complete each assignment. Have specific locations for all materials (pencil pouches, tabs in notebooks, etc.). Arrange for an organized helper (peer).
25. Difficulty remaining seated or in a particular position when required to for a specific activity.	Give student frequent opportunities to get up and move around. Allow space for movement.
26. Frequent fidgeting with hands, feet or objects, squirming in seat.	Break tasks down to small increments and give frequent positive reinforcement for accomplishments (this type of behavior is often due to frustration). Allow alternative movement when possible.
27. Inappropriate responses in class often blurted out; answers given to questions before they have been completed.	Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can be done by the teacher. State behavior that you do want (tell the student how you expect him to behave).
28. Agitation under pressure and competition (athletic or academic)	Stress effort and enjoyment for self, rather than competition with others. Minimize timed activities; structure class for team effort and cooperation.
29. Inappropriate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations)	Give the student a responsible job (e.g. team captain, care and distribution of the balls, score keeping, etc.); consider leadership role. Have student in close proximity of teacher.
30. Frequent involvement in physically dangerous activities without considering possible consequences	Anticipate dangerous situations and plan for in advance. Stress Stop-Look-Listen. Pair with responsible peer (rotate responsible students so that they don’t wear out!).
31. Poor adult interactions. Defies authority. Sucks up. Hangs on.	Provide positive attention. Talk with student individually about the inappropriate behavior (what you are doing is…, a better way of getting what you need or want is…).
32. Frequent self-putdowns, poor personal care and posture, negative comments about self and others, low self-esteem	Structure for success. Train student for self-monitoring, reinforce improvements, teach self-questioning strategies (What am I doing? How is that going to affect others?) Allow opportunities for the student to show his strength. Give positive recognition.
33. Difficulty using unstructured time – recess, hallways, lunchroom, locker room, library, assembly	Provide student with a definite purpose during unstructured activities (The purpose of going to the library is to check out..the purpose of…is…). Encourage group games and participation (organized school clubs and activities).
34. Losing things necessary for task or activities at school or at home (e.g. pencils, books, assignments before, during and after completion of a given task)	Help students organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A place for everything and everything in its place. Provide positive reinforcement for good organization.  Provide student with a list of needed materials and locations.
35. Poor use of time (sitting, staring off into space, doodling, not working on task at hand)	Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.). Tell the student your expectations of what paying attention looks like. (You look like you are paying attention when…) Give the student a time limit for a small unit of work with positive reinforcement for accurate completion. Use a contract, timer, etc. for self-monitoring.

Read more: http://childdevelopmentinfo.com/learning/learning_disabilities/teacher/#ixzz3pV6ja21b