Our Mission — To foster an enriched ECE-12 system where learners of varying abilities thrive according to their unique strengths.
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| Structure / Organization | |
| Tired/Duration |
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| Effective |
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| Y/N Remarks |
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| Have individual contracts | |
| Have student turn in work as soon as completed |
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| Keep a daily assignment sheet/book | |
| Organize notebook—one folder for each subject |
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| If using workbooks, give students one page at a time, not the entire book |
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| Maintain a master list of assignments for students to check periodically (post or keep in a file folder) |
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| Supply materials for home use (duplicate textbooks) | |
| Provide necessary materials (pencils, paper, highlighters, etc.) | |
| Have students verbalize steps of tasks to you |
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| Establish a home/school communication system |
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| Arrange a regular conference time with student to check progress and set goals |
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| Require student to keep a monthly calendar |
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| Encourage student to have a specified time/space for homework |
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| Make weekly contact with all general classroom teachers to check assignment completion |
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| Establish a daily routine-be consistent |
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| Use a syllabus or course outline, as well as a written outline for each unit of study |
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| Teach and assist with organizational skills; use visual reminders for upcoming deadlines and test dates |
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| Use a behavior management system with immediate feedback; and provide a structured routine | |
| Desk Dividers | |
| Social Skills Strategy | |
| Figitting Strategy | |
| Alternative Seating | |
| Alternative Seating Strategy | |
| Timing Strategy | |
| Presentation / Delivery of Instruction | |
| Shorten assignments |
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| Extend time for completion |
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| Break down into small sequential steps and set due date for each step |
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| Use consistent format; predictable, repeated patterns |
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| Give options for assignments—oral or written reports, displays, charts |
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| Use learning aids such as computers, calculators, CD players, etc. |
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| Read the directions orally as the students highlight the written directions |
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| Keep directions on the immediate page that a student is working on |
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| Redirect off-task behavior |
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| Encourage student to focus on anything written on the board |
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| Use visual aides in giving instructions |
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| Vary teaching techniques (role-playing, demonstrations) |
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| Have the student repeat instructions/exercises or objectives |
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| Teach through the child’s interests and experiences |
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| Use learning games |
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| Use a variety of materials and tools (computer, tapes, etc.) |
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| Always face the student when speaking-maintain eye contact |
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| Supply a copy of class notes |
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| Avoid writing on the board and speaking at the same time |
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| Give extra “think” time after asking a question |
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| Provide frequent feedback |
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| Use short, one-concept sentences and questions |
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| Give only one direction at a time |
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| Provide directions in oral and written form |
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| Provide an example |
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| Double space typed handouts |
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| Provide activities that are short in duration |
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| Give warning before changing activities | |
| Avoid busy work, focus on essential concepts |
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| Continue to reinforce past skills for mastery |
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| Be aware of student’s preferred learning style and provide appropriate instruction or materials |
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| Give immediate feedback and reinforcement |
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| Get and keep student’s attention before teaching (e.g., say his/her name) |
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| State objectives at the start of each lesson |
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| Circulate around the room |
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| Repeat the instructions in different words |
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| Show sample papers and projects |
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| In response to questions, have him/her repeat the question as part of his/her answer |
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| Emphasize important points by color coding, underlining, changing pitch of voice, and mnemonic devices to aid learning |
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| Give summary of key points in each lesson |
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| Teach self-monitoring strategies that track progress |
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| Seat preferentially (easy access to board, teacher, and positive role model) |
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| Break presentations into segments; allow short breaks between tasks |
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| Allow legitimate and non-disruptive movement |
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| Schedule the most difficult subjects in the morning |
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| Encourage active participation rather than memorization of facts |
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| Minimize abstract, workbook-driven activities |
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| Write the text page number on all assignments as a reference for questions |
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| Study Skills | |
| Use a buddy system | |
| Use peer tutoring |
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| Advise student to do most difficult subject first |
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| Study for short period of time |
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| Use memory aids (acronyms, acrostics) |
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| Use associations and clustering |
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| Teach student to paraphrase—restate information in own words |
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| Underline key words in instructions |
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| Teacher Approach / Attitude | |
| Teach student how to set his/her own goals and design his/her own learning plans |
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| Affirm progress |
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| Accept homework dictated by student and written by parent |
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| Model acceptance and demand respect for individual differences; celebrate diversity; provide a nurturing environment |
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| Be firm and consistent but with empathy |
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| Insist that the student complete a task, making certain that it is on his/her ability level and that s/he understands the directions |
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| Focus on development of their interests and gifts |
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| Be patient and positive, encourage practice and praise |
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| Celebrate student strengths |
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| Accommodate uniqueness in student’s learning style |
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| Recognize quality and competence, celebrate excellence, and confront complacency |
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| Establish specific learning outcomes |
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| Communicate teacher support |
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| Provide struggling student a supportive peer to assist with work |
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| More Strategies | |
| For more strategies look at the manual pages 80-83 | |