If the student has difficulty becoming interested, then try
- To tell stories which relate the lesson to peoples’ lives
- To establish relevancy and a purpose for learning by relating it to previous experiences
- To provide an experience, such as a field trip, and then teaching the lesson
- To reward the student often as the lesson begins
- To shape approximations of desired behavior by providing praise, one-to-one conversation, or immediate feedback for correct answers
- To read aloud a brief article or story to stimulate interest
- To seat the student closer to teacher (distance affects interest)
- To make a positive, personal comment every time the student shows any evidence of interest (i.e., sits in seat, has his/her book)
If the student has difficulty getting started, then try...
- To give a cue to begin work
- To give work in smaller amounts
- To provide immediate feedback
- To sequence work with easiest answers first
- To provide all necessary materials
- To introduce the assignment carefully so student knows the task expected
- To provide time suggestions for each task
- To check on progress often in first few minutes of work
- To give clear directions
- To give a checklist for each step of the task (e.g., the steps in a long division problem)
- To use a peer or peer tutor to get student started
If the student has difficulty keeping track of materials or assignments, then try...
- To require a notebook or using large envelopes for each subject
- To check his/her notebook often
- To keep extra supplies on hand
- To give an assignment sheet to the student, other teachers, and/or parents
- To write the assignment on board for the student to copy
- To check and reinforce the student for recording the assignment
- To require envelopes for big projects that have many separate parts
- To give a reward (e.g., grade, points) for bringing a book, paper, and a pencil to class every day
- To return corrected work promptly
If the student has difficulty staying on task, then try...
- To reduce distractions
- To increase reinforcements
- To provide shortened tasks
- To provide checklists
- To reduce the amount of work
- To provide peer tutors
- To provide different activities during the class period
- To provide a reward valued by student
- To isolate the student or using a time out
- To provide quiet alternatives for a short time
- To provide a timer to set short periods of work
If the student has trouble completing tasks on time, then try...
- To reduce the amount to be accomplished
- To allow more time
- To provide time cues
- To write schedules
- To ask for parental reinforcement
- To suggest a calendar at home
- To provide closure at points along the way
- To provide positive feedback to other teachers using an “assignments completed” checklist or a “wall thermometer”
If the student has trouble working in groups, then try...
- To provide direct instruction in group processes and providing interaction opportunities gradually
- To provide the student with a responsibility or position of leadership
- To prepare the group members to include and help the student
- To utilize an aide or volunteer in class
- To provide more structure by defining the task and listing the steps
- To restate the goal, linking it to the required activities, and providing closure
If the student has trouble working independently, then try...
- To assign a task at an appropriate level
- To be certain the student can see an end to the task
- To give precise directions
- To lower the difficulty level
- To shorten the assignment and gradually increasing the amount of work required
- To reinforce the student for on-task behavior
- To let the student see individual work as a sign of personal responsibility and growth rather than thinking the teacher just wants to “get rid of him”
- To provide a variety of types of work within the assignment (e.g., making charts, maps, or flags; drawing pictures)
Publication Date:
Kathleen L. Bulloch was a speech/language pathologist for the Riverside County Office of Education in Riverside, California. Portions of this article were adapted from The Mystery of Modifying: Creative Solutions, published by the Education Service Center.
Source
Education Oasis