Tag Archives: motivation

Strategies for Working with Students with Speech and Language Impairments

Structure, structure, structure!

This point cannot be emphasized enough. Have a schedule and stick to it. There are so many unexpected moments and aspects to our day. Social interaction, emotions, and other moments cannot be planned or necessarily expected. To relieve some of these anxieties, it is so critical to provide an environment that is organized, predictable, and dependable. Seating arrangements (with visuals!), visual schedules, consistent routines that become ingrained for each child, and clear expectations help to provide this type of environment. Once these routines become completely innate for the group, you will have the space and time to push them even farther. It creates an opportunity to raise the bar and hold your group to these expectations, once you have built that structured foundation for them.

Follow through

This ties in with the last point.  It is critical to always follow through with anything you say whether it is a consequence or a promise. Building a trusting relationship with the children is one of the most important things a teacher can do. When a child sees you follow through, whether it is with a positive reinforcer or a less than desired consequence, that shows the child that you mean what you say and they can trust that. Establish this early and do your best to remember how important it is to give children many opportunities to trust in your words and actions. It also means that you have to carefully choose what you say and know that you will follow through with it.

Make a visual

Visuals can be so helpful for communicating expectations. There are many different kinds of visuals you can make.

Visual schedule – A visual schedule is grounding for children. Knowing the plan for the lesson or day can help lessen anxiety and increase awareness of his/her world.

Visual routine – This visual is important for complex tasks with multiple steps. For example, a morning routine may include unpacking multiple items, washing hands, and beginning morning work. Remembering the steps can sometimes be a challenge.

Visual routine with a storyline – Sometimes the visual routine isn’t enough. In this case, you can create a visual that follows a storyline.

Incentive visual – An incentive visual is similar to a star chart for reinforcing positive behavior. The difference is that the incentive chart is personalized with the child’s interest. There is no big prize at the end; children just want to know that you notice positive behaviors.

All visuals should be goal oriented and the goal needs to be as concrete as possible. Avoid vague goals like paying attention or doing your best. Define what that means and the child will be able to rise to the occasion. For example, instead of saying pay attention, you can write: X is working on having his/her eyes on the teacher and keeping his/her brain in the group (this is language from Michelle Garcia Winner’s Social Thinking Program).

Write it out

Spoken language is fleeting and often goes in one ear and out the other. If the child can decode, write or type what you’re trying to communicate. Reading the message will help regulate the child. It also makes the message more concrete. Even if the child cannot read, you can write it and speak it as you write it. Then, you can read it back to them.

Drawing a simple picture to convey a situation that just occurred can also be helpful in both regulating the child, as well as aiding the child’s understanding of that situation. Drawing the people involved in the situation and using thought bubbles, or speech bubbles, can help clarify the reasons why a person might have done or said something resulting in an undesired situation.

Validate feelings

All feelings are important and valid– how they are expressed should be your teaching point. We all experience a range of emotions. As adults,  most of us have learned socially acceptable ways of expressing those feelings. New teachers often react to the action rather than the emotion behind it. Start by validating the child’s feeling: I would feel mad if someone knocked down my building, too. Most of the time,  the child will relax a little because he or she will feel understood. The next step is to talk about how it’s OK to feel the emotion, but there are options for how we can show the emotion. At this point, you can create a list of ways to choose from. Be sure to choose a variety of desired and undesired reactions, and ask the child what they think is the best way to express their emotions.

Settle arguments with new ways of expressing

As a teacher, you’re bound to have kids in your class who have different language rules at home. Create your own that will unite the group. This can happen with strategies for the calendar.  For example, countdowns to important dates,  some people count today and some people count the day of the event. In my class, we counted by how many more wake-ups there would be. The common, concrete language unified the group and made the strategy for counting number of days consistent.

Give sentence starters instead of only asking a question

Children are often trying to formulate their language. If you provide an open ended question,  and you see the child is unsure how to formulate a response, you can give a lead in. “I am mad because…”

If something isn’t working, rethink it!

If there is repetition, something is not sticking with the child. Think of another way to help them concretize the support or message you’re delivering to them. A visual, validation, written language – whatever works best for the child. Not only will they be able to fully process the language, they will be able to accept and utilize the support you are offering.

Be Transparent

Always have a reason for what you do and invite children to question the reasons. Be ready to explain why you’re giving them a specific direction, completing an activity, or doing a lesson with them. Never just respond, “Because!” If you don’t have a reason, ask yourself why you are doing it. The “why” questions help keep us on our toes and remember how important each lesson is; make it meaningful, deep, and and worth their time.

Maintain calm

Sometimes it’s hard to take a step back from an emotionally charged situation, but teachers, it’s part of our job to remain calm in even the most tumultuous situations. There are times when I find myself on the verge of responding to a situation based on my emotions alone, and I need to remind myself to take a deep breath (or several!) before rationally reacting. It’s also important to model the types of strategies we use to calm ourselves down in a frustrating situation. In fact, sometimes I will explicitly tell my students, “That makes me feel frustrated, and when I’m frustrated I might say something I don’t mean. I’m going to take a few deep breaths to help me calm down.”

This blog post was collaboratively written by Jess, Caitlin, and Katherine

 

 

Teacher turned DJ?

One topic that continues to be one of the bigger questions that I have as a teacher is “how to motivate those most difficult to motivate?” I’m not one to jump to providing stickers and other seemingly meaningless “rewards,” so I have been trying some different, more internally motivating practices with my class this year. As with most things in my classroom, what works for some students doesn’t work for others. (Keep in mind the “others” fall under the more challenging to motivate group).

I’ve been looking for hints, starting more conversations, and looking out for any clue of what I could use as an additional behavior / motivation system for my kids.

One Friday afternoon, I had a light bulb moment. As I watched my students jump, dance, and belly laugh while enjoying a dance party accompanied by Kidz Bop radio, I realized I have a class of pop music loving children. They bond and converse about their favorite artists, top iTunes songs, and hum these, sometimes unfortunately, catchy pop songs.
Ding ding ding! Why not use this as a motivator? After some research and logistics, I have purchased an iPod shuffle for my class.

My next problem was developing a concrete, organized behavior system to go along with it. Here’s what I came up with:

goals for blog

Each child has an individual goal that they were a part in creating. Every day all of my students have the opportunity to earn one check towards that goal. The goals are completely differentiated and match exactly what that one child is working especially hard on right now.
At the end of the day I have a “check in” with each child. I let them know whether or not they earned a check for the day and then provide a specific and clear example of why they did or did not receive their check. This 30 second meeting has been meaningful, eye opening, and a safe place where that child and I can talk honestly about what they are working at becoming stronger with.
4 checks equate to the ability to request a song. In order to support their writing and reasoning skills, they must write their song request down. They include the song and artist as well as the reason why they want this song on the class iPod. Once teachers okay the lyrics and content, it will then be added to our iPod.
Now once they get 5 checks (one more than the requirement for a song request) they can earn iPod time in which they can listen to our class playlist.

ipod request for blog

So far this has been a great system. It feels great to completely differentiate their goals and have them work hard towards a fun reward.

Best of all the students who I typically am racking my brain over how to motivate are soaking this up. They are visibly working at their goal, seeking out teachers to help them achieve their goal, and eagerly engage in those end of the day check in conversations to see if they received a check.

And if it couldn’t get any better, my kids now help me stay on top of the coolest and most fun pop songs. Just another teacher perk. 🙂

Image Libraries for Digital Citizenship Lessons

Working to integrate technology into classrooms has been so incredible. With the fifth grade group, I’m working on building general computer fluency skills as well as a deeper understanding of the integrity of their work. Through mini-lessons and research assignments, I’ve taught them how to legally find pictures that can be used for their projects.

Here are the image libraries I used:

Wikimedia Commons is great for finding photos to accompany written work.

Find Icons is a fun site with great icons for free.

Edupics is great for coloring pages for younger grades and images for lessons. I have also used this site as a visual dictionary.

Pics4learning is also great as an image dictionary and great for finding pictures for presentations.

Next time this group is in the computer lab, they’re going to find images related to the curriculum and related to their interests. They have demonstrated that they can easily find pictures on their own online, but they had no idea that there were laws surrounding pictures. This is such an important skill for them to have; I’m looking forward to seeing how they do with this project and how well they are able to generalize the idea.

Response: Hackschooling: Is This the Future?

I read a post on Diane Ravitch’s blog called Hackschooling: Is This the Future? about a TEDtalk by a teenage boy about redefining schools.

He has a valid point. Learning comes from passion.

The whole picture is not just about making schools centered on individual interests without the training– there’s a fundamental point that he makes about the relationship of his teacher (or guide) to his work. He chooses the topic and someone teaches him how to explore it, question it, and master it. Logan clearly has teachers who work with him to learn the necessary skills to execute research, write about it, and then deliver an eloquent speech. Redefining does not mean taking teachers out of the equation; it means that the child’s passions are merely vehicles for teaching skills.

Continuing the Flipped Math Class

Math has been on my mind a lot lately, which is evidenced by my series of recent math posts. The idea of giving the children work to do on Khan Academy on Fridays is working out really well. Clicking around the site has helped me to see how well-differentiated I can make this flipped classroom. Each child has his or her own login, which helps me to track their progress. In addition to tracking the progress, I can coach them and suggest specific strands to work on.

What this does is free up our time to solve real-world problems in the school during math. As we’re working on measurement, I had them do a project in the art room to measure for a tech installation. They came up with two solutions, and we did a shared writing activity to describe the solutions. After that, they each drew diagrams illustrating the solutions and gave reasons to go with their individually chosen solutions.

This complex, real-life problem was so illuminating to me as a math teacher. It allowed me to coach them through the process and see exactly where the challenges were– more so than any dry word problem in a book. They were also very motivated to be at the head of this meaningful project for the school. I’m looking forward to continuing this kind of work with my group.

 

 

Reflection- Part 2

Writing has encouraged me to think deeply about my craft as a teacher. In addition, my break has given me more time to reflect on my way of working. Combining writing and time away has helped me to further reflect on my previous post I wrote about taking time for myself to both enjoy my work and avoid burnout. An extension of this reflection is the connection to a few articles, this one in particular, I read about a changing the presentation and delivery of professional development to engage more teachers on a meaningful level. Basically, no one looks forward to a lecture at the end of the day– no one wants to watch someone else click through a Powerpoint after a long day at school.

In this digital age, we have changed our way of learning. Most learning happens through our individual drive to learn (as it always has), but it looks different now. It has become more accessible from home, which results in less face-to-face interaction. Teachers seek on their own what they know they want to know. The problem is that teachers want (and need) to talk with other adults who share their interests and have similar experiences– it can be done online, but there’s value in being able to converse with colleagues in a physical setting. Being able to be fully honest in a place where confidentiality is not broken is important.

What can motivate teachers to want to have PD after school within the school community? There’s no question in my mind that teachers want to learn; that’s not the issue– it’s everything else on their plates– being stuck in the day-to-day, hour-to-hour, minute-to-minute and missing out on the bigger picture. It is only natural for many teachers to work like that, but there is a need for exposure to new ideas, bigger ideas, conversations, and reflection.

Here’s the test idea that we’ll try: a small group of teachers will meet regularly to continue a school-betterment project that was started by all the teachers earlier this year. This smaller focus group will continue work on the project, which will deepen our understanding of the flow of academic goals for children and will help create a more consistent reference for the curricular goals for reports, IEPs, conference notes, etc.

The project is intense and will require dedication, motivation, and energy. What’s going to be different is the presentation– we’ll have snacks, coffee, and even a little wine. So, instead of a forced collaboration with only goals and checklists, we’ll get together and work on the bigger ideas– our common interest fueling our learning in a more social and fun context. It seems like it will be more productive this way, and we’ll also feel better about it– not dreading the time we will spend on the project but looking forward to the time we spend on it. The sense of accomplishment at the end will hopefully also come with an interest in doing another project of the same magnitude. We’ll see!

Differentiating with Technology

When I was growing up, my computer classes were focused on typing and how to use specific programs. As the Technology Coordinator this year, it’s my job to facilitate lessons using technology. My focus is not on the smaller skills like how to save a Word Document, but on the bigger picture: to use computers to extend learning. The skills are absolutely needed, but children learn those skills through use, not through direct instruction (just like language). Every time I’ve gone to PD on a computer program, I find that I already knew 90% of what was presented because I’ve played around with computers. The creative aspect of technology is the part that’s harder to learn and harder to teach.

So far, I’ve worked with two classes in the lab. Our focus has been research on a topic they’re learning in class. One group is a fifth grade group and the other is a second grade group. It is so easy to differentiate the instruction with they way I have it set up. Some children are writing based on their research, and some are having their learning recorded on video. They’re each having a chance to express what they’ve learned in a way that is just right for them.

Before getting to this point, I needed to work on infrastructure– some of which is constantly evolving. The students have a student login with a student email account that I facilitate. I write the students an email as my prep for the lesson. Each child opens the email with their name in the subject, and they have a detailed list of instructions for their assignment. I can find appropriate resources based on their reading levels. My time with the group is maximized because I don’t need to give group directions– children are motivated to understand how to use computers.

Next week, I’ll have headphones for each computer, and I’m going to install a text-to-speech program for the children who will need sources read to them. This will make finding resources so much easier, as I will need to find resources for the child’s listening comprehension level instead of their decoding and comprehension levels. Many more resources will be accessible to them.

It’s amazing to have children creating instead of just filling in blanks on worksheets. They are excited and more invested in their work. I have more to think about for K-1, but maybe we will be able to do something similar with videos instead of writing. I want to move beyond the mindset of repetition and rote learning.