Strategies & Techniques in CSN

 

Matrix of Special Strategies and Techniques in:

Oral Language

Early Reading

Later Reading

Written Language

Mathematics

Teaching in Content Areas

Behavioural Modification

 

Special Strategies and Techniques in Teaching Mild Disability
Oral Language	STRATEGIES AND TECHNIQUES FOR TEACHING ORAL LANGUAGE SKILLS ·        Use imitation and modelling for the proper use of language. Provide positive reinforcement ·        Teach language skills in context ·        Teach rules from using language ·        Teach language within a group dynamic ·        Use games or other activities to teach language skills ·        Focus on expressive and receptive language skills ·        Gain their attention before beginning an activity. Use tactile & fun materials ·        Use sufficient  wait-time when asking questions (3 seconds of wait time) ·        Use structured lesson plans that include aspects of Direct Instruction ·        Teach for generalization TEMPLATES FOR TEACHING COMMUNICATION LESSONS: ·        Target skill ·        Opening question ·        Model ·        Role-play ·        Carry over ·        Warm up ·        Challenge & follow-up LISTENING SKILLS STRATEGY (PLAN TO LISTEN) P-Pay close attention to what is being said L-Listen to the message and remember the steps or parts A-Ask questions if you don’t understand N-Name the steps or parts of the message Say them again to yourself or write them down WHOLE CLASS DIRECTIONS Step 1: Begin by gaining everyone’s attention. Prompt students to stop working and watch you. Use verbal prompts such as, “eyes on me” or “watch and listen”. Step 2: Do not give directions until you have everyone’s attention, even if that means standing quietly in front of the class until everyone is watching you. Step 3: Provide verbal reinforcement for students who are paying attention Step 4: Write directions on the board prior to giving them verbally and then point or refer back to the directions as you give them. Step 5: Be very explicit and provide examples to illustrate each point in your directions. Step 6: Before students begin the task, as them if they have any questions Step 7: After students begin the task monitor to make sure that they are following your directions correctly. If they are not following the steps, stop everyone and review or model the directions again. BUILDING VOCABULARY AND IMPROVING WORD FIND Step 1: Introduce vocabulary words in context Step 2: Provide students with definitions that use examples in context. Step 3: Use pictures or real-life examples to illustrate the vocabulary word Step 4: Present multiple examples so those students master the word before introducing nonexamples. Step 5: Relate vocabulary words with information in student’s prior knowledge to make deep connections during learning. SEMANTIC MAPS Step 1: Students use a vocabulary word and related words Step 2: A vocabulary word is placed in the center circle and then the students use words to describe the concept by drawing lines to it. MNEMONIC STRATEGIES Step 1: The teacher introduces a vocabulary word, the definition, the keyword, and the illustration to the students. Step 2: When asked to produce the vocabulary word’s meaning, the student is prompted to (a) think of the keyword, (b) think of the picture, (c) remember what else is happening in the picture, and (d) retrieve the answer. Step 3: Initially the teacher guides students through the process, and as the students’ proficiency with the process improves, the students learn to use prompts independently. VISUAL IMAGERY Step 1: Students spelling instruction based on the visual imagery model Step 2: Students were presented with the same practice words that the students received in the Spelling Master group, about 15 words per lesson. Step 3: After covering the word the teacher asked the students if they could see the image of the word in their mind Step 4: The students were then directed to imagine the word displayed on a large outdoor screen Step 5: Next, the students were asked to imagine each letter of the word pasted onto the screen; and Step 6: Finally, the students were told to help themselves to remember the word by visualizing themselves nailing the letters of the word onto the screen. TECHNIQUES IN FACILITATING WORD RETRIEVAL ·        Help a student retrieve a word by providing word cues that belong to the same semantic class ·        Step Use phonemic cues to assist students. In this case, the teacher can say the first phoneme or syllable of the word. At other times, the teacher can “mouth” the first phoneme or syllable of the word to help the student retrieve the target word ·        Provide multiple cues to help the student retrieve the target word. ·        Provide cues that are used to study the word to help with retrieval of a target word. INDIVIDUAL OR INTERACTIVE ROLE PLAYING Step 1: Two children could role-play using persuasion to voice their feelings about something that they feel strongly about. Step 2: The target child could be on one side, and the other child could play the role of someone with an opposing view. CONVERSATIONAL REPAIR STRATEGIES Step 1: Provide verbal and nonverbal cues to the end of conversation Step 2: Asking for clarifications Step 3: Asking to repeat something Step 4: Asking for more information SLANT STRATEGY S-Sit up L-Lean forward A-Activate your thinking N-Name key information T-Track the talker
Early Reading	DIRECT INSTRUCTION Step 1: The teacher models for the students. The teacher points to each letter in the word and says to students Step 2: The teacher uses guided practice and asks all the students to say it with her/him. The teacher points to each letter in the word and says. Students and teacher say the word together. The teacher provides feedback, “Great! Everyone read the word correctly. Step 3: The teacher uses independent practice and asks one student at a time to say the word. LANGUAGE-EXPERIENCEAPPROACH By writing out stories from students’’ experiences, teacher put their words and ideas into point. Often this experience creates memorable stories for students because they are drawn directly from their past experiences. SIGHT-WORD APPROACH Step 1: Teachers commonly choose sight words from basal reader or beginning books so that students can experience reading and not become bored with reading-related activities such as phonemic awareness or phonics activities. Step 2: Teachers usually transfer sight words from lists to index cards or use flash cards. Using the index cards, teachers and students can either review sight words prior to reading words in text (for example, basal reading stories) or use the words as review after certain reading activities. Step 3: When teaching sight words, teachers need to ensure that students know the words “on sight” (within three seconds); therefore, students need to memorize sight words. Teaching sight words 1.   Use sight words during the initial stages of reading 2.   Decide which words will become sight words and teach only a few words each week 3.   Present sight words before or after reading 4.   Sight words should be known to mastery and “on sight” PHONOLOGICAL AWARENESS STRATEGY It is used to teach students phonological awareness skills. The purpose of this strategy is to teach the next logical step-segmenting and blending S-stare at the unknown word T-tell yourself each letter sound O-open your mouth and say each letter P-put the letters together to say the word The PHonological and Strategy Training Program 5 components of PHAST programs: ·        Rhyming strategy-recognize word by analogy. Step1:  Children are taught the rhyming rule: words with the same spelling pattern usually rhyme. Step 2: Children are then taught to recognize rhyming pairs of words and are asked to generate their own rhyming words. Step 3: Keyword is introduced and then students are introduced to words that contain the spelling pattern. Teacher taught to use keyword to pronounce unknown words. ·        Peeling-off strategy- uses their knowledge of affixes to peel off the prefix and suffix of unknown multisyllabic word to get the root word. Step 1: Pronounce the root word, and then blend the affixes back with the root word to pronounce the entire word. Step 2: Students review their list of affixes in isolation and practice recognizing them in multisyllabic words. ·        Vowel alert strategy- tries to pronounce the vowels in a word using different pronunciations. For example, if two vowels are present such as in tread, the student is taught to pronounce the word with the ea sound as in eats. If that effort does not yield the correct pronunciation, students are taught to try a second sound as in the sound in head. ·        I SPY Strategy- taught to look for small, familiar parts of an unknown multisyllabic word. Step 1: Children are taught to look for words, particularly in larger words such as compound words. For example, if students come across the word daytime, they are taught to I Spy day and then I Spy time to pronounce correctly the entire word. ANALOGY STRATEGY Step 1: To practice this skill, teacher gave students a “mystery word” that consisted of the number of letters from the word, along with familiar words. Step 2:  In his mystery word game, teacher pronounced each word, gave its definition, and gave each in a sentence. The goal of the game was for students to determine which clue word contains the beginning, middle, end part of the mystery word. Step 3: Next, student would ask, if he has a correct word. 3 games for Analogy Strategy: ·        Mystery word match ·        Word construction & Demolition ·        Guess my consonants Graphosyllabic Procedure Rules: 1.   Every syllable has a vowel in it, & there is only 1 vowel sound per syllable. 2.   Each letter can go with only one syllable. 3.   The vowel sounds of the syllable should be as close as possible to the whole word. Syllabic rules in pronouncing polysyllabic words: 1.   Check for affixes 2.   Use the acronym CLOVER 3.   C-Closed syllable 4.   L-Le syllable 5.   O-Open syllable 6.   V-Vowel pair or double vowel 7.   E-Vowel & consonant with silent e 8.   R-R-controlled WORD IDENTIFICATION STRATEGY ·        D-Discover the context ·        I-Isolate the prefix ·        S-Separate the suffix ·        S-Say the stem ·        E-Examine the stem using the “Rules Twos and Threes” Rule 1: if a stem begins with (a) a vowel, divide off the first two letters; or (b) a consonant, divide off the first three letters. Rule 2: if you can’t make sense of the stem after using rule 1, take off the first letter of the stem and then use rule 1 again. Rule 3: when two different vowels are together, try making both of the vowel sounds (diet). If this does not work, try pronouncing them together using only one of the vowel sounds (believe). ·        C-Check with someone ·        T-Try a dictionary
Later Reading	WORD MAPS Word map-similar to semantic map, helps students to understand the meaning of vocabulary words Provide students w/ a target vocabulary word & synonyms of it in the form of visual display Physically link ideas together as they create semantic map KEYWORD AND MNEMONIC STRATEGIES -help learn abstract words Keyword technique-links up a target vocabulary word w/ a similar sounding keywords Steps: 1.   Develop a similar sounding word from the vocabulary. (dinoflagellate-dinosour) 2.   Create a picture in which the keyword and the definition of the keyword are combined. This picture should be interactive, linking the keyword with definition. (dinosaur whirling through the waves) 3.   Students are then asked the meaning of a word and are prompted to think of the keyword, what is happening in the picture, and then definition STRATEGIES AND TECHNIQUES FOR IMPROVING FLUENCY Experts recommend in fluency programs: ·        Model good fluent reading encourage fluency through phrasing ·        Provide plenty of practice ·        Provide oral support for readers REPEATED READING Teachers should prepare by allotting 15-30 minutes each day for them, using the same passage three to four times and choosing short passages with reading levels that have been predetermined using a readability formula. Simple technique whereby teachers have students read one passage several times or until they reach a predetermined level of fluency PAIRED READING OR PEER TUTORING Step 1: Paired reading can be used with two people, as long as one is more proficient reader than the other. It can occur with a parent and child, teacher and child, or student and student. Step 2: The pairs find a comfortable area in class, sit side by side and begin reading aloud together. Step 3: Each paired reading session can last from 10-20 minutes and should take place daily or every other day. Materials that are used should be on the student’s instructional reading level. PEER TUTORING Step 1: Students are matched up based upon reading ability, with a higher performing student matched with a lower performing student. Step 2: Pairs then take turns reading orally to each other for about 5-15 minutes each (total reading time for the group is 10-30 minutes) Step 3: Every session begins with five minutes of partner reading. During this activity, the higher performing student reads first using a connected text. Step 4:  Once done, the other student rereads the same material. Each student then retells the events that occur in the story for 2 minutes each. Step 5: Next, students read one paragraph at a time and then name the main idea in each paragraph. Once students decide the “who” and “what” of the paragraph, they report that main idea in statement of 10 words or fewer. (Paragraph shrinking) Step 6: Finally, partners make predictions about what they will learn on the next half page. The lower performing student reads the passage first to confirm or disconfirm their predictions and states that main idea. After completing this activity, for five minutes, the partners switch roles.(prediction relay) PALS (peer-assisted learning strategies) activities: ·        Partner reading-read using connected text ·        Paragraph shrinking-read 1 paragraph then name the main idea in each paragraph ·        Prediction relay-make predictions about what they’ve learned PARAPHRASING STRATEGY ·        R-Read a paragraph ·        A-Ask yourself. ‘What were the main idea & details in this paragraph?’ Finding the main idea: 1.   Look in the first sentence of the paragraph. 2.   Look for repetitions of the same word or words in the whole paragraph. ·        P-Put the main ideas & details in your own words STORY MAP Step 1: Teacher model how to use the story map. During modelling, the teacher should familiarize students with the different components found in the story map. Step 2:  Next, the teacher should have the students read the passage and periodically stop at points where information needed to fill in the map is provided. Step 3: At this point, students should write information directly onto the story map. The teacher should provide immediate feedback for errors. Step 4:  Upon completing each story, students should also answer comprehension questions of varying levels. POSSE STRATEGY POSSE steps include : 1.   P-Predict what ideas are in the story 2.   O-Organize your thoughts 3.   S-Search for structure 4.   S-Summarize the main idea in your own words 5.   E-Evaluate: compare clarity and predict COGNITIVE MAPPING STRATEGY Steps: 1.   Search the topic 2.   Read a paragraph 3.   Verify the main idea 4.   Examine the next paragraph KWL KWL Strategy consists of 3 components/steps to help students tap into prior knowledge, set a purpose for reading, & summarize what was read ·        K-what we know ·        W-what we want ·        L-what we learned
Written Language	Product approach The product would be proofread, corrected and turned into the teacher for a grade.           TRIAL-AND-ERROR STRATEGY-student is trying out different combinations of words and phrases with the hope that one combination will result in an acceptable form. Student are often so busy juggling different sentences and phrases that they lose track of previous attempts and end up writing previously rejected versions. PERFECT DRAFT STRATEGY-students write their papers from start to finish in one sloe laborious process. Students strive to perfect each sentence before moving on to the next one. Usually students use this with introductory sentences or paragraphs as they try to produce the perfect beginning paragraph to a paper. WORDS LOOKING FOR IDEAS STRATEGY-students may rely upon transition words to trigger ideas about the topic. Although the use of transition words to bridge ideas is a good tool, using these words by themselves to trigger ideas is an unreliable procedure.          WAITING FOR INSPIRATION STRATEGY-wait until the “writing mood’ strikes and then begin a paper or continue their work on a writing project. Although effective for some students, it may be a risky procedure to use and may cause unwarranted FAR POINT COPYING Teacher s show children how to produce letters on the board, ain overhead, or a whiteboard NEAR POINT COPYING Students need an example or model on their desk that they write the letters. BACKWARD CHAINING Step 1: Teacher completes all but the last step of the process; the student must complete only the last portion of the task. Step 2: Next, the student completes the last two portions and so on until the student completes the entire portion. Step 3: First, the student simply traces all of it. Step 4:  Next, the student traces three-quarters of the letter and must complete the last quarter independently. The student completes longer sections of the last portion of the letter. DISTRIBUTED PRACTICE Distributed lessons and practice throughout the day and week along with previously mastered skills. These lessons should incorporate some fun activities. Teachers could also incorporate other media and drawing instruments, such as a paintbrush to write letters on paper; writing letters in sand, clay or other media. CLASS WIDE PEER TUTORING Step 1: Students are assigned in pairs to be either the tutee or tutor for 10 minutes, and then they switch with one another for an additional 10 minutes. Each pair is given a list of spelling words, paper on which to write their spelling words, and a sheet to keep track of points earned. Step 2: The tutor begins by reading the spelling words, one at a time, to the tutees who write the words. As tutees write the spelling word, they also say the letters aloud. The tutors award the tutees two points for each correctly spelled word. If a word is misspelled, tutor tells the tutees how to spell the word correctly and the tutees practice spelling the word correctly three times, the tutors award one point. If the tutees still spell the word incorrectly, the tutors do not award any points. Step 3: The tutors continue through the list of words and repeat them as necessary, until the timer sounds to end the first 10 minute session. Step 4: Once the timer sounds, the students switch roles so that the tutees are now the tutors and the tutors are now the tutees. ANALOGY TECHNIQUE Step 1: Students were taught to spell common words referred to as spelling bank words. These spelling bank words rhymed with missed words from the pre-test. During this portion of the training, student spelled the spelling bank words aloud while looking at the written version. Step 2: Students wrote each word from memory three times. In doing so, students had to write the word correctly twice from memory and then a third time after a one-minute delay. Step 3: Once the students could correctly spell these common words, they moved on to the transfer phase. In this phase, students were presented with practice transfer words. These transfer words were a set of four unknown words that rhymed with common words. Once students were presented with a transfer word, they would perform the following three steps: 1.   They found the printed spelling bank of the word that rhymed with the orally presented word. 2.   They identified the portion of the word that rhymed and was spelled alike. 3.   They spelled the new word using the rhyming part from the spelling bank word. SPELLING PACKAGE Step 1: Students opened their envelopes and arranged their cards in order from one to ten. Step 2: Students traced over the word on the first card with a pencil until they felt that they could spell the word. Once they stated they could spell the word, the card was removed from sight and the student wrote the word from memory. Step 3: Student checked their spelling by comparing the spelled word with the word from the card. If correct, student drew a star or happy face next to it. if incorrect, they would draw a line through it, and erase the  spelled word. Next, the student was to copy the word from the card and write it an additional four times. Step 4: Once student correctly spelled the word, they were tested on it by spelling the word from memory. Steps two through four were repeated until all ten words were spelled. Step 5: In this step, students marked on their spelling chart the correct number of words spelled for that particular day. COPY, COVER AND COMPARE APPROACH Step 1: Check the spelling of the word by saying the word aloud while looking closely at the letters Step 2: Copy the word from the list Step 3: Cover the word with a card and write the word from memory Step 4: Compare the second spelling of the word against the word lists to check its accuracy. FIVE-STEP-WORD-STUDY STRATEGY Step 1: Say the word Step 2: Write and say the word Step 3: Check the word Step 4: Trace and say the word Step 5: Write the word from memory and check VISUAL IMAGERY OR ORTHOGRAPHIC IMAGING Step 1: Look at the spelling word and say its name Step 2: Close your eyes and imagine the word in your mind’s eye. Step 3: Name the letters from left to right with your inside voice. Step 4: Open your eyes and write the word. Step 5: Compare your spelling to the correctly spelled word. Step 6: Repeat the above steps if the word is misspelled. MASS PRACTICE Step 1: Allocate time for writing Step 2: Good writing programs should expose students to a broad range of meaningful writing tasks. Step 3: Integrate writing with other academic subjects. Step 4: Automatize lower-level skills or disregard lower skills until the latter stages of writing Step 5: Expose the students to different types of genre for writing. Step 6: Help students develop goals for improving their written products. SENTENCE WRITING STRATEGY OR PEN STRATEGY P-Pick a formula E-Explore words to fit the formula N-Note the words S-Search and check PLEASE PARAGRAPH-WRITING STRATEGY P-Pick a topic L-List your ideas about the topic E-Evaluate your list A-Activate the paragraph with a topic sentence S-Supply supporting sentences E-End with a concluding sentence E-Evaluate your work SELF-INSTRUCTIONAL STRATEGY FOR ESSAYS Step 1: Think: who will read this? And why am I writing this? Step 2: Plan: plan what to say using TREE (determine topic sentence, note reasons, examine reasons, and note ending) Step 3: Write: write and say more THE ESSAY PLANNING STRATEGY (STOP AND DARE STRATEGY) S-Suspend judgment T-Take a side O-Organize ideas P-Plan more as you write D-Develop your topic sentence A-Add supporting ideas R-Reject at least one argument for the other side E-End with a conclusion THE ERROR MONITORING STRATEGY/WRITER STRATEGY OR COPS W- Write on every other line R-Read the paper for meaning I-Interrogate yourself using the COPS questions C-Capitalization O-Overall errors P-Punctuation S-Spelled correctly T-Take your paper to someone for help E-Execute a final copy R-Reread your paper
Mathematics	CURRICULUM-BASED MEASUREMENT FOR MATHEMATICS LEARNING Step 1: Prepare materials Step 2: Teach lesson Step 3: Administer a Progress Probe Step 4: Score and graph individual test performance Step 5: Use the data to inform instruction DRAW STRATEGY D-Discover the sign R-Read the problem A-Answer, or draw and check W-Write the answer FAST DRAW STRATEGY F-Find what you’re solving for A-Ask yourself “what are the parts of the problem?” S-Set up the numbers T-Tie down the sign D-Discover the sign R-Read the problem A-Answer, or draw and check W-Write the answer SOLVE STRATEGY S-See the sign O-Observe and answer, continue if you cannot answer L-Look and draw V-Verify your answer E-Enter your answer VERBAL PROBLEM SOLVING STRATEGY Step 1: Read the problem aloud Step 2: Paraphrase the problem aloud Step 3: Visualize the information Step 4: State the problem aloud Step 5: Hypothesize and think the problem through aloud Step 6: Estimate the answer Step 7: Calculate and label the answer Step 8: Self-check by using self-questioning to ask if the answer makes sense DIRECT INSTRUCTION Reaching begins with a variety of forms of feedback that include prompting students to try again, telling the student the correct response, and reminding the student of a strategy for determining the response. Check on and improve skills and concepts that students should master before advancing in the sequence of mathematics as need be. EXPLICIT INSTRUCTION Teaching information overtly in a teacher-directed lesson incorporating some of the principles of Direct Instruction. Concepts and skills are taught in a logical sequence. Using the concept of ‘big ideas’, students learn mathematics procedures to mastery.
Teaching in Content Areas	ORIENTING Step 1: Get your students attention. Use a grabber which provokes your students to attend and think about the topic. Step 2: Keep your students’ attention by having an advance organizer as a map to the points you are going to address the lecture. Step 3: Provide your students with key questions.       Tips on posing effective questions:  1. Focusing on essential content  2. Clearly relating them to lesson activities 3. Relating lesson topics to larger unit topics 4. Exploring conceptual relationships 5. Using questions that can help to monitor student progress. 6. Motivating students 7. Letting students generate some questions. LESSON ORGANIZER ROUTINE WAYS TO REMIND STUDENTS OF THE CONTENT PRESENTED IN AN ADVANCE ORGANIZER Step 1: Have students keep a personal copy on their desktops. Step 2: Have students keep a copy as a section organizer in their binders. Step 3: Write it in outline form on a corner of the board where it can be easily consulted. Step 4: Begin each class with a one-minute review of the advance organizer, pointing out where the class is today. TRACKING STUDENTS’ LEARNING (HALO) Step 1: before you begin a lesson, try to think of a student representative of those likely to do well in the lesson, a second representative of those likely to have difficulty with the lesson and think of students who have unique learning demands, such as needed accommodations. Step 2: You can use mnemonic HALO. High achievers Average achievers Low achievers Other needs Step 3: Observe how well these student representatives are doing, you will have a better sense of how all of your students are doing. Mnemonic PASS Prioritize objectives Adapt instruction, materials, or the environment Systematic instruction by incorporating the SCREAM variables Systematic evaluation procedures SCREAM Reminds us to incorporate certain principles of effective instruction into your lesson. Structure Clarity Redundancy Enthusiasm Appropriate pace Maximized engagement CONCEPT MASTERY ROUTINE Step 1: Convey the concept Step 2: Offer overall concept Step 3: Note key words Step 4: Classify Characteristics Step 5: Explore examples Step 6: Practice with a new example Step 7: Tie down a definition TEACHING NECESSARY READING SKILLS FOR THE CONTENT CLASSROOM Step 1: Begin with Pre-reading Step 2: Use a partnered reading Step 3: Motivate the reader Step 4: Find an alternative Step 5: Select the best text INTERACTIVE SEMANTIC MAP Step 1: Active prior knowledge Step 2: Develop a clue list Step 3: Predict relationships Step 4: Read to confirm Step 5: Review the map PROVIDING ACCOMMODATIONS Step 1: Be familiar with concepts of accommodation and modification. Step 2:  Know a variety of possible accommodations. Step 3: Collaborate with other educators and the student to identify suitable accommodations Step 4: Evaluate the effectiveness of accommodations, including the learning that results.
Behavioural Modification	Instructions 1.   Define appropriate standards of behavior in the first class. Include them in a hand-out so that students and parents are aware of what is expected. 2.   Ignore minor misbehaviors if the student does not disrupt class and hinder the learning of other students. Some students will stop the behaviors if you ignore them. Reward the student only when there are positive behaviors. If ignoring the behavior doesn't work, move on to the next step. 3.   Deal with disruptions when they happen, every time they happen. Students who get away with misbehavior some of the time are more likely to continue to misbehave because they might get away with it. Maintain consistent standards as a way to discourage inappropriate behavior. 4.   Call the student by name and request the appropriate behaviour. Maintain eye contact and use a firm, steady tone of voice. Pause until the student complies with the request. Thank the student for her cooperation. 5.   Asking the student a direct question about the material being presented may also be effective. Give the student a problem to solve or ask her to read a passage from the instructional material. 6.   Draw up a behavior contract between you and the student if ignoring the behavior doesn't work, state appropriate behavior standards and the rewards for following those standards. Define inappropriate behavior as anything outside the list of appropriate behaviors and list possible consequences of misbehavior. You and the student should sign the contract. Place one copy in the student's file and give the student a copy. 7.   Remove a disruptive student from the group that supports him. Separate a talkative student and place him within groups that behave appropriately. You seat an unruly student where you can see him or where you can stand close to him while you teach. 8.   Meet privately with the disruptive student and discuss the consequences of her behavior. Stress the need for an atmosphere that promotes learning for all students. Discuss how her/his behavior affects other students. Set logical consequences for inappropriate behavior. 9.   Invite parents, other teachers, school administrators, counselors or others who might help to conference with you regarding the student. Determine if the student has physical or emotional issues that need to be addressed. Request that the conference attendees provide some additional suggestions that may help the student to exercise some self-control in class. Implement any suggestions that seem appropriate. Whining and Temper Tantrums Discipline and other parental consequences and rewards a child can earn for choosing to or not to exhibit such activities. Lying Assess the reason he is lying, and explain to him how hurtful this habit can be. If you find you or other family factors are a cause for these lies, take the steps to correct your behavior. Stealing Address the situation right away, and explain to the child that stealing is wrong and illegal. Then instruct him on other ways to deal with the problem he is facing. Cheating Let her know that she doesn’t have to be perfect all the time, as long as she tries her hardest at everything she does. Speaking Out of Turn A good way to deal with the situation is to nip it in the bud by making a rule that nobody is to speak when someone else is speaking. Any time someone wants to speak, he must raise his hands. Not Paying Attention A teacher is an entertainer in many ways; he needs to be able to engage the class and hold their attention effectively. And unless students bring focus to their work, there is little chance of comprehension or retention. Talking Back It takes the power and attention away from the teacher and instead focuses it on the student. This behavior is unacceptable as it collectively affects everyone's learning by undermining the teacher's authority. Bullying Problem student may be trying to gain power, get attention or belong to a trouble-making group. It is important to address these problems, because it directly affects the other students in the class. ANTECEDENT-FOCUSED BEHAVIOUR SUPPORT STRATEGY These focus on "setting your child up for success." They include things like setting up routines and schedules, teaching rules, and giving positive, specific feedback about things the child does right. CONSEQUENCE-ORIENTED BEHAVIOUR MANAGEMENT STRATEGY These involve rewarding specific behaviour. They are best used in combination with behaviour support strategies. CREATING A SUPPORTIVE PHYSICAL ENVIRONMENT Step 1: Setting aside a quiet place to study after school Step 2: Creating an area where your child can prepare everything she needs for the next day at school, such as snacks, sports equipment, homework, and permission slips Step 3: Keeping visual reminders of things your child needs to do, including checklists, to-do lists, a notebook for homework assignments, and a calendar Step 4: Making a brightly coloured folder for homework that can live in your child's knapsack Step 5: Keeping toys, art supplies, and school supplies in consistent places Step 6: Labelling or colour-coding belongings and storage containers DISCOURAGE UNWANTED BEHAVIOUR Step 1: If the behaviour is minor, you may want to simply ignore it rather than draw attention to it. Step 2: Feedback should be in proportion to the misbehaviour. Step 3: Negative feedback could include a time-out or withdrawing rewards or privileges.