Disability people need education too


Checklists for Teachers

Getting students' attentionremoving from the visual field that
Ask an interesting, speculativewhich you visually don't want students
question, show a picture, tell a littleto focus on. Remove the distracting
story, or read a related poem toclutter from the board or screen.
generate discussion and interest in theHave students write down brief notes or
upcoming lesson.illustrate key points during
Try "'playfulness," silliness, a bit ofinstruction.
theatrics (props and storytelling) toMaintaining students' attention
get attention and peak interest.Move around in the classroom to maintain
Use storytelling. Students of all agesyour visibility.
love to hear stories, especiallyTeach thematically whenever possible,
personal stories. It is very effectiveallowing for integration of ideas
in getting attention.concepts and connections to be made.
Add a bit of mystery. Bring in an objectPresent at a lively, brisk pace.
relevant to the upcoming lesson in aBe prepared and avoid lag time in
box, bag, or pillowcase. This is ainstruction.
wonderful way to generate predictionsUse pictures, diagrams, gestures,
and can lead to excellent discussions ormanipulatives, and high interest
writing activities.materials.
Signal students auditorily: ring a bell,Use higher-level questioning techniques.
use a beeper or timer, play a bar ofAsk questions that are open-ended,
music on the piano or guitar, etc.require reasoning, and stimulate
Vary your tone of voice: loud, soft,critical thinking and discussion.
whispering. Try making a louder commandDecrease the amount of time you are
"Listen! Freeze! Ready!" followed by adoing the talking. Make all efforts to
few seconds of silence before proceedinggreatly increase student responses
in a normal voice to give directions.(saying and doing something with the
Use visual signals: flash the lights orinformation being taught).
raise your hand which signals theUse direct instruction techniques and
students to raise their hands and closeother methods of questioning that allow
their mouths until everyone is silent.for high response opportunities (i.e.,
Frame the visual material you wantunison responses, partner/buddy
students to be focused on with yourresponses).
hands or with a colored box around it.Structure the lesson so that it can be
If using an overhead, place an objectdone in pairs or small groups for
(e.g., little toy car or plastic figure)maximum student involvement and
to be projected on the screen to getattention.
attention.Alter the way students are called on to
Clearly signal: "Everybody…Ready…"avoid calling on students one at a time.
Color is very effective in gettingInstead, have students respond by
attention. Make use of colored dry-erase"telling their partner," writing down or
pens on white boards, colored overheaddrawing their response, or other
pens for transparencies and overheadalternative way.
projectors, and colored paper toMake frequent use of group or unison
highlight key words, phrases, steps toresponses when there is one correct and
computation problems, spelling patterns,short answer. While presenting, stop
etc.frequently and have students repeat back
Model excitement and enthusiasm abouta word or two.
the upcoming lesson.Use the proper structure of cooperative
Use eye contact. Students should belearning groups (i.e., assignment of
facing you when you are speaking,roles, accountability). It is not just
especially while instructions are beinggroup work. ADHD students do not
given. If students are seated intypically function well in groups
clusters, have those students notwithout clearly defined structure and
directly facing you turn their chairsexpectations.
and bodies around to face you whenAllowing students to use individual
signaled to do so.chalkboards or dry-erase boards
Focusing students' attentionthroughout the lesson is motivating to
Employ multisensory strategies whenstudents and helps maintain attention.
directions are given and a lesson isIf used properly it is also effective in
presented.checking for students' understanding and
Maintain your visibility.determining who needs extra help and
Project your voice and make sure you canpractice.
be heard clearly by all students.Use motivating computer programs for
Be aware of competing sounds in yourspecific skill building and practice
room environment (such as noisy heaters(programs that provide for frequent
or air conditioning unit.)feedback and self correction.
Call students up front and close to youKeeping students on-task during seat
for direct instruction (e.g., seated onwork
the carpet by the board).Check for clarity. Make sure directions
Position all students so that they canare clear and understood before sending
see the board and/or overhead screen.students back to their seats to work
Always allow students to readjust theirindependently.
seating and signal you if theirMake sure necessary supplies are
visibility is blocked.available.
Explain the purpose and relevance toGive a manageable amount of work that
hook students in to your lesson.the student is capable of doing
Incorporate demonstrations and hands-onindependently.
presentations into your teachingGive other "failproof " work that
whenever possible.student can do in the meantime if he or
Use a flashlight or laser pointer. Turnshe is stumped on an assignment and
off the lights and get students to focusneeds to wait for teacher attention or
by illuminating objects or individualsassistance.
with the light.Study buddies or partners may be
Use study guides/sheets that are partialassigned for any clarification purposes
outlines. While you are presenting aduring seat work, especially when you
lesson or giving a lecture, studentsare instructing another group of
fill in the missing words based on whatstudents while part of the class is
you are saying and/or writing on thedoing seat work.
board or overhead.Have students use signals to the teacher
Use visuals. Write key words or picturesaide for "I need help!" Some teachers
on the board or overhead projector whileuse a sign or a colored signal that
presenting. Use pictures, diagrams,students may place on their desk that
gestures, manipulatives, andalerts any adult scanning the room that
high-interest material.the student needs assistance.
Illustrate, illustrate, illustrate: ItScan classroom frequently. All students
doesn't matter if you don't draw well toneed positive reinforcement. Give
illustrate throughout your presentation.positive comments with high frequency,
Give yourself and students permissionpraising students specifically whom you
and encouragement to draw even if youobserve to be on-task. This serves as a
lack the skill or talent. Drawings don'treminder to students who tend to have
have to be sophisticated or accurate. Indifficulty.
fact, often the sillier, the better.Consider using a timer for some students
Have fun with it. These sillywho work well with a "beat the clock"
illustrations get and maintain attentionsystem for work completion.
and help students understand andUse contracts, charts, and
remember the material (sequence ofbehavior-modification systems for
events, key points, abstracton-task behavior.
information, etc.).Reward for the certain number of
Point with a dowel, a stick/pointer, orcompleted items that are done with
laser pointer to written material youaccuracy.
want students to focus on. If you canProvide desk examples for reference.
find a pointer /dowel with a little handUse response costs and natural
finger on it, even better.consequences for off-task behavior.
* Note: Overhead projectors are the bestStudents might "owe you time" at the end
tools for focusing students' attentionof the day, before school, or for part
in the classroom. You are able to writeof recess time. If they are on a point
down information in color without havingsystem, they may be fined points if a
to turn your back on the students, thusreasonable amount of work isn't
improving classroom management andaccomplished.
reducing behavioral problems. On theMake use of study carrels or quiet
overhead, you can model easily and frameoffice areas for seat work.
important information. TransparenciesTeach students to self-monitor their own
can be made in advance, saving you time.on-task behavior. Some teachers use an
Then it can be partially covered up,auditory signal (e.g., audio tape with
blocking out any distracting, visualintermittent beeps) and students reward
stimuli.themselves with points if they are
Block out material by covering oron-task when the beeps go off.



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