Strategies+for+Types+of+Students

Here is a list of strategies (a work in progress) to help you if you are struggling with a particular type of students. This list is a brainstorm, and certainly not exhaustive, so add a strategy if you are so inclined.


 * =Type of Student= || =Characteristics= || =Strategies= ||
 * **Low affect** || //(student may exhibit the following characteristics)//
 * often hides
 * does not participate
 * low energy
 * may not produce much work
 * difficult to engage
 * “lump”esque
 * minimalist
 * slow moving/not motivated to move
 * hard to connect with || * Communicate with home (find out what motivates him/her and give positive feedback)
 * build relationship (find out their interests, have conversations, explore goals in life and tie to education/school)
 * break up work- small tasks- chunks with deadlines
 * use your team members as resources
 * make one-on-one time a routine
 * preferential grouping (put with other students who will draw him/her out)
 * get involved in group work to model discussion and appropriate work
 * start the project assignment with them (blank paper can be intimidating)
 * Quick Writes are small and very informative about what a student knows
 * Give them choice when possible
 * Teach to his/her strengths
 * Celebrate success, make sure small successes happen
 * Groups no bigger than 3 students
 * Give them a heads up about questions you will ask them about in discussions
 * Interactive Reading strategies: Reciprocal Teaching, paired reading, etc.
 * Google Docs or Noteshare to provide frequent feedback
 * Don’t give them permission to do nothing. Remain the motivator in a nice way. Don’t give up on them. ||
 * **Hyperactive** || (student may exhibit the following characteristics)
 * wants to leave the room/wander
 * trouble sitting still
 * fiddles with things
 * off task conversations
 * high energy
 * social
 * participates verbally
 * has difficulty focusing || * scheduled walks- motor breaks
 * use manipulatives to provide input to joints muscles/promote thinking
 * “chunk” class time so variation in lecturing, moving, discussing, etc.
 * allow them a squishy ball
 * small groups using white boards
 * give them jobs- take attendance and tell teacher, collect and hand out papers
 * 3-4 different activities during block with movement for transitions
 * 3-4 stickies to prevent them from monopolizing class discussions ||
 * **Suspected Low Academic Ability** || * difficulty grasping concepts
 * misunderstands assignments
 * verbalizes that they understand, can’t demonstrate competency
 * reads slowly
 * disorganized (black hole bag)
 * gets frustrated easily
 * “acting out”/avoidance || * Extra time
 * read file
 * guided ac support
 * learning center
 * provide modifications (even if no IEP)
 * one-on-one help
 * have students help explain info
 * guided notes/guided bookmarks
 * talk to their middle school teachers
 * Hurdle Help?
 * make connections
 * spend quality time helping them ||
 * **Disruptive** || * acting out to get out of activity/work avoidance
 * attention seeking behaviors
 * inappropriate language and/or interactions
 * social - peers may get tired of their behavior or may support it
 * difficulty following directions || * agree to give them attention but help them find more effective ways to ask for it
 * make personal connections
 * catch them doing something successful and point it out to them .... “scooby snack it”
 * glare works
 * stop them before they leave at the end of class and have a chat
 * call home with concerns
 * make them time keeper
 * pre-arrange alternatives to disruptive behavior between student/teacher
 * find out what the cause is
 * seating chart, alternate boy-girl-boy-girl
 * be really clear about what the bottom line is regarding their being able to stay in the classroom
 * ignore them ||
 * **Low Productivity** || * rarely does homework
 * does not produce in-class assignments
 * rely on others during group work
 * has difficulty finding connections/relevance in class/the work
 * frequently makes promises but doesn’t follow through
 * seems sincere about wanting to be successful || * frequent directions and interaction during class
 * show your student your data on work completion and have him/her talk about it
 * meet with students to make “make up work contract” with deadlines and consequences
 * highlight EGP report for non-finished missing work
 * ask them what the work should look like
 * create assignments for the class and tell student it was assigned “just for them” as a way to for them to get their grade up
 * frequent emailing of EGP reports to student and parent
 * find out what is relevant for them and find a way to blend in
 * find a student writer to note verbal info from lo productivity student
 * lunch bunch
 * start assignment with them, allow them to help you, reverse roles, then have them complete portion of assignment by a deadline close to when you assign it ||