Managing Special Groups

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Managing Special Groups

• Fall 2003

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Classroom Settings

• Classroom management is affected by the
  characteristics of students making up the class.
• Age, academic ability, goals, interests, and home
  background have an impact on students classroom
  behavior.
• Students presenting special challenges often work
  below or well above grade level, are academically
  or physically challenged, or have limited English
  language.

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Assessing Entering Achievement

• Used to help identify the extent of differences
  in needs and ability levels in the classroom.
• Several sources of information should be used
  before forming an impression of a students
  ability.
• Elementary school curriculum places a major
  focus on reading, language arts, and mathematics
  during initial assessments.

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Continued

• While evaluating students be alert to study and
  work habits, highly distractible students may
  require special consideration in seating
  arrangement, instructional activities, and
  monitoring.
• Give special attention to students for whom
  existing information is not consistent, or that
  lack information. (Transfer student)
• It is best to delay testing several days into the
  school year and to space it out over several days.

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Identifying Special Groups

• Information on student ability levels can be used
  to identify small groups for instruction, to pair
  students for peer tutoring, and to create
  cooperative groups for learning activities.
• Knowing the range of entering achievement in
  basic skill subjects helps one meet the special
  needs of each student.

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Strategies for Individual Differences

• Team Teaching
• Modifying Whole-Class Instruction
• Supplementary Instruction
• Individualized Instruction
• Additional Strategies

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Team Teaching

• Teachers at the same grade level may form teams
  to deal with heterogeneous student populations.
• Students then go to different teachers on the
  team for instruction in one or more subjects.
• This allows teachers to work with relatively
  homogeneous subgroups in some subject areas.
• It is important the students continue to
  participate in groups with mixed ability levels
  in other activities.
• Most common for instructing math and reading.

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Considerations in Team Teaching

• Teachers on the team must establish compatible
  schedules for the subjects being taught.
• Students must be taught procedures and behavior
  to use when moving from one class to another.
• All teachers involved should be notified of
  materials needed by each group so they can help
  students be prepared before leaving the room.
• Discuss rules for conduct in your room when first
  meeting with new students.
• If possible establish common expectations with
  each team member creating consistency.

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Maintaining student responsibility for work while
Team Teaching

• This may be more difficult to do in a
  team-teaching situation because the full range of
  incentives, penalties, and parental contact may
  be limited.
• Several steps can help students be responsible
• Check work before dismissing students
• Be clear about expectations for work
• Return graded papers promptly
• Contact patents if student begins to skip
  assignments
• Be certain students understand you are
  responsible for grading work and assigning a
  report card grade

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Modifying Whole-Class Instruction

• Small group instruction is not feasible or
  desirable for all subjects.
• Whole-class instruction can be modified to
  accommodate extremes in abilities and interests
  for subjects such as science or social studies.
• Simple modifications and cautions should be
  considered.

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1) Interactive Instruction

• Involve students in presentations, discussions,
  and recitations make conscious effort to call on
  all students.
• Students with special ability or obvious interest
  can be encouraged to complete special projects.
• These opportunities allow students to receive
  recognition and advance their understanding.

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2) Seating Arrangement

• Students needing closer supervision or detailed
  explanations should be seated near the teacher.
• Close proximity will enable checking for
  understanding making it easier to monitor
  behavior along with progress.

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3) Directions

• Be certain you have all students attention
• Provide oral and written directions when
  feasible.
• Break directions into student-manageable chunks.
• Provide visual cues
• Verify comprehension by asking questions
• Carefully monitor all students

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4) Assignments

• Consider giving assignments in two parts
• A basic assignment for all students to complete
• A second more difficult part for extra credit
• Use a grading or credit system that emphasizes
  individual progress
• Giving credit, feedback, and recognition
• Enrichment or extra credit material should be
  work related and not distract other students
• Avoid free-time activities so attractive that
  slower-workers feel deprived or rush their work

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Supplementary Instruction

• Sometimes student needs in subject areas cannot
  be well met in the regular classroom
• A students skills may be to deficient even when
  in the lowest group to benefit
• A student may be easily distracted and unable to
  focus the classroom
• Students may possess special talents programs for
  the gifted could more fully develop
• Students with a first language other than English
  may need help beyond that of a regular classroom

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Supplementary Programs

• Sometimes referred to as pull-outs can supplement
  or replace regular classroom instruction
• Special Education usually a resource room
  students attend for part or the day
• Title I for lower-income students with deficits
  in academic skills
• Enrichment programs for students with special
  talents may be during or after school
• English as a second Language assists students
  with limited English proficiency to learn English
• Scheduling must be carefully planned so it does
  not have a major effect on classroom management

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Continued

• If a number of students leave for special
  instruction schedule the same subject for the
  rest of the class at that time
• Stay on schedule so students are in the
  appropriate places on time
• Have activities ready for students when
  supplementary instruction is not held or incase
  they return early make it meaningful
• To avoid confusion and dawdling of pull-out
  students establish a routine so they always know
  what to do

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In-Class Aides

• Parents, volunteers, teacher aides, or university
  education students may help in a classroom
• They may be assigned to help with a particular
  subject or materials and administrative tasks
• Be specific in informing an aide of their
  responsibilities
• Explain classroom rules to aides so they can
  enforce them consistently when in charge
• Create a space that will not cause distraction
  for simultaneous instruction

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Content Mastery Classroom (CMC)

• A special form of supplementary program that has
  become widely used.
• Designates one or more teachers, one of whom is
  trained in special education, to work with
  students.
• Students may come to the CMC for extra help, new
  material, or modified tests.
• Communicate with the CMC teachers about which
  students may go to their room.
• Provide assignments ahead of time so the CMC can
  plan appropriate lessons

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CMC Advantages

• CMC allows integration of special education
  students in the regular classroom.
• Classroom teacher does not have to provide as
  much supplemental instruction.
• Students may go at their own initiative or be
  sent by the teacher
• Teachers can benefit from suggestions and advice
  shared between the CMC and regular classroom
  about adapting instruction and management to aide
  the student.

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Inclusion

• Provide support to enable special needs students
  to participate in as many regular education
  activities as possible.
• Only by knowing exactly what activities are
  planned by the regular education teacher can the
  special education teacher provide support for the
  student.
• Individual Education Plans (IEPS) assist in
  communications about the extent of modifications
  necessary to aide the student.

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Individualized Instruction

• When a student is given instruction based on the
  level established by assessment of entering
  skills and encouraged to progress at a pace set
  by s/he abilities and motivation.
• It is difficult to implement and requires
• Careful consistent assessment of progress
• Time Management allowing interactive instruction
• Sufficient resources for all abilities
• Planning and development of appropriate
  activities
• The absence of one or more of these features
  makes an effective program difficult.

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Only when other strategies are not adequate
should individualized instruction be necessary

• Since many activities are individual, transitions
  can cause confusion and lost time.
• Teachers must be alert and have assignments
  posted or written somewhere so students know what
  to do next.
• Movement between locations of activities is more
  difficult to manage, students may begin to wander
  around, and distract others.
• A variety of simultaneous activities, make
  monitoring student behavior difficult.

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Maintaining student responsibility for work in
Individualized Instruction

• The use of individualized instruction does not
  guarantee students will accept responsibility for
  completing assignments, In fact some will avoid
  responsibility and expend minimal effort.
• Activity or assignment folders can be used to
  check off completed work and provide time limits.
• Contracts may be used to specify goals, student
  signatures on the contract can increase
  motivation.
• Check students work frequently, without feedback
  their performance will deteriorate.
• A teacher needs to be careful not to spend all
  their time making assessments, giving
  assignments, keeping records, and checking papers.

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Additional Strategies for coping with extreme
heterogeneity.

• Peer helping using students as helpers
• Students work in pairs (reading Buddies)
• Group leaders to answer questions
• Upper grade student buddies or tutors
• Cooperative groups
• Small groups with mixed ability levels can
  benefit higher- and lower- achieving students
• Peer tutoring
• Provides one-on-one assistance and the peer tutor
  benefits from explaining the material

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Working with special Needs Students

• Special needs are served in general classrooms
  with outside help.
• Providing instruction in the least restrictive
  environment (LRE) , among non-disabled peers is
  beneficial.
• Guidelines help to work with these students
  promoting peer acceptance and self-esteem.

• Learning Disabilities
• Emotional or Behavioral Problems
• Serious Social Deficits
• Attention Deficit and Hyperactivity
• Deaf or Hearing Impaired
• Visual Impairments
• Limited English Proficiency
• Extreme Poverty

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Learning Disabilities There is no consensus or
concise definition of learning disability

• Characteristics commonly seen are
• Difficulty and lower-achievement in certain
  academic areas
• Disorganization and tendency to forget concepts
• A sense of frustration and negative self-esteem
• Generally these students respond well to a
  positive, structured, and predictable routine.
• Point out cues and relevant directions, repeat
  directions out loud, be patient and repetitious.
• Avoid trial-and-error activities, use
  multi-sensory experience activities.

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Emotional or Behavioral Problems

• They likely have a behavior management plan.
• Overlook minor inappropriate behavior, reinforce
  acceptable behavior, and reduce known stressors.
• Recognize cues that precede an outburst,
  reinforce all attempts they make toward
  self-control.
• It is more important they get through a day
  without an outburst than follow instructions
  exactly or errorlessly complete assignments.
• When students lose control and are verbally or
  physically abusive, it is rarely personally
  directed at you, rather you have been a handy
  target.

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Serious Social DeficitsIncreasing numbers within
the past few years.

• Aspergers Syndrome is technically a mild form of
  autism.
• These students appear to be bright at a young
  age, as they grow older it becomes apparent they
  do not understand facts and cannot generalize.
• They are highly verbal, yet have poor
  communications skills
• Stand to close, avoid eye contact, talk to long
  or loudly
• They quickly have extreme anxiety when a routine
  is changed

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Most of these students have average intellectual
abilities, and can succeed in general education
classes.

• Other common traits
• Sensitivity to sound, poor gross and fine motor
  skills, may engage in repetitive movements
• Odd reactions and behavior, require teachers
  understand their difficulties and use strategies
  to help in the regular classroom.
• Use visual cues and prompts but not with auditory
  tasks
• Make instructions brief, write them
• Dont expect eye contact it produces anxiety
• Provide feedback and instruction for social
  skills
• Use social scriptingto prevent anxiety and
  facilitate smooth transitions for changes in
  routine

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Attention Deficit and Hyperactivity

• Broad characteristics
• Distractibility, short attention span,
  impulsiveness, inability to organize, and high
  level of physical movement
• Remember behaviors are not deliberate.
• Techniques found to have success working with
  these children
• Gain attention before giving oral instructions
• Brief clear instructions, one step at a time
• Monitor closely, adjust work to their attention
  span
• Make sure they get medication on time
• Reinforce neatness and accuracy

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Deaf or Hearing Impaired

• With modifications students with serious hearing
  loss can function in regular classes.
• Know how to use assistive devices.
• Face students when speaking use overhead
  projector rather than the chalkboard.
• Restate student questions and responses during
  classroom discussions.
• Have a peer take notes using carbon paper, the
  student cannot lip-read and write at the same
  time.
• Interpreters may assist with communication
  between teacher and student to ensure success.

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Visual Impairments

• A students functional visual assessment should
  suggest adaptations allowing blind or severely
  visually impaired students to function in regular
  classes.
• Suggestions for accommodating these students.
• Read aloud anything written on chalkboard or
  projector
• Allow students to use a tape recorder
• Use tactile models and hands on activities
• Seat students with backs to windows reducing
  glare
• Encourage students to ask for help

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Limited English Proficiency

• Some students will have sufficient English
  language skills to perform successfully in
  English-only classes.
• Some will need bilingual classes presented in
  English with a teacher able to explain in the
  students native language when necessary.
• Others will need classes taught in their native
  language, with time daily spent learning English.
• If you teach specials (music, art) you may have
  students who speak little or no English without a
  bilingual assistant.

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Suggestions for communicating

• Find out how much English students understand, so
  expectations are realistic.
• Learn and pronounce names correctly
• Learn key words in the students native language
  yes, stop, thank you, good, and no
• Help students learn basic vocabulary words needed
  for your classroom
• Do not rely on someone to translate, use
  gestures.
• Pay close attention to see if they understand
  words or phrases
• Consider using peer buddies

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Extreme Poverty

• Increasing numbers of students live in
  significant poverty.
• A key to success is a strong, trusting
  relationship with the teacher.
• They generally are more sensitive to nonverbal
  than verbal messages.
• These students need demonstrations of basic
  expectations to understand classroom rules and
  procedures.
• Take great care not to humiliate these students,
  protecting dignity reduces their need for
  defiance.

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Strategies suitable for working with students
living in poverty.

• Have extra supplies
• Consider a peer buddy
• Teach goal setting
• Help them put off worrying
• Use a three step approach when correcting
• Focus on positive steps when addressing problems
• Teach procedures step-by step encourage self-talk
• Let them draw pictures expressing strong feelings
• Allow them to help other students in their strong
  areas

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Teaching Lower-Achieving Students

• Good instructional practices are especially
  important when teaching low-achieving students.

• Active Instruction
• Organizing and Pacing Instruction
• Remedial Instruction
• Building Positive Attitudes

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Active Instruction

• Students with low academic level make more
  progress when their teachers provide structured
  classroom activities with close supervision, and
  teacher-led instruction.
• Free-time, self pacing, and self direction should
  be avoided.
• Low-achieving students should be seated where
  they can easily be given assistance.
• These students need many opportunities to
  interact with the teacher.

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Organizing and Pacing Instruction

• Break instruction into small segments or short
  activities with frequent assessments of
  understanding.
• When planning lessons keep lower-ability students
  in mind keep them flexible to allow for
  reteaching.
• Cover material thoroughly providing plenty of
  practice
• Assignments should provide opportunities for all
  student to be creative, think, and apply
  knowledge.
• Introduce new content carefully to reduce
  confusion, frustration, and misbehavior.
• Avoid overlapping procedural directions.

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Remedial Instruction

• For learning to occur students must be provided
  with materials and tasks at which they can
  succeed.
• If students do not have prerequisite skills for,
  or did not master materials remedial instruction
  is required.
• Building time for remediation into lesson plans
  and having instructional materials are crucial.
• Get instructional materials appropriate for
  low-ability students to complete them
  successfully.

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Building Positive Attitudes

• Lower-achieving students likely develop poor
  self-image and poor attitudes toward school.
• These students may fall two or more grades
  behind, they may react by giving up easily or
  fighting back. (shyness, belligerence, or
  clowning)
• An important task is to improve student
  self-images and expectations.
• Varying instruction in ways that bring out
  student strengths can help.
• Stay with a student until they answer a question
  without interruption, provide feedback.

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Teaching Higher-Achieving Students

• These students need to be productively involved
  in learning activities to avoid boredom, they
  learn more when challenged and work at a faster
  pace.
• Ability, creativity, and divergence of gifted
  students should be nurtured and encouraged. Do
  not to confuse compliance with academic ability.
• Provide open ended assignments, resource
  materials, and extra or bonus questions on all
  assignments and tests.
• Involve these students in peer tutoring letting
  them know their skill is welcome and appreciated.

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Created by Jodi Schumacher

• The Effective Classroom (TEEL 340)
• Fall 200
• Outline of Chapter Ten from
• Emmer E., Evertson C., and Worsham M. (2003)
  Classroom Management for Elementary Teachers.
  sixth edition.