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Four Kinds of Students What proportion of the following kinds of students are in the classes you teach?. A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum. B. Managed within the class
What proportion of the following kinds of students are in the classes you teach?
A. Managed by normal curriculum
These students manage themselves in order to learn what is contained in the curriculum
B. Managed within the class
These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others
C. Managed out of class
These students cannot be managed as part of a group and need to be isolated, sent out or referred to others
D. Not managed
These students generally seem unmanageable no matter what is tried
Identify the two things you would probably be worst at…
Children learn best in a variety of ways:
An “Intelligence” is equivalent to a “set of talents”
Multiple Intelligence is not about personality, will, morality, motivation or other psychological construct
Learning Styles may vary by content area
There is empirical support for 7 - 9 intelligences
We do not all have the same kinds of minds
Education needs to take differences into account, not ignore them
XXXXXX SECONDARY SCHOOL - SEMESTER 2, 2001
Year 8: 207 students (40% girls, 60% boys)
18 students were nominated by a group of
4 Level Coordinators as:
learning or assessment that is
instruction from the teacher could be disengaging and discouraging
groups of boys, especially in the early to middle high school years.
As a result, these boys may display challenging behaviour.
The students needs to relieve a temporary state of frustration, anxiety, boredom, fear or excitement.
This type of student tends to respond to aspects of the school environment, e.g. type of instruction, the way the teacher handles the misbehaviour.
The students needs to act disruptively to satisfy personal needs.
This type of student tends to repeatedly disrupt regardless of variations in treatment.
George’s older sister receives a lot of positive recognition because she is good at math's.
If you were George, would you want to improve?
Difficult students believe that by adopting unacceptable ways of behaving they will gain a place in the group and salvage a sense of importance.
I belong if I am:
Difficult students give up on their true goal – to be liked. In its place they adopt one or more “mistaken” goals.
Goal 1: To be noticed X T Stop X
Goal 2: To be boss X T
Goal 3: To get even X !!!!!
Goal 4: To be left alone
U=Tried the strategy and use it on a regular basis 71%
S=Tried the strategy, it worked but I have stopped using it now 20% DW=Tried strategy, it didn’t work so I have stopped using it 3%
DT=Didn’t try strategy 6%
“so they feel important and recognised amongst their peers”
“I collect the jigsaw dinosaur from child packets - a difficult student now collects them for me and we are mates. He now completes his work! “
“Works well. They seem to get the attention they need without having to find it by acting out”
U=Tried the strategy and use it on a regular basis 81%
S=Tried the strategy, it worked but I have stopped using it now 11% DW=Tried strategy, it didn’t work so I have stopped using it 1%
DT=Didn’t try strategy 6%
“to form some sort of bond. Gives us something to talk about in detention ”
“works really well as students can see that they are good at things and just need to try other things”
“It makes them feel good and they often can’t see the things that they are good at”
U=Tried the strategy and use it on a regular basis 79%
S=Tried the strategy, it worked but I have stopped using it now 12% DW=Tried strategy, it didn’t work so I have stopped using it 4%
DT=Didn’t try strategy 4%
“if I make the curriculum exciting the difficult students are not so difficult”
“finding areas where difficult students feel they can achieve positive results will make them feel better about their learning”,
“different courses for different horses. Therefore I use lots of visual prompts, MI stuff, auditory - music, tactile/kinaesthetic, it works everyone learns differently”
U=Tried the strategy and use it on a regular basis 63%
S=Tried the strategy, it worked but I have stopped using it now 10% DW=Tried strategy, it didn’t work so I have stopped using it 3%
DT=Didn’t try strategy 22%
“I have to cater for what they can achieve”
“Difficult students usually have poor literacy skills, struggle to complete tasks so altering types of assessment helps them to stay focussed”
“Students need initial success to build on further success”
Marist Transition School (14/6/2004):
“And even the most apparently aggressive, defiant, oppositional child has a heart that’s crying – crying for boundaries, crying for affirmation, crying for reassurance, crying for direction, crying for success.”
“Building students’ self-esteem is one of the overriding objectives of the program, and developing students’ trust and giving them healthy doses of praise and affirmation are key aspects of the intervention.”
“The students have to learn the parameters, they have to learn that the expectations are absolute and the consequences are non-emotive.”