Failure As A Tool

Breaking Out of Reading Shells Shells of Assistive Technology Shells of Failure As A Tool Shells of Generalization Shells of Independence Shells of My Students' Favorite Books Shells of Teacher Responses Shells of a Blog Shells of Help for Online Learners Shells of Reading and Learning Quotes Shells of a Guestbook Shells of Graphic Organizers Shells of Books I Read Shells of Article Reflections Shells of Reading Strategies Shells of What Students Like or Don't Like About Reading Shells of Helpful Reading Websites Shells of Reading, Teaching and Learning Poetry Shells of Writing Shells of Student Comments on Twilight and Other Books Shells of My Life As A Reader Shells of More Reading Quotes Shells of Dyslexia Shells of Thoughts on Reading Shells of Turtle Poems Shells of Turtle Games and Activities Shells of What Makes a Good Reader Shells of Teaching Shells of Turtle Stories and Lessons Shells of Reading Help Shells of Social Issues Shells of Counseling Shells of Remediation Shells of Twilight Shells of Educational Turtle Games Shells of Vocabulary Shells of Memory/Test Taking Strategies Shells of Spelling Shells of Turtle Stories Shells of More Turtle Poems Shells of How Twilight is the New Harry Potter Shells of Twilight Lesson Plans and Ideas Shells of My Reading/Teaching Improvement Plan Shells of Vampires Shells of Shells

Failure As A Tool

Students should be shown that they can do what they set out to do.  Providing positive feedback is crucial when teaching.  The feedback though should be specific to the task.  Rather than just saying, good job, or nice work, tell the student exactly where he or she exceled and what they did right.

How To Help Your Student Do Well

Help your student do well by telling them how to study.  Tell them that it is best to study in a quiet area, away from noise.  Tell them to turn off the radio and the television so that they will be able to more easily concentrate.  Tell them to get a study budy if needed.  Have them make flashcards.  They can get index cards or cut up paper and make their own cards, and then make up questions and put the answers on the back of the card.  Then tell them to have a friend or family member quiz them.  This works well with vocabulary or with math facts, such as the multiplication tables and so forth.  Tell the kids to have fun with it and to make a game of it, but to do this a little each day.  This will help with long term memory retention.

If a Student Can't...

If a student can't complete tasks...

You can...

  • Give and review clear directions.  Include outlines on the chalkboard which a student can refer to later.
  • Analyze the task to find where the student's skills break down.
  • Give the student a 'starter'.  The first sentence in a composition can be given, or the first two problems on a math sheet, etc.
  • Break assignments into smaller segments for specific students.
  • Cut workbook pages into smaller parts.  Specific problems on the page which you would like the student to do may be circled or outlined with a felt pen.
  • Shorten assignments.  These may be lengthened as the skill mastery level increases.
  • Decrease the amount of drill if the skill has been learned.
  • Increase periodic checks of a student's skill.  If he or she has misunderstood a concept, it will be caught before the student has incorrectly completed an assignment.
  • Alert student at the mid-point of work period.
  • Use kitchen timers, stopwatches, and cassette tapes with bell tones.  Use these as signals to start and finish an assignment.

 

More Study Tips

Insert descriptive text which supports the above header. Insert descriptive text which supports the above header.Insert descriptive text which supports the above header. Insert descriptive text which supports the above header.

If a Student Can't Follow Directions...

  • Review the basic skills needed by the student to complete the assignment.  The assignment may need to be adapted or changed if the student has not mastered the required skill.
  • Make sure that you have the student's attention before you give directions.
  • Give directions in small segments.
  • Give instructions in a proper sequence.
  • Provide written directions along with the verbal directions which can be referred to later.  This is also beneficial for different types of learners.
  • Always use the noun.  Refrain from using pronouns such as 'it', 'that', or 'this', for example.
  • Ask a student in the class to repeat the directions using his own terminology.  Many times students simplify directions for their peers.  Students who possess the ability to restate the lesson have a higher chance of understanding it and repeating it helps with that.  In addition, if the instructions are not understood this will alert the teacher to this fact in ways that might not otherwise tell the teacher if the student has questions, concerns, or does not understand.

The 'Good' Lesson for the Academically Challenged

From Marlene Andrews

1.  Begin the lesson by gaining student attention.  Ask open-ended questions, brainstorm reasons to study the lesson.

2.  State your objectives in a way that is interesting to the student.  Connect the lesson to issues known to the student or previous lessons.

3.  Always relate the new learning to old learning.  Show the relationship not only between lessons, but also between different academic subjects in real life.

4.  Break long lessons into ten to fifteen minute sections.  Mix instructional techniques and provide two or three activities during each class.

5.  Student must achieve some level of success in all activities.  Mix younger, slower students with peer tutors and modify work for the more challenged.

6.  Increase student responses, make your classroom a safe place for all students to express their ideas and ask their questions.  Give immediate feedback.

The 'Bottom Line' Curriculum

1.  Only teach lessons you feel every educated person needs to know about.

2.  Only teach lessons you have good knowledge of, and are enthusiastic about.

3.  Only teach lessons that will enhance a student's life skills.

If a Student Can't Organize...

You can...

  • Regard the learning of organizational skills as important as the academic skills.
  • Teach organization and review these skills periodically.
  • Require and instruct maintenance of a neat desk, locker and notebook.  Students should have a consistent, specified place for materials.
  • Chart and keep procedures consistent so a student can depend on this structure.
  • Keep material and schedules consistent so student can depend on your organizational requirements.
  • Require student to keep an assignment check-off sheet or notebook.
  • Structure situations.  Explain daily schedules and assignments.  Write them on the board, give steps to complete assignments, and give examples of required work.  Allow stu8dent time to make notes in assignment book.
  • Be consistent.  Don't loan a pencil one day and require the student to have one of his own the next day.
  • Use behavior modification techniques, charts, points, rewards, and punishments.  Give extra credit for good organization of materials and/or assignments.