Blame the Unicorn

In a previous post , I discussed how remediation and intervention are different. The difference between these two concepts is so great and so important that I feel it necessary to explain why this difference matters. To illustrate these differences, let's look at two different students.   Melissa  Melissa has always been an A/B student. Though she has never been in the top of the class, she has always managed to get by. She doesn't love math, but she realizes its importance in her life. Melissa's parents are available to help her with her homework, and she feels comfortable receiving extra help from her teachers. When Melissa got to middle school, however, she was struggling to keep up. The concepts were moving too fast for her, and switching classes made it difficult for her to get the help she needed. The problems were now requiring her to integrate several math concepts at one time, whereas Melissa had previously only needed to memorize a few ideas at...

At-risk students can be some of the most difficult and challenging students to work with. They often exhibit very disruptive behavior, and many times these students do not respond well to authority. The largest battle intervention teachers will face is discipline. I have had a great deal of success with the following policy: ENVIRONMENT This is one of the first things I consider when students are not acting appropriately. I ask myself these questions: 1.        Is the classroom overly stimulating? 2.        Are my lessons relevant and engaging? 3.        Is this a good seating arrangement? 4.        Can the students do the work? 5.        Is the work appropriate? POSITIVE REINFORCEMENT This is the foundation of my classroom management. I seek out opportunities to provide significant amounts...

Intervention Remediation Reteaching Special Education Inclusion Resource How are these terms different? My official title is "Intervention Specialist," but most of friends and family refer to me as a special ed teacher. I correct them on this, of course: "I don't teach special ed." But, still they always go back to it. To those outside of education, and even to many in education, these terms are synonymous. When I remind people I don't teach special ed, I hear: Don't you teach kids with learning disabilities? Some, yes. Don't most of your kids have ADHD? Yes. Isn't ADHD a disability? Sometimes. It can be. Don't many of your kids have dyslexia? Yes. So how is this not special ed? To understand the difference between all of these, let's compare this topic to a racetrack. Let's start with Remediation . First of all, remediation and reteaching are synonyms, and so I will use these t...

All of my students are labeled "at risk," meaning they have some characteristic that makes them more likely to drop out of school. Working with these kids is my passion, as is guiding them through compassion and understanding. Though some of their behaviors may be difficult, I know that the behaviors are just their way of communicating something their adolescence can't express. Here are 15 strategies I have found effective with students who are "difficult." 1.  Praise often. All the time. With over-the top, ridiculous compliments. Your student completed half an assignment after several 0's? Compliment them! He worked quietly for twenty minutes longer than usual? Compliment! She spoke in class for the first time? Compliment! Compliment exuberantly. Embarrass yourself with your excessive amounts of praise. 2.  Never allow students to see your anger.  And by "never," I mean  NEVER! Some students will be looking to make you angry. Some know ...

The root of the word, “discipline” is “disciple,” meaning, “to teach.” When faced with problem behaviors in the classroom, management strategies should be used rather than punishment. Far too often, our at-risk students receive the harshest punishments: the most suspensions, the most expulsions. These students are frequently yelled at by teachers and parents. This approach typically aggravates the problem behavior, and the students and educators sprial into a pattern of problems and punishments. As the punishment increases, the bevaviors increase. Today, I am talking about classroom management strategies that are effective for ALL students. From the beginning, my classroom management approach has been holistic and eclectic, encompassing aspects of humanistic, environmental, and behaviorist theories. In each of my new positions, I set my plan in the following way: 1.        Environmental: The first thing I consider is the environment. ...