Thursday, April 30, 2009
Monday, April 20, 2009
by Jane Bluestein, Ph.D.
Left-brain, right-hand dominant
Strong Verbal Skills
Can communicate even under stress
Like to talk about what they're learning
May be overreactive to noise, touch, visual input (difficulty paying attention)
Right-brain, left-hand dominant (stronger kinesthetically)
Left-brain, left-hand or right-brain, right-hand dominant
(may also be kinesthetically limited)
May need more time to think, respond
May be able to demonstrate understanding in other ways
May do better in conversation than in front of the class or "on the spot"
Left-brain, right-eye dominant
Can take in and understand visual input, even under stress
May notice visual dimensions of an experience (ex: scenery, lighting)
Receive info by looking, watching, reading or being shown
Need eye contact, need to see speaker
Do well with maps, charts, diagrams
Right-brain, right-eye dominant or left-brain, left-eye dominant
Can overload in a "busy" environment
May look away from teacher or close eyes to concentrate
Keep maps, charts and diagrams simple
Provide verbal directions
Left-brain, right-ear dominant
Can take in and understand auditory input, even under stress
May notice auditory dimensions of an experience (ex: dialogue)
Receive info by listening or being told
Process with self-talk, inner voice
May need to look away (shut out visual distractions) or not look at speaker
Right-brain, right-ear dominant or left-brain, left-ear dominant
May tune out speaker
May close eyes to concentrate, turn dominant ear toward speaker
Put directions in writing, make visual info avail, allow to create mental image
Often right-brain, left-hand dominant
Would rather touch than look
May notice kinesthetic dimensions of an experience (ex: action scenes)
Receive info by touch, movement
Often described as hyperactive
May have difficulty with visual or auditory input if kinesthetic needs are not met (especially if movement is restricted for a long time)
Provide kinesthetic outlets (ex: playing with string, clay, beanbag; chewing gum) during non-kinesthetic activities
Fewer kinesthetic demands in traditional classroom,
so will generally do OK(may have trouble in classes that demand fine- or gross-motor skills)
Work from their strengths
Minimize stress in environment (weaker channels shut down under threat)
Do integration activities to "wake up" different parts of the brain
Accommodate more than one modality whenever possible (ex: saying and writing directions)
Teach kids to self-regulate (without disturbing anyone else)
Provide outlets, various ways of paying attention
(options you can live with, options that will not disturb other learners)
Excerpted from Creating Emotionally Safe Schools, by Jane Bluestein, Ph.D. © 2001, Health Communications, Inc, Deerfield Beach, FL.
Friday, April 17, 2009
Thursday, April 16, 2009
Monday, April 13, 2009
Play cooperatively and competitively. Cooperative games foster communication and classroom unity. Competitive games help students test their skills, take risks, and learn to be graceful winners and losers.
CHOOSE GAMES THAT REQUIRE REASONING AND CHANCE. Games that combine strategic thinking with an element of chance are especially effective for providing practice and promoting thinking, reasoning, and problem-solving. The chance aspect—rolling a number cube or using a spinner—helps level the playing field and makes it possible for students of varying abilities to enjoy playing together.
TEACH THE GAME TO THE ENTIRE CLASS AT THE SAME TIME. Play sample games as many times as needed to resolve any confusion before expecting students to be successful independently.
START A MATH GAMES CHART. Add the name of each game as you teach it. This creates a repertoire of independent math activities that you have approved and that are accessible to all. When students have extra time, direct them to the chart for an activity.
Wednesday, April 8, 2009
Devise a system of group rewards
Use a kitchen timer (the type on which you twist the dial to a certain time interval and a bell sounds when it finishes the timing). Tell the students that you will be evaluating their behavior at the very moment that the bell sounds. Set the timer for any time between one minute and twenty minutes (shorter times for classes that misbehave more often). Do not let the students see the timer. You want the sounding of the bell to be a surprise. In this way, they are never sure when the "ding" will occur, and must stay on task and behave well at all times for fear that they might be off task or misbehaving when the bell sounds.
Upon hearing the bell, assess the behavior of the youngsters at that very moment. You can give each well behaved, on-task student (when the bell sounded) a point toward some prize, or give the whole group zero to 3 points depending on the percentage of students who were attentive, compliant, hardworking, and otherwise well behaved. A predetermined prize/priviledge is earned when the group attains a certain preset number of points (make the amount to be earned a low total at first to give them success and encourage more compliance).
When the bell sounds, evaluate the group's behavior during the interval between bells. Award 0-3 points depending on their performance during that time period.
Use two kitchen timers set randomly. Have two different types so that the sounds of the bells are different. Use one to assess group behavior at the very instant that the bell rings. Use the other timer to assess behavior between bells. This double bell procedure provides double the incentive to behave well.
Obtain a jelly jar and a large bag of marbles. Drop a marble into the jar whenever your class pleases you. Drop marbles when they are attending well, being helpful and polite, after having walked quietly in the hallway, etc. When you can run a ruler across the top of the jar and knock a marble onto the floor, your class has earned a predetermined prize or priviledge. Increase the size of the jar as the year progresses until you are trying to fill one of those big pickle jars from the cafeteria.
Obtain a scale and some light weights (e.g., washers, bottle caps). Designate one side of the scale to be for the recognition of positive behavior. Designate the other side to be for emphasizing your disappointment with the group. Students attempt to keep the scale in balance or weighted to the positive side. Weights can be added spontaneously (remember to focus on the positive), or whenever a bell sounds or period/activity is nearly over.
Please visit http://www.behavioradvisor.com for the original article and more information on behavior management strategies.
Thursday, April 2, 2009
- Soften the lights.
- Bring the child to a less busy room.
- Have the child face a simple wall.
- Keep a "chill-out" space always available..know the signs before someone needs it.
- Be aware of temperature and make sure the child hasn't over-heated. If necessary, turn on a fan, remove a sweater, etc.
- Provide soft, slow, rhythmic humming, song, or music (no words), or metronome.
- Repeat an affirmation rhythmically, such as, "It'll be okay, it'll be okay, it'll be okay..." (no other talking on ANYONE's part until everyone is calm.
- Dampen extraneous noises by closing the door or putting headphones on the child and providing calming music.
- "Swaddle" by wrapping the child in a blanket.
- Rub or rhythmically pat the back firmly.
- Have child apply pressure by sitting in a bean bag chair.
- Have child sit in a rocking chair, bouncy chair, or on a ball chair.
- Trampoline, or if not available, jump up and down 10 times.
- Wall or chair push-ups.
- Offer something to suck on, like a hard candy, or a snack-sized applesauce, pudding, or yogurt to eat through a straw.
- Crunchy foods can calm. Try goldfish crackers, pretzel rods, or carrot sticks.
- Deep breathing....
- Blow whistles and march to music.
- Have the child blog bubbles.
- Chew on a "chewy".