Applying Classroom Rules and Procedures

In an effort to help the classroom run smoothly and for the students to follow classroom rules and procedures, students need to know there are consequences for their actions. We often think of consequences as a negative, a punishment, but consequences can also be positive reinforcement. These types of consequences can be essential in helping the students follow classroom rules and procedures. 

Positive Consequences

In my opinion, positive reinforcement is one of the most important things a teacher can do. Students need all the support they can get and knowing their teacher is on their side and rooting for them can often make all the difference. If students know that their teacher is paying attention to all sides of their learning, it can be very motivating for each students. There are different ways a teacher can rewards students' good behavior. 

Non-Verbal Signs  

Teachers can communicate very succinctly and clearly with positive gestures. If a student answers a difficult question with a thoughtful answer, the teacher can give a thumbs up sign to show a job well done. Or, if a student was nervous about a class presentation, the teacher could give a high five after the presentation is done. Even a smile and a nod can go a long way when encouraging students. 

Simple Verbal Affirmation

A teacher can also use simple phrases to compliment a job well done. For example, if the class came back from recess in an orderly way and sat down right away ready to get back to work, the teacher could say how impressed she was with the way they came into class quietly and ready to work. 

Tangible Recognition

In addition to non-verbal and simple verbal affirmation, teachers can develop a system in their class to award students with prizes. Teachers could have a weekly behavior chart that is rewarded with a certificate or tokens that add up to a class party. With this type of method, students can participate in their behavior charts and are able to self-reflect on their own classroom behavior. 

Communication Home

Another way to encourage students is to send a note or email to the parents or guardians telling them what a good job their child is doing in class. A teacher can also call home to tell the parents or guardians. It can be because the student did an exceptionally good job on a certain assignment or project or it could be because the child has done consistently well in class and the teacher wants to show appreciation. Involving the parents or guardians in this type of positive reinforcement is a great way to acknowledge the student's behavior and include the family. 

When and How 

Like the teacher in the video above, a teacher can decide when and how often to give positive consequences to students. It may depend on the situation or activity or the rapport she has with her students. In my opinion, however, I think positive reinforcement is an important part of the daily exchange between a teacher and her students. And, we see this with the teacher in the video working positive reinforcement into her dialogues with her students. The more they are held in a positive light, the better they will try at succeeding.

Negative Consequences

In addition to positive consequences, or in some cases when they are not enough, teachers have to know what steps they will take to stop unwanted classroom behavior. It is best if a teacher has a strategy already in place that she can follow when things go wrong. 

Be With It

The best way to handle undesirable behavior in the classroom is for the teacher to be proactive. She needs to be constantly aware of what is going on in the classroom. The teacher should move around the room often to notice behavior and attitudes in the classroom. She needs to let the students know that she knows what is going on. In doing this, she can often stop a disagreement between students before it starts. 

Non-Verbal Signs 

Similar in recognizing positive behavior, teachers can use non-verbal gestures to show that she is not happy about a student's behavior. She can simple look at the student with a serious expression or look at him or her and shake her head to show disapproval. The teacher can also put a hand up to indicate stop or put her finger to her mouth to show the student to be quiet. 

Direct Consequences

If withitness or non-verbal signs don't work, the teacher can move to the next level and give the student a direct consequence for unwanted behavior. The student could have at time-out, be asked to leave the class for a minute or stay a few minutes at recess. There is also the the method of overcorrection as described by Marzano who gives the example on page 144 of The Art and Science of Teaching of "a student has ripped the pages of a book and is required to repair the pages of all books in the class." With this type of punishment, the student is asked to overcompensate for the damage he or she has done. A teacher might find this type of consequence a good lesson for the student. All of these direct consequences require the student to take a moment to pause and be removed from the situation. 

We can't expect our students to have the tools to help them calm down or deal with an upsetting situation for them. It is helpful, like the teach in the following video, to go through some calming down steps. This could dramatically help students deal with difficult situations and take a step back.

Communication Home

When direct consequences do not work, then the teacher can often contact the student's home to discuss the situation with the parents or guardian. Often involving the caretakers of the child will help solve any behavior issues. 

When and How

Similar to positive consequences, the teacher much decide the appropriate time for each level of negative consequence. I believe that much of the disruptive behavior in class could be avoided if the teacher first uses positive reinforcement as well as exhibits withitness. This proactive approach can help avoid much undesirable classroom behavior. But, again, it's the teacher's discretion when and how to move to the next level. For example, a student who damages school property would need more than a non-verbal gesture as a negative consequence, they would need a direct consequence. And, action should be taken as immediately as possible for the student to really understand the seriousness of their behavior. 

Intense Behavioral Issues

If a student is having a hard time following classroom rules and procedures and is continuously misbehaving or being disruptive and the previous positive and negative consequences have made no change, then the teacher needs to develop a behavior plan. Often, a behavior plan can involve other teachers or school administration and the parents. The teacher can break down the problem in to pieces to be dealt with little by little. She can move the student to another part of the classroom or close to her desk. She can also give him or her a behavior chart  that the student can use daily to track his or her classroom behavior. The student also may need to join a school group on anger management or bullying. Having a class buddy could also help the student follow the classroom rules and procedures. 

When and How

Again, it is the teacher's decision when to implement a behavior plan. After failed attempts at positive reinforcement along with failed attempts at negative consequences, the teacher must move to the next level and implement a plan. I would argue that the sooner the better so the class can move on and not continue to be disrupted by the student. 

Flowchart 

To help teachers have a clear idea of what they can do in the classroom and to remember the different steps of positive and negative consequences, a flowchart is a good visual to have on hand. 

We can see from the chart that positive reinforcement can happen at any time. And, it should happen as often as possible. It need not follow a step by step process, for example the teacher can go from non-verbal gestures to a call home to praise a student's behavior to his or her parents. However, with negative consequences, it is best to build up to stricter consequences, hoping that with each step, the student's behavior will correct itself. 

Summary

Overall, the best thing we can do as teachers is to give positive reinforcement to our students. Additionally, giving clear expectations and having a clear set of classroom rules and procedures available for all the see are both critical to helping students succeed in the class room behaviorally and academically. Knowing our students will help us know when to use positive or negative consequences. Each day in the classroom is different and we must be ready for all types of situations. Being open about expectations and consequences is a step in the right direction for applying classroom rules and procedures.


Sources

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria, VA: Association for  

    Supervision and Curriculum Development.

Sources for Images (in order of appearance)

http://www.flowers.mps-al.org/?PageName=TeacherPage&Page=12&StaffID=177473

https://ithemes.com/purchase/thumbsup/

http://www.teachthis.com.au/products/view-category/link/Student-Awards/id/14/

http://www.slideshare.net/Zareen17/non-verbal-communication-in-organizations

http://www.ingredientsofoutliers.com/setting-up-your-classroom-for-success-proactive-classroom-management/

Sources for videos

https://www.youtube.com/watch?v=8ml1tih5zSY

https://www.youtube.com/watch?v=3DQ4NBYX-EE

Creating High Performance Learning Environments

As teachers, we want our students to succeed. We know our behavior in the classroom affects how they learn, so we must be positive and consistent. Our classroom must be a safe place for all students. Students will thrive in the right environment. And, in the right environment, we can apply different teaching methods to help students do their best. I recently watched three videos of very different teaching techniques that I would like to share with you.

Video # 1: The Roller Coaster Project (video)


This video shows a STEM (Science, Technology, Engineering and Math) subject-based project. In the video we see 5th graders working in groups collaboratively. They are expressing their ideas, problem-sovling, creating and building. The teacher is seen moving from group to group interacting as necessary but it is clearly a student-centered project.

     Academic Expectations

It is clear throughout the different sequences of the project that the teacher has high expectations for her students. She is continuously engaging with them in dialogue or asking deep questions. Every step of the project has a specific purpose, for example, the students may not just take the elements they need to build their foam roller coaster models, they must purchase each piece with a set budget they have been given. The students not only stay on task, but they seem genuinely interested in the project. They transition from sequence to sequence with ease, moving from the chime to a four minute individual sketch to a group sketch and then on the the model simulator with no difficulties. I really like the role she takes in her classroom with her students and that she lets the students discover their project on their own in their groups.

     Behavior Expectations

We don't see in the video how the teacher has established behavior expectations with her class, but simply from seeing the way she acts in the classroom with them is very telling. She models the behavior she would like to see. She shows respect to all of her students by listening to them. She maintains eye contact and smiles a lot. She really lets them take the lead in their learning but we see her on the side accompanying them.

     Norms & Procedures

The norms and procedures for this project can be seen at norms. The norms revolve around tardiness, missed work, electronic devices and restroom procedures. The rules are very clearly stated and instill the seriousness of the project. In terms of daily procedures, the teacher has set up certain times and places in the classroom where the students know what is expected of them. For example, during chime, the students sit at one big table facing each other and one person from each group is in charge of sharing something with the rest of the class. All the students know what they are supposed to do.

Video #2: 3rd Grade Chinese Math Lesson (math)

In this video we see a teacher speaking in Chinese to her students who are repeating Chinese words back to her. They are chanting or saying words. With all the students sitting on the floor in front of the white board, it is an animated lesson and every student seems to be engaged in what is going on in the lesson.

     Academic Expectations

The teacher has established academic expectations through her interactions, both verbal and physical. She seems to be continuously talking, moving her hands and walking around. She expects the students to repeat the answers out loud. They follow her cues and sing or clap when they are supposed to. She seems to correct them or move on to other students when an answer is not correct. She expects her students to stay focuses on the lesson and participate in helping to find the correct answer. While it seemed like much of the learning was done by rote, the students did seem engaged and rote learning can be good with certain math concepts like multiplication.

     Behavior Expectations

In the video, we see the teacher correct unwanted behavior with hand gestures. For example, she puts her finger to her mouth when she wants it to be quiet. She expects them to listen when she is talking. She is the leader of the class and they are supposed to follow her lead.

     Norms & Procedures

Through her actions, the teacher has set up expectations. It seems that when the students are sitting on the floor in front of the white board, it is a time to listen, watch and repeat. Again, she does this with her verbal and physical interactions with the students.

Video #3: Whole Brain Teaching (WBT)

I had never heard of Whole Brain Teaching before and, in this video, we see a few short sequences of different techniques of this method. In one, we see the students repeating everything the teacher says. We also them repeating the class rules along with gestures. At one point when she asks them to turn to page 7 of their Geography book, they all repeat page 7 over and over until everyone is on the right page. There is also a "crazy professor" sequence when in pairs, one student reads the book while the other one mimes what they are saying. The last technique was speed reading. It seems that the basis of WBT repetition and movement.

     Academic Expectations

The academic expectations seem revolve around all students working at the same pace, which may allow slower students to keep up with higher-achieving students. The WBT method also keeps the students engaged because they always have to be ready to participate and repeat or respond verbally or in motion to what the teacher says. Personally, I didn't see in this short video how this method would really establish high academic expectations. Much of the repetition and movement seemed more distracting than challenging the students with deep questions and encouraging them to strive to do their best.

     Behavior Expectations

In repeating words and movement, all students are treated equally. They are expected to follow the teacher's lead. With all this repetition, the teacher is consistent in her classroom behavior and she models how the students are supposed to act.

     Norms & Procedures

In the video, the class repeats two of the class rules: students must be in their seat when the tardy bell rings and they must read each other with dignity and respect. These are rules that were most likely laid out at the beginning of the school year by the teacher. Additionally, with the WBT method, students know that they are to repeat what the teacher says or they have an automatic response to what she says.

Summary: In My Classroom

Watching these three very different videos really makes you reflect on what you already do in the classroom and what you could do to improve. Out of the three videos, I found the Roller Coaster project video the most inspiring. The students were not repeating, like in the other two videos, but they were collaborating and creating. They were explorers and inventors. It was great to see them working seamlessly together. These students were genuinely interested in their project and, although it was complex and with many different parts, they rose to the expectations set by the teacher. In the second and third videos, they students were not being creative or collaborating to produce work of their own. It seemed that these teachers' expectations were lower for their classes because they did not give freedom to their students to learn on their own.

Next year, I will be teaching in a special setting. I say special because it is not the traditional elementary school set-up. I will teach in an American-based program within an international school in France. Because the students spend around eighty percent of their school week in their French classes,  they are only in the American program for two half days a week -- one morning session and one afternoon session for a total of 6 hours per grade level per week. So, I will have three classes of three different grade levels. For example, I could teach Kindergarten, 2nd grade and 5th grade.  There are generally three types of students in this program: 1) those who come from American families and who are expatriates France, 2) those who come from French-American families with one parent from the U.S.A. and the other parent from France and 2) those who are French or another, usually European nationality, and who have lived in the U.S.A. for an extended period of time and speak English.

Because I will be teaching students from different cultures and backgrounds, I believe it is beneficial  for my students to be able to share who they are and where they come from with the rest of the class. This can be as simple as expressing their opinions during a group project or doing a group project on different cultures. For me, I think a project-based learning could work well in all elementary grade levels if the project was tailored to each specific grade level. I  think the more choices you give students as well as collaborative and student-driven opportunities, the more they will rise to meet high academic expectations. If they are empowered in their learning, then they will be interested and engaged. They will succeed.

In terms of more repetitive techniques,  I think they could also work in all elementary grade levels as adjust to each specific grade. But, in my opinion, these are not the techniques that will raise them up to meet my high academic expectations. The WBT method would be good for classroom management and using between transitions or to check that all students are paying attention. And, chants or songs, like seen with the Chinese math lesson could work as well in reviewing vocabulary or a specific topic with a class. But, again, I do not believe that these videos are the basis for creating high expectations in the classroom.

In the end, I can see myself taking something away from each video. I think as teachers we need to be adaptable and, in doing so, we need to vary our own teaching methods. Overall, though, we, as teachers, can never go wrong when it comes to empowering  our students with collaborative and project-based learning.

Sources

Chen, C. (2011). 3rd Grade Chinese Math Class. YouTube. From: https://www.youtube.com/watch?   v=h7LseF6Db5g

Mace, R. (ND). Roller Coaster Lab. Glogster. From: http://pilotrobertmace.edu.glogster.com/roller- coaster-lab/

Migdol, D. (2012). Roller Coaster Physics: STEM in Action. Teaching Channel. From: https://www.teachingchannel.org/videos/teaching-stem-strategies

Shayne, R. (2011) Whole Brain Teaching. YouTube. From: https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be

Sources for Images (in order displayed)

Quote: http://carloscody.tumblr.com/post/143423671218/distractions-come-to-rock-you-to-sleep-and-take

Rollercoaster: http://www.drawingnow.com/tutorials/118973/how-to-draw-a-roller-coaster-for-kids/

Math: https://play.google.com/store/apps/details?id=com.chilisapps.android.mathAttack

Follow Directions: http://gingersnapstreatsforteachers.blogspot.fr/2012/08/whole-brain-teaching-set-preview.html

American flag: https://en.wikipedia.org/wiki/Flag_of_the_United_States

French Flag: https://en.wikipedia.org/wiki/Flag_of_France

Positive Classroom Climate

Why is it important to create a positive classroom climate of caring and concern for all students?

Students learn better when they are comfortable in class. For students to feel at ease and ready to learn, the teacher needs to be armed with the necessary tools to create a positive and comfortable classroom climate. Classroom management and a positive classroom climate go hand in hand. For students to be open to learning, they need a positive atmosphere in the classroom and for this positive atmosphere to exist, the classroom needs to be managed well by the teacher. Class rules are important so that students know what is expected of them but, on a deeper level, there are ways teachers can influence the class environment and positively affect student learning. Students are individuals and teachers need to see them as unique and special in their own ways. Because students can come from different backgrounds, types of families and cultures, teachers need to be aware of who they are and how to celebrate the differences within the classroom. Making each student comfortable and at ease in class will create a positive atmosphere that will make managing the class easier. It is therefore vital to create a classroom environment that reflects the importance of caring and concern for students from diverse ethnic, racial and cultural groups.

To create a positive classroom climate, there are three main ingredients: the role of the teacher, the classroom environment and set-up and teaching strategies.

The Teacher's Role

The teacher is the model who sets the example for all students. From cultural diversity to bullying and gender equality, the teacher must take an active role in creating equality for all students in the classroom. The teacher's attitude and behavior is the first thing students notice. From the first day of class, students can be made to feel at ease with a friendly introduction by the teacher who shares appropriate information about her or himself. If the students feel a connection with the teacher in knowing something about her or him, then they will be more invested in and encouraged to do well in class. The teacher should be consistent, approachable, smile and listen to the students. She or he needs to show respect for each and every one of the students in the class. Starting with the correct
pronunciation of each students name, the teacher exhibits respect for culture and the individual student. The teacher also should be aware of different cultures and the diversity that is within her or his own classroom. There should be an open dialogue about bullying and, again, the teacher must set the example. This can be reflected in the way she or he equally treats all students. Consistency is a key element to showing equality in the treatment of students while also modeling respect for others.

The Classroom Environment & Set-Up

There are several ways a teacher can arrange the classroom and create a welcoming environment. The teacher can dedicate a part of the wall or a bulletin board to the students' work. This enables students to be proud to share their work with their classmates. Another bulletin board can be dedicated to sharing information about their culture, families, background or interests. Letting students have a say in what is displayed in their classroom really helps make it their own space. In addition to students' bulletin boards, the teacher can use other wall space to display symbols representing social messages like anti-bullying posters. These visual messages reinforce the teachers welcoming and accepting behavior she or he wants to transmit to her or his students.

In terms of seating, the teacher can opt for a seating set-up that encourages collaborative work. Placing student tables such a way that allows students to sit around them and face each other, instead of in rows facing the front of the classroom, promotes group work and puts the focus on the students rather than the teacher.


To further ensure a comfortable classroom climate, the teacher invites students to participate in creating certain classroom policies. She or he can work with the students to develop the class rules. With student involvement, the class rules become an active collaboration rather than a passive list to follow. Students are more likely to be engaged and dedicated to adhering to them. Additionally, creating a class plan for anti-bullying with the students, again, involves them in the process and makes it more meaningful and important to them. This idea is highlighted on pages 128-129 of The Art and Science of Teaching by R. J. Marzano

Clearly, rules and procedures do not have to be generated by the teacher. Another option is to devote class time to designing rules and procedures from the ground up. In other words, the teacher shifts responsibility to the entire class for crafting their rules and the specific procedures associated with them. Quite obviously, this takes much more time. The interaction usually begins with a whole- class discussion regarding the characteristics of a class that facilitates learning. The teacher might then organize students into small groups that generate general rules that should govern behavior. In the context of a whole-class discussion, the students and teacher aggregate these lists into a single list. Students then identify the specific behaviors and procedures associated with the general rules. Although opening up the design of classroom rules and procedures to students certainly takes substantial time, it might significantly increase student ownership of the management of the classroom.

A final thought on creating a positive classroom environment for caring and concern would be to have a weekly circle time exchange. This could be at the end of the week or beginning of the week when students gather in a circle with the teacher to discuss how they feel, what went well during the week, what they would like to change in the next days or weeks. It would be an opportunity for students to speak freely and respectfully with each other about themselves or the class.

Teaching Strategies

I believe that the teaching strategies used should aim for everyday inclusion. The teacher should be culturally aware and conscious of gender equity. For example, actively choosing stories or books that represent different types of people and different gender roles. This can continue in the way in which students are grouped--not boys on one side and girls on the other, but group them by birth month or the first letter of their first name.

Also, the types of lessons the teacher does are very important. For example, doing lessons that focus on celebrating these differences  like "All About Me..." (pp. 11-13) or "That's Just For..." (pp. 40-41) in Ready, Set, Respect! GLSEN's Elementary Tool Kit, which give teachers the chance to focus on their curriculum but with added perspective of important social lessons.

In addition to these specific ways to integrate lessons on gender and cultural difference, the teacher can create a positive environment by making it learner friendly. Learner friendly means engaged and involved students. To keep students engaged, the teacher should remember to adapt the lessons when necessary. If he or she sees that they are getting fidgety or tired, the lesson can be paused and student can have a moment to stretch or stand up and wiggle around a little. Engaged students are those who take ownership of their learning. Student-centered and student-directed activities are the best way to to engage students.

The teacher should also remember that giving the students clear and appropriate expectations. If the students know what is expected of them, they will be more likely to rise to meet those expectations. Furthermore, giving students the opportunity to create goals for themselves brings them into the learning process, making it more student directed. The teacher can also provide rubrics for self-assessments, peer assessments and teacher assessments. Allowing the students to have time to reflect on themselves and their classroom experiences and giving them a way to provide constructive feedback will involve them even more in the positive management of the class.

My Thoughts

I was born in Philadelphia but grew up in Texas with parents who were from California. I never fully fit in because I was not born in Texas and that fact was often pointed out to me growing up. In school, there were no efforts made that I specifically remember to include different ethnicities or differences of any kind. Looking back, it seems like the teacher followed the prescribed curriculum and there was not an awareness, as there is today, about the importance of inclusion, acceptance and celebrating differences. I think one of the reasons why I left Texas for my university studies and then went on to travel extensively was because I never felt anchored in Texas. I always felt like I didn't belong. I think about my students today and I wonder if they feel the same thing. I am currently teaching a group of 4th and 5th graders in an American section of an international school in France. Some of the students are American, some are French but lived in the States and some are third nationalities but happen to speak English. I think for this mix of cultures and backgrounds, I need to be very aware of what is going on in the classroom between the students. Additionally, today, I think bullying and cyberbullying are becoming bigger issues among students. I think prevention is the best way to stop it. With my students I will actively speak with them about it, let them know I am an advocate for them and develop an anti-bullying plan with them. I will also follow the outline of ideas set out in this blog. Modeling respect, compassion, friendliness and acceptance in my behavior while backing it up in the physical classroom environment and set-up as well as in the lessons I teach. I need to know my students, make them feel comfortable and do my best to engage them. Students learn best when they are interested, engaged and at ease. My job as teacher is to facilitate and find ways to promote caring behavior and appreciation of differences while allowing my students to accomplish all that they can.

Sources

Clark, D. (2015). Bloom’s Taxonomy: The Affective Domain. Big Dog & Little Dog’s Performance  

Juxtaposition. Retrieved from: http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria, VA: Association for  

    Supervision and Curriculum Development.  

McGarry, R.A., Friedman, L., Bouley, T. & Griffin, P. (2012) Ready, Set, Respect! GLSEN's Elementary  
Toolkit. Retrieved from: http://www.glsen.org/cgi-bin/iowa/all/educator/index.html

Scharff, A. (2014) PDA Critical Practices for Anti-Bias Education. Montgomery, AL: Teaching Tolerance.  

Retrieved from: http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices_0.pdf

Images (in order displayed):

http://mymusingoflearning.blogspot.fr/2015/10/establishing-positive-classroom-climate.html

https://fr.pinterest.com/tchrsmktplace/tuesday-s-tip-for-teachers/

http://classroomideassoliver87.blogspot.fr/2014/09/setting-up-positive-classroom.html

http://perspectives.ctf-fce.ca/en/article/3064/

https://ioseducation.wordpress.com/2013/05/30/ipads-and-class-room-management/

Mobile Learning

The Big Question

As a teacher, you may wonder whether you should allow or require students to use mobile devices to achieve learning objectives?

My Thoughts

Today's students are digital students. They were born into an era of computers, tablets, mobile phones and interactive boards in classrooms. As a teacher of these digital students, I think it is imperative to include mobile devices in the classroom when possible.

I recently taught a 5th grade lesson on cyberbullying. Most of the students knew what bullying was, but they had never heard of it in terms of online behavior. While, I could have stood there in front of the class and explained what cyberbullying was or made lists on the smart board about good and bad online behavior, I chose to show a video. The video was short, straightforward and age appropriate. They were immediately interested because they already knew the two characters. In watching this four-minute video, all the students had a familiarity with cyberbullying and could have a class discussion about it. The video was followed up by an online quiz to check their understanding. The students scored between 80% and 100%. With this score, I think the video was very effective and more engaging than me talking in front of them. This was a good mobile activity for my class. The video relayed the information in a fun way and the quiz got the students collaborating, communicating and thinking about the video they had seen. 

Ten Reason To Use Mobile Devices in the Classroom

• Interesting and fun
• Game-based learning
• Project-based learning
• Motivational
• Teaches responsibility
• 21st century skills
• Helps differentiate learning
• Prepares students for the future
• Up-to-date
• Global learning possibilities  

 

While there are many benefits to using mobile devices,
teachers need to be aware of the pros and cons of technology
in their lessons so they can best decide if the mobile device is
appropriate or not.

Guiding Principles for Mobile Device Use in the Classroom
 

1. Purpose: Why Mobile?

The teacher must reflect on why he or she is using the device and how it will improve understanding and learning. How does the mobile device enhance the lesson? Will it be a benefit to the students and help them or will it be more of a distraction?

2. Background: Know Your Students

Will this activity appropriately challenge your students? Will your students be familiar with the specific technology? If not, how much time will you need to spend on teaching them how to use it. It seems that most apps, learning games or programs are, generally, pretty easy to use. But, never underestimate the valuable time that goes into preparing to use mobile devices in the classroom. 

3. Prepare: No Last Minute!

Do you have all the necessary equipment? Devices need to be charged to be used, so be sure to check on them well before the lesson to make sure they are fully charged. Is the app, game or program you want to use already on the device or do you need to upload it? Did you test it out first, so that you are very familiar with the activity? What is your alternative plan if it doesn't work? 

4. Goals: Be Clear

When thinking about using a mobile device, be sure you know your goals. Make clear goals for yourself, as a teacher, and clear goals for your students. What are you, as a teacher, expecting to gain from using a mobile device in your lesson? What should your students expect to gain?

5. Standards: Be Appropriate

Is the use of the mobile device in line with your school's regulations?  Does it also enhance the curriculum or standards? Technology can be fun, but it also has to stay within our specific teaching goals. Make sure that it enriches and deepens your students' learning and it is not just an amusing distraction.

6. Practice: 21st Century Skills

21st century skills are crucial in today's world. The more you can bring them into your lessons, the more your students will refine their 21st century skills. Does the mobile device encourage 21st century skills, like communication, collaboration, problem-solving, creativity and critical thinking? Is it learner-centered? 

7. Assessment: Feedback

After using the mobile device, it is important to take a step back and see how it worked or did not work. There are different ways to assess the lesson: student feedback, student reflections and your own observations. During the activity were some things working really well, while others weren't? What could you change or improve? Were the students engaged?

A Few Ideas

Mobile Device Activity #1: Seasons 

If your elementary school class is studying the seasons, you could have them team up and take a mobile device outside to document the changes they see, for example from summer to fall or winter to spring. Then, bring their images back into the classroom,  they can compare their images and look for similarities and differences. Then, you could have them create a digital poster, a slide show or a class blog.

In this example, the guiding principles above are useful to see the benefit of this activity:

1. Purpose: the purpose is clear because the mobile device acts a record, taking photos of objects seen outside the classroom.
2. Background: depending on the age group and what mobile device you choose to use (tablet or digital camera), most school age children are familiar with cameras and how to take a photo. However, this can be easily shown by the teacher or by a team member.
3. Prepare: the most important thing in preparing this activity is making sure you have the correct number of mobile devices and that they are fully charged and operational.
4. Goals: the goal is to collect data.

5. Standards: studying weather and the seasons collates with the core standards at many grade levels, so the teacher can adapt to meet the needs of the standard.
6. Practice: the 21st century skills used in this activity are collaboration, communication, technology skills, critical thinking, flexibility, creativity and interdisciplinary skills.
7. Assessment: student feedback and student reflection

Mobile Device Activity #2: Interviews  

Brainstorm with students about what they like about their school, what they would like to be different and how they feel about their school experience. Have them create a list of interview questions based on the class brainstorming session. Students then team up and, using the created class question list, interview each other with a mobile device--either video or audio recording. Then, students go home and video or audio record interviewing their parents at home. The students can create a video presentation comparing their school experience with their parents. 

Again, the guiding principles above are helpful to see the advantages of using a mobile device for this activity:

1. Purpose: the mobile device is used to recored interviews.
2. Background: using a mobile device, like a tablet, is quite intuitive and is easy for children to use and record information. However, explanations can be given by the teacher or by a partner.
3. Prepare: the most important thing in preparing this activity is making sure you have the correct number of mobile devices and that they are fully charged and operational.
4. Goals: the goal is to collect data through interviews.

5. Standards: this activity fulfills some of the "anchor standards" of K-5:
CCSS.ELA-Literacy.CCRA.SL.1: prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively
CCSS.ELA-Literacy.CCRA.SL.2: integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally
CCSS.ELA-Literacy.CCRA.SL.3: evaluate a speaker's point of view, reasoning and use of evidence and rhetoric
Retrieved from: http://www.corestandards.org/ELA-Literacy/CCRA/SL/
6. Practice: the 21st century skills used in this activity are collaboration, communication, technology skills, critical thinking, flexibility, creativity and interdisciplinary skills.

7. Assessment: student feedback and student reflection

Both of these are good activities because with the help of mobile devices, students are able to get out of the classroom and explore their outside world and to record information in a digital way. These are learner-centered, hands-on activities that encourage students to use many 21st century skills.

In the End     

Mobile devices can be a great enhancement to just about any lesson with 21st century skills and more engaged learners. The teacher's role is to be familiar with his or her students and appropriateness of the mobile device for the lesson. I think a set of guidelines, like the one  above, can help teachers focus on what is important when using mobile devices. Teachers can make their own guidelines based on their experiences and can adapt them to meet the needs of their classes. In this digital age, I believe that all teachers should be prepared and encouraged to use mobile devices in their classrooms.

Sources

Daccord, Tom. (September 27, 2012). 5 Critical Mistakes Schools Make With iPads (And How To Fix Them). Edudemic. Retrieved from:  http://www.edudemic.com/5-critical-mistakes-schools-ipads-and-correct-them/

Loots, Jessica. June 20, 2015. Mobile Device Guiding Principles. Mobile Learning blog. Retrieved from: http://learning2mobile.blogspot.fr

Prensky, Marc. (December 2, 2005).  Shaping Tech for the Classroom. Edutopia. Retrieved from: http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Shepard, Tom. (March 25, 2015). Making the Case for Mobile Learning & Guiding Principles for Implementation. Tom's A-Teachin' Blog. Retrieved from: http://tomsateachin.wordpress.com/

http://www.corestandards.org/ELA-Literacy/CCRA/SL/ 

Planning for English Language Learners

With so many families moving throughout the world, teachers must be prepared to welcome all levels of English language speakers into their classroom. There are six stages of language acquisition: pre-production, early production, speech emergent, beginning fluency, intermediate fluency and advanced fluency. What would a teacher do if, he or she had a class with four different levels of ELLs? What would I do? If I was teaching a 3rd grade unit on habitats, how would I manage a classroom with four different levels of ELL students?

First, when introducing the topic of habitats, I would show a video to the entire class about the specific habitat we are going to study, for example, the ocean. I would show a short documentary that shows the ocean and the animals that live there. With a video, all students are engaged and, for those students who are ELL, they get the visuals that they need to understand the topic. I would follow-up the video asking the whole class questions: Have you ever been to the ocean? What can you smell? How do you feel? And, ask them to share an experience they had at the seaside. Having the class participate in this way would make it more meaningful for them. This type of discussion would also be good for the ELLs because we are modeling speaking and sentence structure for them.

The next step would be to modify learning about the ocean habitat for each ELL level. For the pre-production student, who is most likely a student who has just arrived in the country and in my classroom, he or she may have no English. I would focus the activity on visuals. Pictures of the ocean and sea life with words and flash cards. I would concentrate on a specific set of vocabulary as to not overwhelm them and have them repeat the words frequently to practice speaking. The student could draw a picture of the ocean and use the new ocean vocabulary to label the different parts of his or her picture. I would probably have to work closest with this student, if possible or assign the student a buddy to work with.

The early production ELL student has a limited English vocabulary and can speak in very short sentences. I would provide this student with similar visuals to the pre-production student, such as images of the ocean and sea life along with easy reader books. But, I would also give him or her a descriptive text that describes oceans that he or she would fill in the gaps, so the student could do a little scaffolded writing.

The third group, speech emergence, has more vocabulary, can ask simple questions and can hold short conversations with classmates. For this student, I would have them match images with definitions. Then, I would have them write a short paragraph about an experience they had at the ocean. This student, could then share his or her paragraph with a partner.

With the fourth level of ELL student, who has intermediate fluency, I would still begin with some visuals and vocabulary. But, because the student's level of vocabulary is fairly good at around 6,000 words and the student is able to express his or her opinion, I would then try to integrate the student into the main class activity of paired work, so that he or she gets as much speaking practice as possible.

I think the key to working with different levels of ELLs in the classroom is knowing the specificity of each stage of language acquisition so I can better meet the needs of the student. Three important ideas to remember are to provide lots of visuals, opportunities for speaking and breaking down larger concepts into smaller steps. And, as the teacher, I need to make the students feel comfortable,  model words and behavior for them and give them the time to reflect and speak. Creating and cultivating a classroom that meets the needs of each individual will ultimately benefit all students with lifelong skills.  

Sources:

http://www.everythingesl.net/inservices/language_stages.php

http://www.colorincolorado.org/article/language-acquisition-overview

Special Education Referral Process

In this blog post, I am going to look at the special education referral process in the United States. At the outset, I did not know much at all about the process other than that was some sort of process that was followed. In researching online and speaking with three classroom teachers and one special education administrator, I have a much better understanding the of process. 

What is the Referral Process?

In general, it seems that the most common way a child is referred for special education assessment is through his or her teacher. Sometimes parents, too, signal an issue they notice with their child. If there does seem to be an issue, the teacher and school can implement an RTI or response to intervention. This is a pre-referral process, an alternate method of of instruction that can be tried out before formal assessment, that allows the teacher and school to work more closely with the child to try to pinpoint the possible learning difficulty. It also tries to help the student succeed without entering a formal special education plan. There are three parts to the RTI:

Tier 1 = student continues to work in the main classroom with all students. Instruction can be differentiated to try to meet his/her needs or individualized. 

Tier 2 = small group instruction in a targeted group one or a few times a week outside the main classroom setting 

Tier 3 = small group instruction in a targeted group or individualized instruction more frequently during the week outside the main classroom 

If the RTI is not successful and the teacher, school and parents decide the child needs an assessment, then the assessment is done. In most cases, the school carries out the assessment. However, if parents wish, they may take their child to a private assessment center and pay the cost on their own. The assessment must be in the child's native language and it measures different capacities of the child: cognitive, academic, language, social, emotional, developmental and health. After the assessment, if it is deemed necessary for the child to have special education services,  under IDEA, or Individuals with Disabilities Act, the child is authorized and guaranteed a Free Appropriate Public Education, or FAPE. This is when a meeting is called between the parents, the child (if age appropriate), the child's classroom teacher, the special education teacher, school psychologist (or another professional capable of interpreting the assessments) , a school or district representative, and any other person who is close to the child that the parents would like involved.  Overall, this IEP (Individual Education Plan) team seems very comprehensive in its collaboration between the student's family and the school. Each person involved has a specific role and the all-embracing goal is to best meet the needs of the student and help him or her succeed. In the meeting, the team decides on the goals for the current school year and the ways in which these goals can be meet. The team meets each year to redefine the IEP and adapt it to the child. The IEP must be signed and given approved by the parents. If the parents do not give consent then it can not be implemented.

How do teachers detect a learning disability?

There are certain signs teachers can look for or behavior they can pick up on including, but certainly not limited to the following:

below grade-level reading

disorganized

unable to work with others or maintain eye contact

constantly moving or causing disruptions

difficulties following directions

missing homework

incomplete work

often late or absent

language delays

The above are just a few examples of what the teachers I spoke with about special education referrals mentioned to me. They added that these were also signs of a struggling student, which could indicate a learning disability. All the teachers stressed the fact that every child learns at a different pace and, while there are benchmarks for specific age ranges, each child is an individual and they do not necessarily all learn at the same time. 

Some Thoughts

Hearing the teachers say this last point, made me think of the information I had recently learned about the School of One in New York and the Finnish school system. The School of One has a largely technology based approach to meeting students' needs. They have developed an algorithm that refines the activities and exercises, the way the student works, continually to meet the specific needs of that student. If one way doesn't work, the system presents the material in another way and another and another until the best way is found for the student. Also focusing on the individual but without a technology-based algorithm, Finnish schools strive for early detection. There is an over-arching belief that all children at some point need special services, so the schools are set up in a way to be able to seamlessly meet the needs of the students. A special education teacher will often join the main classroom then, if need be, take one student or a group out for more personalized work. There is a "welfare" team that meets monthly made up of teachers and other school staff who discuss all aspects of the student from academics to emotional health. To me, this is a very holistic approach to helping all students. While different approaches, both the School of One and Finnish school system, have found ways to individualize and meet the needs of students, whether special needs or mainstream, and have done so successfully. 

I think it is amazing that an algorithm can tailor learning to best fit the student. This frees up teacher time to help other students or act as a guide and mentor in the learning process. I also think the Finnish approach, which has more personal connection between staff and child, is amazing as well. The whole school acts like a village raising these children, their students. Collaborating, working as a team, to find the best way to help each student. After learning about these two approaches, I wondered if perhaps every child needs an IEP. If we all learn differently and at different paces, why shouldn't we all have our education planned out with our best interest in mind? Why should a struggling student get an IEP and not a gifted student who is bored in the mainstream class? Should we not strive better to meet the needs of all students? 

 Teacher Interviews

The above questions came back to me when I was interviewing teachers and a special education administrator about the process of referral. One of the first things the special education administrator said in the interview was that "all kids should have an IEP." All the interviews were eye-opening because in talking with each teacher is was clear that while the process of referral seems pretty straight forwards in writing, it a a much more difficult thing to recognize a student with a disability. The administrator pointed out that often new teachers do not detect anything because as a new teacher they lack confidence and feel it was their inability to reach the student and teach him or her the necessary information rather than thinking it could be due to a learning disability. I found that the teachers in the interviews agreed that teachers much know their students, know over all benchmarks for the age ranges they teach, but also be confident in themselves to recognize the red flags. Often a learning disability is discovered only after the child has failed.  However, if the teacher notices a struggling student, there are different ways and methods to reach the student. First and foremost, talking to the student to see how they are feeling about school and to see if anything is going on. Comparing their current work with previous work and talking to their other teachers is another way to feel out the situation. Trying different techniques of verbal and/or non-verbal instruction, varying activities between individual and group, graphic organizers, guided reading and giving additional support are all ways to help the student before a formal assessment is done. 

The Future

On the whole, once a student is thought to have a learning disability, the process is very clear and well organized as set out by IDEA. The steps are straight forward for assessment and with an appropriate timeline that facilitates getting the student the help he or she needs as quickly as possibly. However, the most difficult aspect is identifying learning disabilities before it is too late. Experienced teachers, like the ones I spoke with, are familiar with and can recognize a plethora of possible signals. But, as a teacher, you must always keep your eyes open, know your students and analyze situations and behavior on a daily basis. 

From what I've read online and heard from the teachers I spoke with, I think the system of special education referral and IEP implementation in the United States is a good system. I do think that in the future we will see more and more schools turning to technology-based systems like in the School of One in New York. Or, even using tutorial videos like Khan Academy. The benefit of these ICTs (Information and Communication Technology) is that they allow students to learn at their own pace. The School of One algorithm tailors the program to the student while Khan Academy videos allow the student to watch as many times as needed to gain understanding without the pressure of being in the class and needing to understand the first (and possibly only time) the teacher explains the lesson. Collaborative learning, as well, like the experiment Sugata Mitra started in India and then in other countries, like England and Italy, also changes the way students learn which could be beneficial to certain learning disabilities. Taking the pressure off the formal classroom setting, making it more project-based and peer-centered could help students learn better. 

I believe that along side their own IEP, special needs students can benefit from technology as well as the human support network of teachers and school staff looking out for their needs, whether they are academic or emotional needs. Ultimately, I think that all students would benefit from this type of setup.   

Sources

Finland: http://www.youtube.com/watch?v=HsdFi8zMrYI

http://www.ted.com/talks/sugata_mitra_the_child_driven_education

https://www.youtube.com/watch?v=-BHdJBwmdCU

Special Education Referral Process: http://www.projectidealonline.org/special-education-referral-process.php

School of One: http://www.youtube.com/watch?v=HSTrI6nj5xU

Understanding Special Education: http://www.understandingspecialeducation.com

Teacher Interviews in Detail 

N. Ugel, Special Education Manager of ELL in D.C. Public Schools

Good intervention for students with disabilities is good intervention for ELL students. All kids should have an IEP.

How is a student identified for special education referral?

The teacher usually identifies the disability, usually too late-- because by that point the child is failing the class or way behind. It takes a good teacher to really see the problem. Some new teachers blame themselves because they think they aren’t teaching well. They lack confidence. Reading acquisition takes place at different times so it’s hard to diagnose it as a disability. 3rd grade is a key year because students go from reading words and understanding the words to reading words and comprehending the meaning of the text. So, if a child is not comprehending, it is a red flag.

Who takes responsibility for the progress of the child before and after the referral?

School recommends that the child is tested. Test results will indicate a disability or not. And, all types of accommodation = IEP

What is the school administration's directive for special education?

Socioeconomic status can affect the course of the student’s IEP. Legally the school has on staff someone who can test and diagnose the student but the parent might want private testing. So, the parents see the results first. They have the right to question the report and can even alter the outcome to a certain extent. They cannot have the results changed but they can say that they do not want medication recommended for a child with ADHD, for example.

What provisions are made for students identified for special education?

It’s the law for a school to do the testing and to generate a report. There is a time limit on how long the whole process can take. The parents meet with the school and some staff and sign off on the IEP, which is a legal document.

What is the level of parent involvement in referral process and special education?

Parents are involved because they have to sign off on the IEP. But, it’s the school that must accommodate the student. Parents must trust the school to help the child.

Take home:

Good intervention is good intervention.

“If I was starting a school, I would hire all special education teachers.”

Everyone should have an IEP.

Being able to take material and make is so everybody can assess it and all at their own pace and everyone is comfortable at learning is the ideal.

M. Silvestre, Head of History Department and Middle School History Teacher,  American Section at International School, Saint Germaine en Laye, France

How do you identify a student for special education?

If the parents do not have not IEP or 504 already and do not necessarily know that their child may need additional services, here are some signs to look for:

-- large discrepancies developmentally between children of the same age (though you don't want to compare - every child learns at their own rate, there is a benchmark you begin to understand once you have been teaching the same age level for years).  If something jumps out at me, I definitely keep an eye on it.

--maybe, the child excels in one area and is very behind on another

--mixes up similar sounds and word meanings

--very disorganized/loose all of their things

--extremely slow when doing work (compared to rest of class)

--difficulty with comprehension (story, timeline, cartoon, video)

--can not sit still, no attention span, completely off topic, not able to understand some of the basic skills taught (cause/effect or sequencing, for example)

--constant disruptions/weak self-control

--extreme difficulties with following directions or transitions

--socially unable to fit in or unable to identify social cues and norms

--no eye contact

--how long the "weakness" been occurring

--makes mistakes copying notes from the board or from a piece of paper in front of them

--any fine motor or cognitive weaknesses

--cries easily

--very solo in the classroom/can not work with others

--constant need of individual attention and guidance

--lack of attention - though the amount of time a child can sit and pay attention depends on the each age

What are the signs of a struggling student?

In looking at the list above, you can see that some of them fall into this answer to.  The learning disabilities are more obvious than the "struggling student", though they all fall into the same category.

Many of the things bulleted above fall under this category as well.  A student who is not handing in work, for example, or is a constant disruption means that there is something else going on.  They could be struggling because of a learning weakness or because of something socially at school or at home (remember - I am looking at this with middle schoolers and high schoolers in mind but regardless, kids in primary have the same social insecurities).  

Kids will inevitably show the teacher some type of sign that something is not right.  It is  up to teachers to get to know each student (this is difficult!) and know when something is off.  However, like I said, some cases are more obvious than others.

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

First thing you need to do, talk with the student and ask what is going on - one on one.  It does depend on the type of signs you see.  

*Compare their work with work from the beginning of year.  Always good to have some type of benchmark writing and reading piece that you have assessed and written some notes to yourself about.  It gives you a place to compare.  However,  you will also be comparing, not consciously to the other students in the class.  That is why the weaknesses have to really stand out.  

*I always try to learn a little about the possible learning disability

*what  type of learner is the child? visual? auditory? kinesthetic? I like to modify lessons so that the kid feels some success.

*it depends (sorry, I keep saying this word) on where the deficiency is

* provide drawings, diagrams, mind mapping, cartoons, videos, check their notes during class, books on tape, collaborative work so they could process with others, role playing, simulations, flashcards with photos, A/B Sharing (my own thing - mini-conversations with a partner - could explain a different time because kids love this and it works on their oral skills and comprehension)

What is the process--meeting with the parents? meeting with other school staff members?

*monitor student's work

*talk with their other teachers

*talk with student ("I have noticed that you have been writing only one paragraph when the requirements are for you to write four paragraphs. . . .")

*Meet with student one-on-one and see if you can pinpoint it a bit more

*let the student know that you will be contacting their parent, this is after confirmation of a struggle with other teachers and after talking with the student AND seeing no signs of improvement

*would probably talk with special education specialist at school and or principal before contacting parent in order to gain some more info

*meet with parents but with the other teachers as well and, if possible, depending on the child's age, I prefer to have the student there as well (this depends on age of child, the issue at hand  - severity, type of learning disability, your relationship with the child)

*normally, the child gets tested if parents agree

*before this, depending on the issue, I usually try alternative methods and then we meet again in a few weeks to see if there are any changes (these methods also very on the type of learning disability you suspect)

*student might be receive an IEP or a 504, if possible - teachers should go the meeting (I think it is mandatory in the States for a teacher to be present)

Anything else you would add?

Just because a student is quiet, does not mean they are struggling.  Many teachers think this is the case.  There are many methods to get students to talk and to be more proactive in the classroom.  If you think there is a learning disability with a quiet student, teachers must access, meet with the student and try alternative methods before signaling out and thinking there might be a red flag.  Students who are quiet are not necessarily weaker.  Obviously stated but not as obvious in the classroom.  Quiet kids stand out.  That said, there could be a real reason WHY they are in fact being quiet.

There are so many types of labeled learning disabilities today.  EVERY child has some type of baggage whether at home, at school, or in their brain make-up.  The place where I always start is with the student.  I do my best to connect with them and to then talk with them before taking it to the next level.  

I hate comparing but it is necessary to do so on a very general level.

Also, keep in mind that cultural differences play a role in assessing a student as well. For example, an Asian student might not look you in the eye and may seem very passive (again, I am generalizing but it does serve a point) and timid.  That is why it is necessary to look at many factors and not just jump at one and label the student "learning disabled".

It is very difficult to say exactly what you would do and how you would proceed what out knowing the behavior.  Some of very obvious and you know it is cognitive or developmental problem.  Thus, you move along very quickly. Sometimes it is not so obvious so the process is a bit slower and you may skip a few steps.  I hate to say it depends but it really does. However, every school probably has a process that you must follow so then it becomes a bit more clear and easier for the teacher.

Last thing, you will never have time to do all of this!!  Your heart will always be in the right place but classes are too large and teachers are spread too thin. Children suffer as a result.

R. Cohen, Middle School English teacher, Boston School District

How do you identify a student for special education?

This can happen in a couple of different ways.  Sometimes a parent will get the ball rolling by having the student tested by a neuropsychologist. Once that happens, they have actual data to go from. Sometimes it is the classroom teacher who thinks something might be up, so we talk with the vice principal of Special Education at our school, plus the Guidance Department, and then parents are contacted. Basically, if a child is struggling, and basic best practice teaching plus general education intervention is not fixing things...we move forward.

What are the signs of a struggling student?

It depends on what the challenges are. If the struggles are socio-emotional or behavioral, we see issues between the student and teachers, or the student and his/her peers. If the struggles deal with executive functioning, we see missing homework, missing materials, late for class, etc. Processing issues show up when a student needs lots of extra time; attention issues can overlap with the his and we see inattentive behaviors during class, incomplete work, etc.

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

We always try basic accommodations first, like verbal or non- verbal cues for redirection, checklists for remembering materials, graphic organizers for organizing writing, guided reading for reading issues, behavior plans for behavior issues, repeating directions, preferential seating, binder and locker clean out with teacher support...

Anything else you would add?

Just that there is a difference between a 504 plan and an IEP. Only the IEP is considered special education; the 504 is for kids who need certain accommodations (different than modifications or changes in curriculum) but with those accommodations can access the general Ed curriculum okay. Also that it takes a LONG time to process an IEP, and grading kids in special education is super complicated!

M. Nichols, Primary School Teacher, American Section at International School, Saint Germain en Laye, France

How do you identify a student for special education?

In the younger years (grades PreK to 2) identifying a child with special needs can be tricky. Sometimes it is just a developmental stage or milestone they have not made yet or perhaps immaturity. It's important to closely monitor over a period of time and give opportunity for growth for the little ones. For grades 3 and higher it tends to be a bit easier to identify children with special needs. They're usually not reading at grade level standards, they tend to be a few levels below. Sometimes an entire academic year behind with their reading. By this age if the child has special needs that have not been addressed already chances are the child knows they're behind. In some way or fashion. They start to explore ways of not doing their work. Asking to go to the bathroom frequently. Playing with objects. Anything that allows them to avoid the work that may be too hard for them. These children are lacking a confidence in themselves. Sometimes their verbal and writing skills are underdeveloped. They struggle to stay "with the class" on a regular school day. With language and processing delays it's easier to identifying this with a student over time through one on one conferences and documented assessments (formal and informal).

Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they?

Yes, good teaching involves "tiering instruction, class work, and assessments." Small group work with supported instruction is imperative for struggling learners. Sometimes a student needs this in order to grasp a new concept not because they have special needs, but because they just need some additional support in a certain area. Differentiation is coupled with small group with. Another strategy to be tried before having a child tested for special education would be academic intervention. An extra layer of support provided outside of class either by the teacher or an outside specialist. The child's specific needs would be identified, goals would be set, strategies would be it in place to accomplish these goals. This would be one on one or a very small group meeting 1-3 times per week over a 6-9 week span. At the end of the academic intervention the hope is that the child will be better prepared and caught up to grade level standards (depending on how rigorous the academic intervention was). If the child is not and formal/informal data throughout the academic intervention documents how the child continues to struggle, then looking into special education testing at this point would be a conversation to be had with the child's parents.

What is the process--meeting with the parents? meeting with other school staff members?

The three  schools I worked at in New York City each had an academic support team. Where "cases" are brought before the committee. The teacher shares work samples from the child being presented before the committee. The teacher shares with strengths and weaknesses of the child and what the teacher has tried already in the class in terms of differentiation and intervention. The committee then makes recommendations based on what's presented. If the case is severe the committee might suggest that the child be evaluated for an IEP (Individualized education plan) rather soon. If the committee believes there needs to be more documentation of strategies tried, they might suggest some new intervention services and then set a date to meet to review case again.

Anything else you would add?

The goal of special education services is to meet the needs of the learned and help them be the most successful version of themselves and to meet academic goals that are appropriate for them. Getting to this can be bumpy at times for the learner and the family. For some families these situations can be very sensitive. An IEP is to be reviewed annually and the hope is that the child at some point in their academic life will no longer need the special education services. When the IEP is reviewed annually the team (school psychologist, teacher, guidance counselor, and family) review the goals that were set the year before. Did the child make the goals. What needs to be modified? What are new goals that need to be set out for the child. The sooner a child can be identified with special needs, the sooner modifications can be put in place.