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Motivating the underachiever

Motivating the underachiever

Make allowances for short attention span – 15 minutes max

Give plenty of support – stay with them – make it a ‘warm and close’ experience

Use as visual or multi-sensory learning aids – colour, objects, games

Use associations, e.g. left and right

Motivating the underachiever

Short term and long term rewards

Star charts / Progress charts

Choosing the right time of day

Make the work a regular exercise

Don’t leave the child to work on their own except for tasks unless they are completely confident with that task.

Motivating the underachiever

Make it interesting! Use games, pictures, interest books.

Share a book together. This should be an enjoyable experience – ‘warm and close’ – separate from the instructional reading book.

Goal setting Help them see the big picture.

Ask questions such as:

Why would it be good to be able to read well?

What do we have to do to become good at reading?

Who would you like to read a story to?

The student can choose a book or story and practice it daily until they are confident enough to read to someone.

Positive behaviour charts Make a personal list of positive behaviour points the

child must aim for.

Week ending:

Focus on my work

Neat writing

Not distracting others

Good listening

DyslexiaDifficulties in performing language-based tasks

Includes reading, spelling, writing

Difficulties in co-ordination

Definitionthe under development of certain parts of the

brain, namely:

the corpus callosum (for transmission of signals between hemispheres)

the cerebellum (for balance and coordination)

and the magno-cellular system, (which deals with our ability to see moving images).

Dyslexia explainedThere is an imbalance between the right and left

sides of the brain.

The right side is responsible for creative, spatial and visual functions; the left side is responsible for language, logic, sequencing.

In dyslexic people, the brain does not operate to its full potential, has to work much harder than in non-dyslexic people.

there will be difficulty in sustaining attention during difficult tasks.

For the dyslexic person, they are trying to use their right side of the brain for the purpose that the left side of the brain does best (language).

The right side of the brain of a dyslexic person is more developed than the left side, meaning that they will show more creative strength.

However using the side of the brain that is not ‘wired’ for language, the brain will therefore have to work much harder.

PositivesCreativity!

Many famous people were /are dyslexic

E.g. Einstein, Leonardo Da Vinci, Steve Jobs

CausesHereditary factors

Environmental toxins

Nutrition

Strategies People with dyslexia will have a greater chance of

improving their literacy and coordination skills if:

the problem is identified early (pre-school years)

And if attention is given to:

language learning strategies

Nutrition

Exercises for coordination and strengthening the cerebellum and corpus callosum.

The dyslexic child in Pre-school

Strengths may be seen in:

building and construction activities

creative activities

problem-solving activities

Weaknesses may be seen in:

memory e.g. recalling a steps in an activity; forgetting instructions

sequencing e.g. words of songs; patterns; letters/numbers

speech e.g. muddled words, linking sounds to letter shapes

language e.g. following instructions; retelling a story; disinterest in learning to read

listening - poor concentration

motor skills

rhythm - poor co-ordination

orientation - trouble with left/right; orders right to left rather than left to right

colour recognition

Pupils with these difficulties will need more help and additional practice in:

ball skills

balancing

using play equipment

dance, songs with actions

nursery rhymes

stories and listening games

memory games

naming objects; word and letter order

sequencing and copying colours, shapes and patterns

threading beads

sorting and classifying

holding a pencil and copying

organization of materials and themselves

The dyslexic child in the Primary School

Strengths

spatial skills

building, making, drawing

oral language

drama

non-verbal activities

WeaknessesMemory

Concentration

Sequencing

Following instructions

Recalling information

Literacy

Organizational skills

Reading difficultiesdifficulty in recognizing words by sight

problems with matching sounds to letter shapes

problems with blending sounds and word decoding strategies

problems with retelling stories in correct sequence of events

difficulties reading aloud – lack of fluency, expression, accuracy; word omissions; ‘made-up’ words or sentences, pronunciation problems

Spelling difficultiesoften no relationship between the word and

letters used

can spell orally but can’t write correctly

reversal of letters

wrong use of phonics

problems isolating individual sounds

Expressive Writing difficulties

poor ordering of events

words/phrases missed out

punctuation problems

writes slowly

messy

can’t copy from the board

Handwriting difficultiespoor motor control

reversals of letters

poor letter formation and joining

Emotional / behavioural elements

poor concentration

poor listening

avoids reading/writing

easily distracted

many avoidance strategies

lacks confidence

often tired after seemingly little output

problems in organizing self and work

poor self-esteem

withdrawn, disruptive or class clown

complains of teasing

easily upset

coping procedures may be swaying, aggression or difficult behaviours

Classroom support strategies

phonics

memory building exercises

auditory activities

seating closer to front of class

modification of worksheet – larger print size; colour paper

eliminate need to copy from board

reduce copying generally

support visual tracking – use ruler beneath line of words being read

Multi-sensory learning Pupils with dyslexia learn best when all the

senses are used: auditory; oral; visual; tactile; kinesthetic

memory games and exercises involving following verbal instructions, memorizing rhymes, and looking for a missing object/ image

multi-sensory teaching of letters, with special emphasis on vowel sounds. Letters can be taught using colour and texture to track shape

sequences of movements such as those in action songs and action rhymes

strategies for remembering left and right

minimizing the number of spelling words to learn. Some pupils may need to start with 3 at one time

use of pictures to reinforce word meaning

drawing and interpretation – flowcharts; mind maps; story maps; charts, graphs, tables

Raising self-esteemshow understanding of pupil’s problem

discuss problems and find solutions

for older pupils, discuss dyslexia and what it means

identify strengths; point out that some famous people are dyslexic

give reassurance

deal with any bullying

Behaviour problemsIdentify the cause

Physical problems – tired, hungry, itchy, has a cold, poor eye sight

Learning problems – dyslexia, A.D.D.; hyperactive

Bored because ahead of the class

Emotional problems

Dealing with misbehaviourWWJD?

By forming strong relationships with the children they will respect you.

When they respect you they will take to heart your words of correction.

They will not respond to physical or verbal abuse.

Never discipline out of anger.

Words of wisdom Colossians 4:6

Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone.

Proverbs 15:1

A gentle answer turns away wrath,  but a harsh word stirs up anger.

Teachers and teacher’s aides act on behalf of parents

Ephesians 6:1 – 4

Children, obey your parents in the Lord, for this is right. “Honor your father and mother” (this is the first commandment with a promise), “that it may go well with you and that you may live long in the land.

Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.

Discussion When working one-on-one, what would you do

to help a child who:

a) tries hard but is below the expected standard in literacy?

b) is capable, but is always distracted and not interested in their work?