We all have times when you need extra time to understand concepts or ‘get our heads around’ a task.\u00a0 When that occurs for our students, we need a plan in place. A chart of suggestions students can refer to on their own becomes a self-directed learning experience.<\/p>\n
1. Reread the directions.<\/p>\n
2.\u00a0 Ask yourself, “What am I expected to do on this task?”<\/p>\n
3.\u00a0 Ask another student to explain the directions.<\/p>\n
4.\u00a0 Team up with a partner to get started.<\/p>\n
5.\u00a0 Do the first few parts and ask to have that work checked before you work on.<\/p>\n
6.\u00a0 If time is ending and you are not finished, ask if you can do the rest of the task later.<\/p>\n
In some instances, the supervising adult can intervene and reduce the student’s anxiety\/stress by:<\/p>\n
— circling the most important parts and asking the students to do them first.<\/p>\n
— drawing a line part way down the task and making that portion the goal for that session.<\/p>\n
— asking the student to orally explain his\/her thinking process instead of writing them down (and counting that as their grade-able answer).<\/p>\n
Accommodations need to be part of our thinking. Remember\u00a0when you were ‘lost’ or confused by a task. You probably made your own accommodation. Help students\u00a0understand that getting help can look like a variety of things and help them find acceptable ways to get help. Also, teaching them that asking for assistance is not a sign of failure or stupidity; it’s a sign of knowing what you don’t know and asking for direction so you can learn it.<\/p>\n","protected":false},"excerpt":{"rendered":"
We all have times when you need extra time to understand concepts or ‘get our heads around’ a task.\u00a0 When that occurs for our students, we need a plan in place. A chart of suggestions students can refer to on their own becomes a self-directed learning experience. 1. Reread the directions. 2.\u00a0 Ask yourself, “What\u2026 Read More »<\/a><\/span><\/p>\n","protected":false},"author":18,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[49],"class_list":["post-189","post","type-post","status-publish","format-standard","hentry","category-expectations-misbehavior-communication-clarifying-monitoring","tag-peer-assistance"],"_links":{"self":[{"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/posts\/189","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/comments?post=189"}],"version-history":[{"count":0,"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/posts\/189\/revisions"}],"wp:attachment":[{"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/media?parent=189"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/categories?post=189"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/paddyeger.com\/blog\/educatingamericablog\/wp-json\/wp\/v2\/tags?post=189"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}