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PowerPoint Outline
I. IntroductionII. AssessmentIII. Intervention: Increasing At-Risk Students’ Classroom SuccessIV. Increasing Students’ Communication FlexibilityV. Specific Therapy Activities for Increasing Classroom Communication Competence
Because you had me for several undergrad classes…**
You know a lot of the information inch.11 alreadyWe’ll very briefly review it and add new information and then do some hands-on activities
San Juan Unified School District, 2018:**
We are funding a new program (voluntary) where parents can sign their children up for a 6-week pre-kindergarten programThis program orients children to learning how to “do school” (e.g., line up, sit in a circle, know their alphabet, take turns)It is really reducing behavior problems in kindergarten!
Some information taken from:**
ZarettaHammondCulturally Responsive Teaching and the Brain: Strategies for Authentic Engagement and RigorSan Juan Unified School District Leadership Series
We know that there are increased numbers of environmentally at-risk students in our schoolsChapter 11 focuses on ELL and low-SES studentsThey are often over-referred to special education when they are typically-developing learners but are experiencing mismatches between the home and classroom environments
There is a great deal of research…**
That discusses how to help these students with academic languageBut little research exists on helping them fit in with classroom demands and routinesThis chapter focuses on helping at-risk students learn to successfully play the “classroom game”My contention is that unlike mainstream middle-SES children, these at-risk students need explicit instruction on the rules of the game
For example:**
Middle-SES homes: Children are encouraged to negotiate with adults, make choices, and verbally display knowledgeDiverse homes: children encouraged to be seen and not heard, obey adults without questionMiddle-SES homes: Children engaged in extended discourse with adultsDiverse homes: Children give adults brief answers, engage mostly with other children
At-risk children are often unfamiliar with the IRE model:
The IRE model:
Many at-risk students struggle:
II. Assessment**
Very critical for SLP to observe in the classroom—multiple observations over timeStudents and teachers can fill out questionnairesVideotaping can helpI have done this and students are surprised by how they come across
III. Intervention: Increasing At-Risk Students’ Classroom Success**
A.FoundationIt’s important to create an emotional connectionHammond discusses an atmosphere of trustBox 11.6 on p. 426 lists ways that SLPs, teachers, and other adults can create emotional connectionsOlder peer role models can be very successful
B. Hammond: 4 types of teachers (relates to SLPs too)
1. The Elitist(Mark’s kindergarten teacher!)
2. The Technocrat
3. The sentimentalist
4. The warm demander
IV. Increasing Students’ Communicative Flexibility**
A.Driving in New ZealandMany ELL and low-SES students need to allocate linguistic, cognitive, and attentional resources to tasks that are automatic for mainstream studentsWe and teachers can do our best to build on students’ prior knowledge and experiencesStudents need more opportunities to interact in the classroom setting (Box 11.7 on p. 429)
The technique ofrevoicingcan be very helpful**
When the student says something, we or the teacher re-states it in a more academic manner (Box 11.9).We can also ask students higher order questions to promote flexibility and higher order thinking (Box 11.10)
Higher order questions
B. Training The Guy in My Head**
It is critical to teach planning and organization skills—how to use calendars and make lists—prioritizeRemind students of what we have discussed re: CarolDweck’swork—growth mentality—we can change our outcomes with hard workExercise our brains—like our bodies—to improve our “wobbly” skills
We’ve discussedShiloand his calendar
C. Making the Implicit Explicit**
Teachers can post lists of classroom rules and talk about themReward children who are following the rulesSLP and teacher can role play a student breaking the rules. Videos can be used, andchcan find all the instances of rule-breaking. They love it!
V. Specific Therapy Activities for Increasing Classroom Communication Competence**
A. Home Rules vs. School RulesObjective: The student will differentiate between rules that are applicable at home, school, or bothRationale: Students have to realize that what works at home may not work at school, and vice versa
Thinking Questions
With a partner…**
Do the worksheet addressing Home Rules vs. School RulesTake turns being the SLP and the child, and really discuss this activity as though you were carrying out actual therapy
B. Getting the Teacher’s Attention**
Objective: The student will identify several appropriate ways to get the teacher’s attentionRationale: Students occasionally need to get the teacher’s attention, and they need to learn how to appropriately make contact with the teacher.
Thinking Questions**
1. What do you think the teacher thinks when you raise your hand?2. Why is this a good idea?3. What are some other good ways to let the teacher know you need attention?4. What are some ways that don’t work very well?
With a partner, carry out the activity entitled “Getting the Teacher’s Attention”
C. Talking to Your Neighbor**
Objective: The student will identify appropriate and inappropriate times to talk with other students in classRationale: Some students love to talk! This is especially annoying when the teacher is trying to give instructions and some students cannot hear her because other students are talking. Students must learn to be quiet, listening, and respectful.
Thinking Questions**
1. Why do you think there are rules like “No talking in class?”2. Why might it bother other people when you were talking?4. What are some times that it is OK to talk to your friends?
With a partner, carry out the activities on the worksheet Talking to Your Neighbor
D. Complying with Instructions Right Away**
Objective: The student will give examples of characters who are and are not complying with the teacher’s instructions right awayRationale: When the teacher gives instructions, it’s important to comply with them right away. If students don’t do this, the classroom can become more chaotic and hard to manage.
Thinking Questions**
When a teacher asks you to do something, what does he expect?What happens if you don’t do it right away?How can this hurt you in the long run?
E. Thinking About Consequences**
Objective: The student will identify at least 2 possible consequences for a given situationRationale: It is very important for students to learn to take responsibility and think before they act. They need to always consider consequences of their choices, owning responsibility for what they do.
Thinking Questions**
What might happen if you stayed up super late and then remembered the next morning that you had a big test?What could avoid a problem like that?What is a “consequence?”
With a partner, carry out the “Thinking about Consequences” activities worksheet
PowerPoint Outline
I. IntroductionII. AssessmentIII. Intervention: Increasing At-Risk Students’ Classroom SuccessIV. Increasing Students’ Communication FlexibilityV. Specific Therapy Activities for Increasing Classroom Communication Competence





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