Are you looking for hacks for encouraging students to realize their academic potential? If so, keep reading.
1. Praise the learner for improving and homework performance: (a) give the learner a concrete reward (e.g., classroom privileges, free homework pass, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
2. (e.g., have the learner give oral explanations, simulations, physical demonstrations, etc.).
3. Find the learner’s preferred learning style (e.g., visual, auditory, etc.) and use it continuously to enable the learner’s comprehension.
4. Find resource staff members (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.) from whom the learner may receive additional assistance.
5. have been reviewed by the teacher.
6. Make sure the tasks measure knowledge of content, not related skills such as reading or writing.
7. to enable learning.
8. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for improving their academic task and homework performance.
9. Give sufficient repetition/drill of ideas/skills to help the learner achieve minimal accuracy on tasks (i.e., require mastery/minimal accuracy before moving to the next skill level).
10. Make the learner redo tasks of poor quality if you are sure the task is within the learner’s .
11. Create a minimum level of accuracy that will be accepted as a level of mastery.
12. or part of the task to make sure the learner knows what is expected.
13. before assigning a task.
14. Select various people (e.g., peer, paraprofessional, tutor, counselor, etc.) to help the learner improve work performance.
15. Minimize distracting stimuli (e.g., place the learner in the front row, give a carrel or “office” space away from distractions, etc.). This should be used as a way to lessen distractions, not as a punishment.
16. Teach the learner to practice basic (e.g., reading for the main idea, note-taking, summarizing, highlighting, studying in an excellent environment, using time wisely, etc.).
17. to make sure that they know what to do, how to finish the task, etc.
18. Organize their surroundings to give the learner increased chance for help or assistance on academic or (e.g., give a , seat the learner near the teacher or aide, etc.).
19. Get the learner to orally repeat directions, explanations, and instructions after they have been given to reinforce retention.
20. Let the learner put a task away and return to it at a later time when they might be more successful.
21. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.
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1. Praise the learner for improving and homework performance: (a) give the learner a concrete reward (e.g., classroom privileges, free homework pass, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).
2. (e.g., have the learner give oral explanations, simulations, physical demonstrations, etc.).
3. Find the learner’s preferred learning style (e.g., visual, auditory, etc.) and use it continuously to enable the learner’s comprehension.
4. Find resource staff members (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.) from whom the learner may receive additional assistance.
5. have been reviewed by the teacher.
6. Make sure the tasks measure knowledge of content, not related skills such as reading or writing.
7. to enable learning.
8. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for improving their academic task and homework performance.
9. Give sufficient repetition/drill of ideas/skills to help the learner achieve minimal accuracy on tasks (i.e., require mastery/minimal accuracy before moving to the next skill level).
10. Make the learner redo tasks of poor quality if you are sure the task is within the learner’s .
11. Create a minimum level of accuracy that will be accepted as a level of mastery.
12. or part of the task to make sure the learner knows what is expected.
13. before assigning a task.
14. Select various people (e.g., peer, paraprofessional, tutor, counselor, etc.) to help the learner improve work performance.
15. Minimize distracting stimuli (e.g., place the learner in the front row, give a carrel or “office” space away from distractions, etc.). This should be used as a way to lessen distractions, not as a punishment.
16. Teach the learner to practice basic (e.g., reading for the main idea, note-taking, summarizing, highlighting, studying in an excellent environment, using time wisely, etc.).
17. to make sure that they know what to do, how to finish the task, etc.
18. Organize their surroundings to give the learner increased chance for help or assistance on academic or (e.g., give a , seat the learner near the teacher or aide, etc.).
19. Get the learner to orally repeat directions, explanations, and instructions after they have been given to reinforce retention.
20. Let the learner put a task away and return to it at a later time when they might be more successful.
21. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.
The post appeared first on .