Meeting the needs of ALL students!
General & Special Ed Conference 2015, San Antonio
So... you want to build GREAT readers?
*Studies show that if you want your child to be a great reader, you have to talk and play with your child from the start!
*Brain based studies suggest that children receive no screen time until the age of 2.
*After the age of 2, screen time should be limited to 2 hours per day, because excessive NON-EDUCATIONAL screen time has been attributed to delayed brain development for language and social skills.
*A child's brain is developed through experiences.
*If a child comes from a low socioeconomic background, experiences with language may be very limited.
*As educators, we have to create meaningful experiences for our students, so that we can fill in gaps that may have developed in networks of our students' brains.
*If learning is meaningful to an individual, the dopamine in the brain will allow you to save new information. If not, you lose it!
Is there a one size fits all intervention for struggling readers?
No! There is not a specific way to teach all students to read. What works for one student may not work for another.
The Essential Components of Reading are:
You have to determine where the deficiencies are in your student's language/reading development and intervene at that child's zone of proximal development- just difficult enough to keep the child engaged, and yet easy enough to maintain high spirits. If you don't, your hours of hard work could all be for nothing!
Click on the different technological intervention tools below to learn more:
Brain Based research about reading...
*If children do not have a clear brain map, it can affect the development of their speech, grammar, and ultimately reading.
*Brain maps are dependent on if the students can hear sounds correctly.
*The brain develops auditory sensory brain maps of all speech sounds in this order:
*As educators we are actually developing our students brains and also making up for any development that was missed earlier in their childhood.
*Through our instruction and intervention, we are growing brain fibers, increasing the density of grey matter, and changing the cortical network for vision and language in our students' brains.
Auditory Processing Disorders
*Auditory processing can be genetic or it can also be caused by chronic ear infections as a child. Children living in poverty, may have ear infections that go untreated. As their brains develop their brain map does not hear the sounds that correct sounds that consonants make.
*If you have an auditory processing disorder, speech that you hear is very muddy.
*Students with auditory processing disorders will not benefit from phonological awareness intervention only. (for example: Do these words rhyme? big, dig, call, ball)
*These students may tune you out and seem like they are unable to focus.
*Students with auditory processing disorders need auditory training- a process that involves teaching the brain to listen. During this type of training, students are provided with auditory stimuli and coaching that helps them learn to identify and distinguish sounds. Auditory training is usually supervised by an audiologist or speech-language pathologist.
*SOME of our students are born with natural self control
*Many of our students need to be taught how to self regulate their behavior, thinking, and feelings
*We have to stop making normal behavior from children into a problem , as adults we engage in problem behaviors (whispering to a neighbor during a presentation, inappropriate use of technology, etc.)
What percentage of our students deal with...
•Anxiety about school performance
•Problems dealing with parents & teachers
•Unhealthy peer pressure
•Common developmental, adjustment problems
•Fears about starting school
•Dealing with death or divorce
•Feeling depressed or overwhelmed
•Drug or alcohol use
•Worrying about sexuality
•Facing tough decisions
•Considering dropping out of school
•Traumatic experiences outside of school
*90% OF EXPLOSIVE BEHAVIOR IS CAUSED BY ADULT MISTAKE, WE DON'T STEP BACK AND GAIN PERSPECTIVE ON OUR STUDENT'S SITUATION
How do I promote my students' social-emotional well being?
*Create a positive, structured, and safe environment
for all students.
* Establish and maintaining positive relationships so all
students feel connected to school.
* Rigorous, effective instruction to teach students
skills academic, social, emotional, and behavioral that
enable school and life success.
* Promoting a sense of purpose, positive mindset, and
motivation in students.
* Making sure that all students receive the supports they
need to be successful.
When implemented correctly, your praise can be powerful!
*If your students don't have a relationship with you, your praise and extra attention will be ineffective.
*Praise specific behaviors and effort, rather than innate behaviors.
How to maintain relationships
*5:1 ratio of positive to negative interactions
*Positive notes and phone calls home
*2nd hand compliments