Calming Measures in the Classroom: Support or Distraction?
Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?
Supporting the Development of Self-Determination as a Lever for Engaging Learners
Supporting the development of self-determination appears to be a promising way to promote academic success and seems to have an impact beyond the school career of students with and without learning disabilities (LDs).
Building Oral Language Skills through Classroom Instruction: Six High-Yield Strategies to Borrow from the Clinic
This article provides a number of high leverage strategies to target oral language skills that can be adapted for classroom instruction.
SMHO: Promoting the Mental Health of Students with Learning Disabilities
Students with learning disabilities may be at greater risk for mental health problems including ADHD, anxiety, mood disorders, and interpersonal problems. Deanna Swift, from School Mental Health Ontario provides resources support educators in their efforts to create a mentally healthy classroom.
Stop, Observe and Act: A Strategy for Managing Attention, Impulsiveness and Anxiety
ADHD and anxiety have become big problems for classroom teachers. New research on the notion of cognitive control leads us to believe that managing attention, impulsiveness, and anxiety requires several shared skills, which can be taught explicitly.
Cultivating the Hearts of Students through Books: Using Children’s Literature to Support Social-Emotional Learning
For over 20 years, research has shown that social-emotional learning should take a more important role in the classroom. Teachers should highlight the emotions felt by the characters in children's literature to promote social-emotional learning and discussions while continuing to meet academic goals.
Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges
Often, children cope with distress by gradually withdrawing from or avoiding situations, thoughts, or feelings, and engaging in behaviours like procrastination, school refusal, lying about getting work done, or feeling tired or unwell.
Seen, Understood, Accepted, and Celebrated: Using Broader Lenses to Assess Online Engagement in Learners of All Ages
Consider this: you might actually be missing a lot of the student engagement that your hard work and dedication have created. Teachers need to learn how to recognize and fully appreciate the wide range of engagement that is already occurring in classrooms and in online spaces.
10 Tips for Teaching Phonological Awareness
Phonological awareness is a crucial foundational skill in the journey of learning to read. Research shows that challenges in phonemic awareness and other phonological skills both predict and cause poor reading and spelling development and that decoding instruction may be ineffective unless children can first hear the sounds in spoken language.
Supporting Students with Learning Disabilities during Writing Circles
The Writing Circle is an innovative teaching approach used to teach writing at the primary level, which can be adapted to support students with LDs to encourage their enjoyment of writing, activate and increase their knowledge of writing, and enable them to acquire new writing skills, both in planning and revising texts.