Author: Matthew Lynch

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17 Strategies to Help Students Who Use Improper Verb Tenses While Speaking

Are you looking for strategies to help students who use improper verb tenses wile speaking? If so, keep reading.

1. After recording the learner’s speech, have them find the incorrect verb tenses and make appropriate corrections.

2. Ascertain the type of grammatical model to which the learner is exposed at home. Without placing negative connotations on the parents’ grammatical style, explain the difference between standard and nonstandard grammar.

3. Get the learner to choose a verb to master. As the learner masters the correct use of the verb, they put it on a list with a star and select another verb to master.

4. Encourage the parents to urge the learner’s correct use of verb tenses at home by praising them when appropriate verb tenses are used.

5. Copy a paragraph that is in the present tense. Spotlight the verbs and have the learner change all the verbs to past and/or future tense. This learning experience could be finished orally or in written form.

6. Ascertain if the learner’s errors are the result of dialectical differences (i.e., the pattern of verb tense usage may not be atypical within their social group).

7. Praise those students in the classroom who use verb tenses correctly.

8. Utilize a private signal (e.g., hand over shoulder/past tense, pointing forward/future tense, etc.) to remind the learner to use correct verb tense.

9. Throughout the day, write down specific verb tense errors pronounced by the learner. Read the sentences to the learner and have them make appropriate corrections orally.

10. Explain that changes must be made in a verb to indicate when an event happened (e.g., past, present, future).

11. Provide the learner a sentence and have them change it from present to past, past to present, future to past, etc.

12. When the class is engaged in several learning activities , describe your observations using the present tense. Get students to do likewise. Expand this learning experience to include past and future tenses by asking appropriate questions (e.g., “What just happened?” “What were you doing?” “What will you do next?”).

13. Select a peer to practice verb tenses with the learner. Each tense should be used in a sentence rather than only conjugating the verbs.

14. Get the learner to assist in correcting other students’ written work, looking for errors in verb tenses.

15. Ascertain whether the learner has appropriate sequencing skills. The concept of sequencing influences comprehension of verb tense (e.g., Can the learner answer questions using first, next, then, etc.? Do they use such vocabulary when speaking even though verb tenses are incorrect?). Get the learner to list learning activities they did when little, learning activities the learner can do now, and things they will be able to do when grown up. Place emphasis on appropriate verb tenses during this learning experience.

16. Consider using a language arts app. Click here to view a list of recommended apps.

17. Consider using a language development app. Click here to view a list of apps that we recommend.

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21 Tips for Increasing a Student’s Attention Span

Are you looking for strategies that help your students attention span? If so, keep reading.

1. Create an environmental setting for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).

2. Give clearly stated instructions, written or oral (e.g., make instructions as simple and concrete as possible).

3. Select various people (e.g., peer, counselor, paraprofessional, etc.) to help the learner remain on-task.

4. Get the learner to listen and take “Who, What, Where, On occasions where, How, and Why” notes when information is presented.

5. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

6. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the learner’s reach.

7. Give the learner an individual task when the group setting is overly distracting.

8. Urge the learner to create a 30-second description of their goal to help them remain on-task and focused (e.g., “I will listen carefully. The better I focus and remain on-task, the better I will perform.”).

9. Provide information to the learner on a one-to-one basis or use a peer tutor.

10. Give an incentive statement along with an instruction (e.g., “You can go to lunch after you finish 15 math problems.”).

11. Praise the learner for concentrating on a task for the duration of time the learner can be successful. As the learner demonstrates success, slowly increase the duration of time required for reinforcement.

12. Minimize the amount of information on a page if it is visually distracting for the learner (e.g., less print to read, fewer problems, isolate information that is presented to the learner, etc.).

13. Follow up a less desirable task with a more desirable task. Make the conclusion of the first appropriate to perform the second.

14. Reward the learner for concentrating on a task for a specific duration of time (e.g., a break, visit briefly with a peer, etc.).

15. Pair the tasks with the student’s learning experience level. On occasions where the learner is feeling highly active, give them tasks that require a great degree of movement. On occasions where the learner is most likely to pay attention, give them tasks that require less movement and more sitting.

16. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to concentrate.

17. Support the learner in staying on-task. As the learner shows success, slowly lessen the amount of assistance given and require the learner to independently remain on-task.

18. Create an environment that is quiet and tidy (e.g., clean, well-lighted, fresh smelling, and at a comfortable temperature).

19. Let the learner occasionally take a learning activity home when the work setting is overly distracting.

20. Reward the learner for finishing a task within the amount of time allotted.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

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15 In-Class Tactics to Improve Concentration in Children

Are you looking for tactics to improve concentration in children? If so, keep reading.

1. Teach the learner listening skills (e.g., stop working, clear desk of nonessential learning materials, pay attention to the source of information, write down essential points, ask for clarification, and wait until all instructions are received before beginning).

2. When ideas are presented, have the learner listen and take notes for “Who, What, Where, On occasions where, How, and Why.”

3. Provide visibility to and from the learner at all times to monitor the learner’s concentration.

4. Minimize the number of instructions in each step. Provide the learner each additional step after the prior step has been finished.

5. Separate large tasks into smaller tasks (e.g., have the learner write an outline for a book report, then the first rough draft, etc.).

6. Make sure that the learner’s academic tasks are on their capacity and ability level.

7. Refrain from placing the learner in situations that require listening for an expanded duration of time such as lectures, assemblies, seminars, etc. Give the information for the learner through a recording or lecture notes.

8. Minimize distracting stimuli in and around the learner’s desk (e.g., learning materials in/on the desk, etc.).

9. Get the learner to take part in games requiring varying degrees of concentration (e.g., tic-tac-toe, checkers, chess, etc.).

10. Make sure the tasks required of the learner are appropriate for their level of development and capacity and ability.

11. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow (e.g., failing to concentrate on schoolwork could result in low grades or unfinished work).

12. Give the learner fewer tasks. As the learner shows success, slowly increase the number of tasks over time.

13. Inform the learner when it is time to begin a task, listen to others, etc.

14. Provide one-, two-, and three-step instructions to the learner. As the learner shows success in concentrating, slowly increase the number of steps.

15. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

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15 Hacks to Develop Your Child’s Visual Perception Skills

Are you looking for hacks to develop you child’s visual perception skills? If so, keep reading.

1. Utilize an assortment of colored tiles to make a pattern. Get the learner to duplicate the pattern while looking at the model, then finish the design from memory without using the model.

2. Put several things on a tray, such as a pencil, a flower, a penny, and a piece of gum. Let the learner study the things, then put the things away and have the learner find what was on the tray.

3. Get the learner to practice tracing outlines of images. Worksheets with dotted lines of images, letters, numbers, etc., can be used to create eye-hand coordination.

4. Play a matching game in which hidden images, numbers, or shapes are turned over one at a time and the learner must remember where the matching image is located.

5. Using images from magazines, remove an essential part of the image and ask the learner to find the missing part.

6. Give instructions to the learner before they are asked to begin a workbook page. Complete the first problem with the learner so they know what is expected.

7. Minimize the amount of information on a page for the learner (e.g., less print, fewer problems, etc.).

8. Give math problems on graph paper so the numbers are in a column in the ones, tens, and hundreds places.

9. Get writing paper color-coded so the learner knows where to start and stop on the page.

10. Spotlight essential words, phrases, etc., in the learner’s tasks that require reading.

11. Let the learner use a typewriter to enable skills and reinforce word recognition.

12. Give the learner shorter tasks, but give more of them. As the learner shows success, increase the length, and decrease the number of the tasks.

13. Minimize distracting stimuli on or near the learner’s desk (e.g., learning materials on the desk, things inside the desk, etc.).

14. Give the learner a quiet space to work (e.g., table, “office,” etc.). This should be used as a way to lessen distractions, not as a punishment.

15. Find the learner’s most efficient learning mode and use it continuously to increase the likelihood of comprehension (e.g., if the learner has difficulty comprehending written information or instructions, present them orally).

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21 Ways to Help Messy Kids Organize Their Schoolwork

Are you trying to find ways to help messy kids organize their schoolwork? If so, keep reading.

Create a routine (schedule) to be followed for organization and appropriate use of work learning materials. Give the learner their routine (schedule) in writing and review it often.

Designate the learner’s organizational duties in the classroom (e.g., equipment, software learning materials, etc.).

Create classroom rules: • Get appropriate learning materials. • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

Support the learner in organizing learning materials.  As the learner shows success, slowly decrease the assistance you provide and require the learner to assume more responsibility for organization independently.

Provide the learner one task to perform at a time. Present the next task after the learner has finished the prior task in an organized way.

Get the learner to gather all the learning materials appropriate to work on a project, task, etc., to lessen the need to search for learning materials.

Make sure the learner knows that work that was not finished because appropriate learning materials were not brought to a specific learning experience will need to be finished during leisure or break time.

Get the learner to discard things/paperwork that have no future use.

Minimize the number of learning materials for which the learner is responsible. As the learner shows appropriate responsibility for learning materials, increase the number of learning materials for which the learner is responsible.

Do not give the learner additional learning materials if they fail to care for learning materials properly.

Get the learner to create a routine (schedule) to follow before coming to class (e.g., check what learning experience is next, determine what learning materials are appropriate, collect learning materials, etc.).

Get the learner to select a peer, friend, etc., who exhibits the capacity and ability to organize a task prior to beginning it. Get the learner to observe that person and try to model the behaviors they use to organize tasks.

Get the learner to tag all personal items with their name.

Urge the learner to develop an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to disorganization (e.g., missed tasks, unfinished projects, misplaced textbooks, etc.).

Make sure that failure to have appropriate learning materials results in loss of opportunity to participate in learning activities or a failing grade for that day’s learning experience (e.g., art, home economics, industrial arts, physical education, etc.).

Get the learner to create a list of learning materials appropriate for each class (e.g., band instrument, gym clothes, calculator, etc.).

Get the learner to organize significant tasks/projects by dividing them into small segments. Establish deadlines and reward the learner after finishing each segment of the task.

Get the learner to perform one task or step of a significant project at a time.

Get the learner to question any instructions or expectations they do not understand.

Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

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19 Hacks to Improve Your Kids Reading Comprehension Skills

Are you looking for hacks to improve your kids’ reading comprehensions skills? If so, keep reading.

1. Present new words and their meanings to the learner before reading new content.

2. Teach the learner to think about the reading selection and forecast what will happen prior to reading the selection.

3. Select a peer tutor to study with the learner for exams, tests, etc.

4. Provide the learner time to read a selection more than once. Place emphasis on accuracy, not speed.

5. Compose notes and letters to the learner to give reading content that they will want to read for comprehension. Students may be encouraged to write notes and letters to classmates at a time set aside each day, once a week, etc.

6. Get the learner to outline, underline, or highlight essential points in written content.

7. Teach the learner to use context clues to find the meanings of words and phrases not known.

8. Teach the learner to use related learning experience s in their classes (e.g., filmstrips, movies, recordings, demonstrations, discussions, lectures, videotapes, etc.). Urge teachers to give alternative learning experience s for the learner.

9. Separate the learner at several points throughout a reading selection to check for comprehension.

10. Utilize a sight-word vocabulary approach to teach the learner keywords (e.g., circle, underline, match, etc.) and phrases when reading directions and instructions.

11. Get the learner to find words they do not comprehend. Get them to find the definitions of these words in the dictionary.

12. Get the learner to work with a peer and teacher. The first learner will dictate a short paragraph to be typed by the teacher and will also compose a comprehension question. The second learner, after listening to the process, will read the story orally and answer the comprehension question. Then learner roles can be reversed.

13. Get the learner to match vocabulary words with images representing the words.

14. Give the learner written directions After learning activities that target concrete experiences (e.g., following a recipe, following instructions to put a model together, etc.) to enable comprehension.

15. Give the learner written one-step, two-step, and three-step instruction-following learning activities (e.g., sharpen your pencil, open your text to page 121, etc.).

16. Utilize reading sequence content with high interest, low vocabulary for the older learner.

17. Consider using AI to teach reading comprehension.

18. Consider using Alexa to teach reading skills.

19. Try using one of our many apps designed to teach literacy skills and help students with reading issues:

10 Apps That Teach Your Child to Read

7 Must-Have Apps to Make Students Love Reading

7 Must-Have Phonics Apps and Tools

9 Reading Apps and Tools for the Elementary Classroom

The Tech Edvocate’s List of 24 Literacy Apps, Tools & Resources

10 Apps to Teach Children Early Literacy Skills

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15 Ways to Teach Students to Respond Appropriately to Teasing

Are you looking for ways to teach students to respond appropriately to teasing? If so, keep reading.

1. Intervene early and often when there is a problem to prevent more severe problems from happening.

2. Remind the learner, when they are teasing others, that no harm is meant and that the same holds true when others tease him/her.

3. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

4. Urge others to compliment the learner.

5. Convey your feelings in a socially acceptable way.

6. Draft an agreement with the learner stipulating what behavior is required (e.g., laughing, joking in return, etc.) and which reinforcement will be implemented when the agreement has been met.

7. Assist the learner in learning to deal with teasing that upsets them by having the learner avoid the teasing, walk away from the situation, move to another place, etc.

8. Assist the learner in understanding that if they cannot accept friendly teasing, it would be best to avoid those situations where teasing may happen.

9. Praise the learner for responding properly to friendly teasing: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

10. Praise those students in the classroom who respond properly to friendly teasing.

11. Assess the interaction to ascertain (a) if the interaction is appropriate, (b) if the timing of the interaction is appropriate, and (c) if the learner can handle the interaction successfully.

12. Praise the learner for responding properly to friendly teasing based on the number of times they can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

13. Always treat the learner with the utmost respect. Talk objectively at all times.

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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What is Dialogic Reading?

Reading books is an important part of a child’s learning and development. Books not only provide entertainment; they are a learning tool that teachers and parents use to help a child develop reading and language skills. Even in the era of smartphones, online games, and apps, teachers and reading experts have emphasized the importance of books.

Dialogic Reading

When it comes to reading and understanding books, how we read it is just as important as how often it is read. In most cases, adults take charge of the reading part while the child listens. It is the adults that are the main storytellers.

In a strategy called dialogic reading, adults encourage children to become storytellers. In this strategy, the adults will start out by reading the story, but over the course of storytelling, they will encourage the child to take charge. The adult will ask questions, make clarifications, and listen as the child tells the story.

Here are some steps to follow to do dialogic reading effectively: 

  1. Provide prompts. Ask the child to say something about the book or story.
  1. Listen and evaluate the child’s response.
  1. Expand. The teacher or parent will encourage the child to say more about the response. This can be done by making a clarification, rephrasing the child’s statement, or adding to it.
  1. To check what the child has learned, the teacher will repeat the prompt.

This strategy is most effective when done on every page or every other page. Each time a book is read, the teacher or parent will consciously do less and less talking. They will only talk to give prompts.

There are different types of prompts when using dialogic reading. Here are some examples: open-ended prompts, recall prompts, completion prompts, distancing prompts (prompts that encourages the child to find connections between the book and real-life experiences), and wh-prompts (who, what, where, when).

Why it Works

Dialogic reading is really just having a conversation about a book–when reading a book, the teacher or parent will give prompts to the child. The child will respond to the prompts while processing the information that has been read. Adults should mix up the prompts used to keep the child engaged.

Practicing dialogic reading lets children get ahead with language development by constantly practicing the skills of reading, speaking, and comprehension. This exercise also allows the child to build confidence in speaking up and engaging in conversations.

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16 Genius Ways to Teach Kids to Take Notes During Class

Are you looking for genius ways to teach students to take notes during class? If so, keep reading.

1. Show information in short segments for the learner to take notes. As the learner experiences success, slowly increase the length of the segments that are presented.

2. Make sure the vocabulary used in presenting instructions and lectures is appropriate for the learner’s capacity and ability level.

3. Make sure the learner has all the learning materials appropriate for note-taking (e.g., paper, pencil, pen, etc.).

4. Make sure the learner uses any appropriate aids to enable note-taking (e.g., eyeglasses, hearing aid, etc.).

5. Put the learner next to a peer so the learner can copy the notes taken by the peer.

6. Make sure the learner has sufficient surface space on which to write when taking notes (e.g., uncluttered desktop).

7. Minimize distracting stimuli that interfere with the learner’s note-taking (e.g., other students talking, outdoor learning activities, movement in the classroom, hallway noise, etc.).

8. Show the information in the most exciting manner possible.

9. Get the learner to record instructions and lectures as an alternative to written note-taking.

10. Summarize the main points of instructions and lectures for the learner.

11. Show instructions following the (1) What, (2) How, (3) Learning materials, and (4) On occasions where outline.

12. Provide visibility to and from the learner when delivering instructions and lectures to enable the learner’s success in note-taking.

13. Get the learner to take notes following the “What, How, Learning materials, and On occasions where” format when instructions are being given.

14. Get the learner to listen and take notes for “Who, What, Where, On occasions where, How, and Why” when ideas are presented.

15. Show ideas following the (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why outline.

16. Consider providing the student with a notetaking app. Click here to view a list of the best of the best notetaking apps.

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20 Tips for Teaching Kids to Use Learning Materials Appropriately

Are you looking for tips to teach students to use learning materials appropriately? If so, keep reading.

1. Teach the learner that lending their school-related learning materials to other students does not lessen their responsibility for the learning materials.

2. Teach the learner to conserve rather than waste school-related learning materials (e.g., amount of glue, paper, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans, etc.).

3. Teach the learner appropriate ways to deal with anger and frustration rather than destroying school-related learning materials.

4. Teach the learner to handle school-related learning materials (e.g., keep learning materials with him/her, know where learning materials are at all times, secure learning materials in lockers, etc.).

5. Give the learner an appropriate space to store/secure school-related learning materials (e.g., desk, locker, closet, etc.). Make the learner store all learning materials not in use.

6. Show the learner that failure to care for school-related learning materials will result in the loss of their use.

7. Give reminders (e.g., a list of school-related learning materials) to help the learner keep and care for school-related learning materials.

8. Restrict the learner’s freedom to school-related learning materials from school if they are unable to return such things.

9. Teach the learner appropriate use of school-related learning materials (e.g., scissors; pencils; compass; rulers; science, industrial arts, and home economics learning materials; etc.).

10. Give the learner oral reminders of school-related learning materials needed for each learning experience.

11. Make sure that failure to have appropriate school-related learning materials results in the loss of the chance to take part in learning activities or a failing grade for that day’s learning experience.

12. Minimize the number of school-related learning materials for which the learner is responsible. As the learner shows appropriate care of learning materials, increase the number of learning materials for which the learner is responsible.

13. Teach the learner safety rules in the handling of school-related learning materials (e.g., pencils; scissors; compass; science, industrial arts, and home economics learning materials; etc.).

14. Require that lost or damaged school-related learning materials be replaced by the learner. If the learner cannot replace the property, compensation can be made by working at school.

15. Make sure the learner is not inadvertently reinforced for losing or damaging school-related learning materials (e.g., replace lost learning materials with used or damaged learning materials, copies of the learning materials, etc., rather than new learning materials).

16. Restrict the learner’s chance to use school-related learning materials if they are unable to care for their own personal property.

17. Consider using a classroom management app. Click here to view a list of apps that we recommend.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management