Category: K-12

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20 Genius Tricks for Getting Students to Participate in Learning Activities

Are you looking for genius tricks for getting students to participate in learning activities? If so, keep reading.

1. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

2. Make positive remarks about participating in school and special activities.

3. Do not force the learner to interact with others.

4. Go with the learner or have someone else escort the learner to those learning activities in which they may not want to participate. Slowly decrease the duration of time you or someone else stays with the learner.

5. Take into account those learning activities the learner avoids. If something unpleasant is causing the learner not to participate, try to modify the situation.

6. Praise other students in the classroom for participating in group learning activities or special activities.

7. Select a peer to sit/work directly with the learner (e.g., in various settings or learning activities such as art, music, P.E., tutoring, group projects, recess, etc.). On occasions where the learner has become comfortable working with one other learner, slowly increase the size of the group.

8. Assess the appropriateness of the task to determine (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.

9. Communicate 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 participating in classroom learning activities or special activities at school.

10. Draft an agreement with the learner stipulating what behavior is required (e.g., taking part in classroom learning activities ) and which reinforcement will be implemented when the agreement has been met.

11. Provide the learner the chance to pick a topic or learning experience for the group to work on together.

12. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to participate) and (b) what the learner should be doing (e.g., talking, taking turns, playing, sharing, etc.).

13. Praise the learner for participating in group learning activities or special activities: (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.).

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

15. Give the learner the chance to select a cooperative learning experience and the group members (e.g., along with the teacher, decide what the learning experience will be, and decide what individual group members will do, etc.).

16. Get the learner to take part in learning activities that require minimal participation. As they become more comfortable, slowly increase the learner’s participation.

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.

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22 Hacks to Encourage Students Not to Leave Their Seat Without Permission

Are you looking for hacks to encourage students not to leave their seat without permission? If so, keep reading.

1. Create times when it is permissible for the learner to be out of their seat (e.g., leave their seat only to get a book, only after obtaining permission, etc.).

2. Give the learner a predetermined signal when they begin to leave their seat.

3. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the learner only when they leave their seat).

4. Be proactive. Work with the school counselor to design a schedule conducive to the learner’s success (e.g., have physical education scheduled the last period of the day, intersperse electives that allow greater freedom of movement with classes requiring expanded periods of concentration, etc.).

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

6. Assess the visual and auditory stimuli in the classroom. Determine the number of stimuli the learner can tolerate. Remove unnecessary stimuli from their surroundings.

7. Talk regularly with the learner to prevent the learner from leaving their seat.

8. Assess the appropriateness of tasks to ascertain (a) if the tasks are too easy, (b) if the tasks are too complicated, and (c) if the duration of time scheduled for the tasks is sufficient.

9. Be firm, fair, and consistent, expecting the learner to remain seated. Do not let them get up and walk around one time and expect them to remain seated the next time.

10. Talk about your concerns regarding the learner’s attention span and failure to remain seated with their family, a school official, etc., if it is interfering with their progress at school.

11. Get the learner to perform one task at a time. Provide the learner the chance for movement between learning activities.

12. Solidify on-task behavior by providing a full schedule of daily activities. Stop lag time from happening when the learner would be free to leave their seat.

13. Teach the learner to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they feel the urge to leave their seat.

14. Draft an agreement with the learner stipulating what behavior is required (e.g., staying in their seat) and which reinforcement will be implemented when the agreement has been met.

15. Provide visibility to and from the learner to keep their attention when oral questions/instructions are being delivered. The teacher and the learner should be able to see each other at all times. Make eye contact possible at all times.

16. Connect with the learner’s cooperative work experience/vocational education teacher to place the learner on a job site allowing a high degree of physical movement.

17. Restrict the amount of time you expect the learner to be seated to perform tasks and tasks. Do not initially give them things to do that take more than 10–15 minutes to finish.

18. Find the situations in which the learner is most likely to participate in unacceptable behavior and fail to remain seated. After you have identified these situations, think of ways to minimize their occurrence.

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

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

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

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

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23 Strategies to Help Students Who Have Trouble Mimicking Speech Sounds

Are you looking for strategies to help students who have trouble mimicking speech sounds? If so, keep reading.

1. Ensure that the learner can hear the difference between the target sound and the way it should be made and the way it sounds when incorrectly pronounced.

2. Get the learner to keep a list of all the words they can think of that contain sounds they have difficulty pronouncing accurately.

3. Throughout oral reading, underline words containing the target sound and reinforce the learner for correct pronunciations.

4. Assess the appropriateness of requiring the learner to accurately pronounce specific sounds (e.g., developmentally, specific sounds may not be pronounced accurately until the age of 8 or 9).

5. Get the learner to cut out images of things depicting words containing the target sound. Display them where they can be practiced each day.

6. Create cards with the target sound and cards with vowels. Get the learner to combine a target sound card with a vowel card to make a syllable that they can pronounce (e.g., ra, re, ro, and ar, er; or).

7. Get the learner to keep a notebook of complicated words encountered each day. These can be practiced by the learner with a teacher or peer assistant.

8. Get the learner to read simple passages and record them. Get them to listen to the recording and mark errors and/or correct pronunciations.

9. Utilize a board game that requires the learner to tag images containing the target sound. The learner needs to pronounce the target sound correctly before they can move on the game board. (This learning experience can be simplified or expanded based on the level of expertise of the learner.)

10. Get the learner’s hearing reviewed if it has not been recently reviewed.

11. Utilize a schematic drawing as a visual aid to show the learner how the mouth looks during the production of the target sound.

12. Get the learner to stand up every time they hear the target sound pronounced accurately as contrasted with inaccurate pronunciations.

13. Give the learner a list of words containing the target sound. Get them to practice the words daily. As the learner masters the word list, add more words. (Using words from the learner’s everyday vocabulary, reading lists, spelling lists, etc., will enable the transfer of correct pronunciation of the target sound into everyday speech.)

14. Get the learner to tally the number of correct pronunciations of the targeted sound when the teacher or a peer reads a list of words.

15. Get the learner to use phonics “fun” sheets to practice their sound orally. These are also excellent for home practice.

16. Inform the learner what to listen for when requiring them to mimic speech sounds.

17. Get the learner to write sentences using words containing the target sound.

18. Select a peer to model correctly, pronouncing targeted words for the learner.

19. At the onset, each correct pronunciation may need reinforcement. As the learner progresses, random reinforcement may be sufficient.

20. Get the learner to show thumbs-up every time the target sound is pronounced accurately when images are tagged and thumbs-down if the target sound is pronounced inaccurately.

21. Read The Edvocate’s Guide to K-12 Speech Therapy.

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

23. Consider using an assistive technology designed to support students with articulation disorder.

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17 Hacks to Motivate Students to Be Prepared for Learning Experiences

Are you looking for hacks to motivate students to be prepared for learning experiences? If so, keep reading.

1. Gather anecdotal information on the learner’s tardy behavior. If a trend can be determined, remove the learner from the situation and/or help the learner be encouraged.

2. Make sure the learner is properly placed according to their capacity and ability level in those classes in which they are enrolled.

3. Minimize the emphasis on competition. Repeated failure may cause the learner to avoid being on time for learning activities that are competitive.

4. Teach the learner how to use a calendar to acknowledge upcoming learning activities that are not part of the daily routine (schedule) (e.g., Tuesday at 12:00, field trip to the zoo, etc.).

5. Provide instructions in a compassionate rather than a menacing manner (e.g., “Please come to your reading group now.” rather than “You had better come to your reading group or else!” etc.).

6. Provide the learner a special responsibility before the group meets (e.g., sharpening pencils, arranging chairs, passing out books, etc.).

7. Utilize a timer to help the learner know how much time they have to follow through with instructions.

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

9. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

10. Make sure the learner knows how to tell time and has a comprehension of their daily routine (schedule).

11. Give the learner a schedule of activities for the day to keep at their desk. Make notes of any special learning materials needed for a learning experience.

12. Make sure the learner has a working watch or clock available to encourage them to start a learning experience.

13. Along with instruction, give an incentive statement (e.g., “On occasions where you come to your reading group, you may pass out the books.” “Please come to your reading group early to help arrange the chairs.” etc.).

14. Let logical consequences happen as a result of the learner’s failure to be ready for a learning experience at a specific time (e.g., miss a school assembly, miss the bus, late for class, etc.).

15. Teach the learner organizational skills (e.g., before leaving the classroom, make sure learning materials are put away; bring all the appropriate learning materials; arrive five minutes early; etc.).

16. Teach the learner to use a pocket calendar to record specific times, places, and learning activities that need to be remembered.

17. 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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What Impact Did COVID Have on K-12 Education?

Introduction

The Covid-19 pandemic has had a profound impact on nearly every aspect of our lives, and K-12 education has been no exception. As schools were forced to close their doors and swiftly transition to remote learning in early 2020, the normal routines for millions of students, teachers, and parents were upended. This article examines the main ways that the pandemic has impacted K-12 education across the globe.

Disruption of In-Person Education

One of the most immediate and apparent consequences of the pandemic has been the disruption of traditional in-person schooling. School closures have impacted over 1.5 billion students worldwide. The subsequent shift to remote learning platforms has posed numerous challenges for both students and educators. Many students have struggled with limited access to technological resources, inadequate internet connectivity, and difficulties adapting to online learning environments.

Effects on Learning Outcomes

Covid-19’s disruption to traditional schooling has raised substantial concerns about its effects on student achievement and overall learning outcomes. The sudden shift to remote learning may exacerbate existing educational inequities, as students from lower-income families often face additional barriers to accessing online resources. Furthermore, many educators worry that extended school closures and disrupted schedules have led to significant learning loss among all students.

Social and Emotional Consequences

The Covid-19 pandemic has also taken a toll on the social and emotional well-being of K-12 students. Regular school attendance provides not only academic support but also offers opportunities for social interaction among peers and access to essential services like mental health support and meal programs. With less face-to-face interaction, many children have experienced increased feelings of isolation, anxiety, and depression.

Educators Adapting to New Challenges

K-12 teachers have faced immense challenges due to the abrupt transition to remote learning brought on by Covid-19. Educators have had to learn new technologies quickly, adapt their curricula to online platforms, and find new ways to engage students virtually. The pandemic has emphasized the importance of continued professional development, as well as the need for comprehensive support systems for educators and school staff.

Reshaping Future Education Practices

The ongoing impact of the Covid-19 pandemic on K-12 education has prompted a reevaluation of current practices and highlighted the necessity for increased flexibility and adaptability. Teachers, administrators, and policymakers are now considering the potential benefits of integrating remote learning elements into traditional schooling once the pandemic subsides. It will be crucial to learn from this experience and promote more resilient educational systems that can better respond to future crises.

Conclusion

The Covid-19 pandemic has had a substantial impact on K-12 education, affecting both students and educators in unprecedented ways. As we look towards a post-pandemic world, it is essential to evaluate and learn from these experiences to create more inclusive, adaptive, and resilient educational systems. The long-term effects of Covid-19 on K-12 education remain uncertain, but addressing the challenges faced by students and teachers during this time can provide a foundation for moving forward together.

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24 Strategies to Teach Students Not to Blurt Out Answers During Class

Are you looking for strategies to teach students not to blurt out answers during class? If so, keep reading.

1. Create classroom rules: • Remain on-task. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

2. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s appropriate behavior. The parents may reinforce the learner at home for waiting to be called on before speaking.

3. Ask questions frequently to prevent the learner from becoming impatient and blurting out answers.

4. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel negatively about themselves.

5. Do not let the learner interrupt you by letting them talk to you at the time they blurt out answers. Inform the learner that they will need to wait until you are finished talking. Allowing the learner to talk after interrupting reinforces the behavior and may increase the number of times they blurt out answers.

6. Give the learner many chances for social and academic success.

7. Do not let the learner use ADHD as an excuse. Hold the learner responsible for their actions. However, accept the problems that ADHD brings into the learner’s life while they are learning to make accommodations.

8. Ask the learner a question when they are most likely to be able to respond correctly.

9. Try to give equal attention to all students in the classroom.

10. Provide directions, explanations, and instructions in a clear, concise manner to lessen the learner’s need to ask questions.

11. Minimize learning activities that might threaten the learner (e.g., lessen peer pressure, academic failure, teasing, etc.).

12. Provide the learner with duties in the classroom (e.g., running errands, chances to help the teacher, etc.).

13. Get the learner to be the leader of a cooperative learning experience if they possess a mastery of a skill or have an interest in that area.

14. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

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

16. Teach the learner to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they feel the urge to blurt out answers without being called on.

17. Show the learner the reasons why blurting out answers without being called on is unacceptable (e.g., impolite, hurts others’ feelings, etc.).

18. Praise the learner for waiting to be called on before speaking: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, five minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

19. Praise the learner for waiting to be called on before speaking based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

20. Make sure that the learner’s feelings are considered when it is appropriate to deal with unacceptable remarks (i.e., handle remarks in such a way as to not diminish the learner’s enthusiasm for participation).

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

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

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

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

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24 Ways to Teach Kids Not to Abuse Drugs or Alcohol

Are you looking for ways to teach kids not to abuse drugs or alcohol? If so, keep reading.

1. Minimize the emphasis on competition and help the learner realize that success is individually defined.

2. Be willing to take the time to listen, share, and talk with the learner.

3. Boost your own professional knowledge of laws and treatment about drug or alcohol use and abuse.

4. Teach the learner alternative ways to deal with requirements, challenges, and pressures of the school experience (e.g., deal with problems when they arise, practice self-control at all times, share problems or concerns with others, etc.).

5. Provide sufficient supervision at all times and in all areas of the school (e.g., hallways, bathrooms, between classes, before and after school, school grounds, etc.).

6. Make sure the learner is aware of local, state, and federal laws regarding the possession of unacceptable or illegal learning materials on school grounds.

7. 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 demonstrating appropriate behavior at school.

8. Draft an agreement with the learner stipulating what behavior is required (e.g., not bringing alcohol to school) and which reinforcement will be implemented when the agreement has been met.

9. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

10. Praise the learner for demonstrating appropriate behavior based on the duration of time they can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

11. Praise those students in the classroom who demonstrate appropriate behavior.

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

13. Talk with the learner to explain(a) what the learner is doing wrong (e.g., bringing unacceptable or illegal learning materials to school) and (b) what the learner should be doing (e.g., following an established code of conduct, following rules, taking care of duties, etc.).

14. Praise the learner for demonstrating appropriate behavior: (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.).

15. Give the learner personal acknowledgment during school hours (e.g., follow up on details of earlier communications, keep a direction for conversation, etc.).

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

17. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

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

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

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

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

22. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

23. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

24. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Why Some Kids Struggle With Learning

There are many reasons why some kids struggle to learn. Some kids may have trouble with basic concepts, while others have trouble staying motivated. Here are five reasons why some kids struggle to learn:

1. Difficulties with Basic Concepts

Many kids have trouble understanding basic concepts, such as math or science. This can be due to a lack of understanding or difficulty with the material, or a lack of practice. If children don’t have a solid foundation in these areas, it can be difficult for them to learn more complex concepts.

2. Lack of Motivation

Many kids struggle to stay motivated, especially when the material is difficult. They may lose interest or become discouraged if they don’t see immediate results. It can be hard for them to keep going when the task seems impossible or tedious.

3. Problems with Attention Span

Some kids have shorter attention spans than others. This can make it difficult for them to focus on tasks for a long period of time. They may also have trouble staying on task when they are trying to learn new information.

4. Difficulty with Organization

Some kids have trouble organizing their thoughts and materials. This can make it difficult for them to understand and remember what they have learned. They may also have a harder time focusing on tasks if they are not organized.

5. Poor Discipline Skills

If children have trouble learning, it can also be due to poor discipline skills. They may not be able to follow instructions or stay focused during class. This can lead to frustration and a decreased desire to learn.

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Word Study Instruction in the K-2 Classroom

In the K-2 classroom, word study instruction can be a very important part of the curriculum. Not only is it important for students to be able to read and decode words, but it is also important for them to be able to understand the meaning of these words.

One way to help students learn to understand the meaning of words is to have them use context clues. For example, if a student is reading a story, he or she may be able to infer what the character is feeling based on the context of the scene.

Another way to help students learn to decode and understand words is to have them practice with word puzzles. These puzzles can help students learn the phonetic values of words, as well as the spelling of these words.

In addition to word study instruction, it is also important for K-2 students to have a strong foundation in reading skills. This means that they should be able to read at a level where they can understand what they are reading.

By teaching word study and reading skills in the K-2 classroom, students are able to build a strong foundation for reading later on in life.

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Democratizing School Choice

School choice has been a contentious issue in American education for years, with advocates for the approach pushing for greater parental control over student education and opponents arguing that it divides schools and creates inequality. Despite the debate, there is no denying the fact that school choice can be immensely beneficial to students and families, especially in low-income areas where access to quality education is limited. However, it’s important to note that not all school choice programs are created equal, and in some cases, they may even exacerbate existing inequalities.

This is why it is crucial to democratize school choice to ensure that all students have access to quality education, regardless of their financial situation or background. Democratizing school choice means advocating for systemic changes that improve access to education, such as expanding school choice programs, diversifying educational options, and providing students with the resources they need to succeed.

One way to democratize school choice is by creating more charter schools in low-income areas. Charter schools are publicly funded American schools that operate independently of traditional public schools, and they allow for greater flexibility and experimentation in education. By creating more charter schools in poor neighborhoods, families have access to a wider range of educational choices, which can help students thrive.

Additionally, policymakers should take steps to ensure equitable funding for all schools, especially for schools that serve low-income families. This would allow schools to provide students with the resources they need to succeed, such as qualified teachers, modern technology, and up-to-date textbooks.

Another key way to democratize school choice is by promoting diversity in educational options. While many school choice programs tend to support private schools or religious schools, more options should be available to students and families. This could include magnet schools, specialized charter schools, and vocational programs that focus on specific career fields. By offering a diverse array of educational options, students can select a school that meets their individual needs and interests, rather than being forced into a program that may not be a good fit.

Finally, policymakers need to ensure that school choice programs are transparent and accessible to all students and families. This means providing detailed information about the programs, including their requirements, application processes, and funding options. Additionally, schools should be held accountable for their academic performance, with regular assessments and evaluations to ensure that they are providing high-quality education to students.

In conclusion, democratizing school choice is essential for improving access to quality education for all students. By expanding charter schools, diversifying educational options, and providing students with the resources they need to succeed, policymakers can create a system that is fair, transparent, and accessible to all. Ultimately, this approach will help support the future success of our children and ensure that everyone has the opportunity to achieve their full potential.