1. No category

How to Handle
Hard-to-Handle
Students
.
Maryln Appelbaum, Ph.D.
Appelbaum Training Institute
www.atiseminars.org
1 800-23-CHILD
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
1
Characteristics of Teachers Who are
Difference Makers
_________________
_________________
_________________
_________________
The difference between an ordinary teacher and an extraordinary teacher is
the moment __________________________ enters.
5%
Teach others
10%
Lecture
20%
Discussion groups
30%
Teacher Demonstration
50%
Reading
75%
Audio-Visual
90%
Practice by doing
“Teachers make a difference.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
2
ADHD
The number 1 vital ingredient that students with ADHD need is ____________.
ADHD-Inattentive Type
 Often fails to give close attention to details
 Often makes careless mistakes (schoolwork, work, or other activities)
 Often has difficulty sustaining attention in tasks or play activities
 Often does not seem to listen when spoken to directly
 Often does not follow through on instructions
 Often fails to finish school work
 Often has difficulty organizing tasks and activities
 Often avoids or dislikes tasks requiring sustained mental effort
 Often loses things necessary for tasks or activities
 Is often easily distracted by extraneous stimuli
 Is often forgetful in daily activities
What you can do:
 Get their attention.
 Break down long term goals into daily or small “bits.”
“Those with knowledge, speak. Those with wisdom, listen.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
3
ADHD – Hyperactive Type
 Often fidgets with hands or feet
 Squirms in seat
 Often leaves their seat in classroom
 Often runs about or climbs excessively in inappropriate situations
 Often has difficulty playing or engaging in leisure activities quietly
 Is often on the go or often acts as if “driven by a motor”
 Often talks excessively (American Psychiatric Association)
WHAT YOU CAN DO:
 Provide extra opportunities to move around.
 Allow students to work in a place other than their desk if they stay on task.
 Provide manipulatives and other devices, such as stress balls.
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Additional Resources
CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder)
www.chadd.org
ADDA (Attention Deficit Disorder Association) www.add.org
National Resource Center on ADHD www.help4adhd.org
ADD Warehouse - 1 800 233 WARE
NADDA - 1 847 432-ADDA
“Success breeds success.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
4
LD – Students Who Learn Differently
The learning disabled student may have the following:
 Difficulty with reading
 Difficulty with spelling
 Difficulty with writing
 Difficulty with math
 Difficulty with memory
 Difficulty paying attention
 Difficulty with getting and staying organized
 Difficulty with directions
 Difficulty with physical education
 Either very quiet, very active, or both
Facts about LD
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More ______________ than girls have LD.
More students are identified because of deficits in ________________________.
Students with LD typically have deficits in short-term memory.
Students are often not active learners.
Nearly _________% of students with LD drop out of school.
There are typically lower expectations of students with LD.
Students with LD are more likely to have trouble with the law.
____________% of students with LD have problems in reading.
Causes of Learning Disabilities
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Strong familiar factor
Children of mothers who experienced difficult pregnancies or difficult labors
Children of mothers younger than 16 or older than 40
Prenatal conditions that can include mother’s use of drugs or alcohol during
pregnancy
Prenatal conditions like conditions that interfere with fetus receiving adequate oxygen
or nutrition
Post-birth trauma such as high fever, head trauma
Recurring ear infections
Early childhood exposure to lead, aluminum, arsenic, mercury, may be linked.
Why is it Hard for Students with LD to Learn?
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TheEars These students hear the sounds, but the brain may not understand what the
ears hear, or the brain may think the sound is something else.
TheEyes These students see, but they have a special way of sending what they see to
the brain.
Example: THE WORD, “TRAIN”
The brain may see the word train. The brain may blur the letters so it’s hard to read.
The brain may omit letters so it says “rain.” The brain may have the word move off
the paper. The brain may omit the entire word.
“Never give up looking for ways to reach each student.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
5
Powerful Strategies for
Teaching the Subject Areas
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Teaching the the Student with LD Penmanship
First, check the dominance of the student’s hand. Hand the student ten small objects
and watch which hand he/she uses.
With children who are cross dominant (ambidextrous), begin with the most preferred
hand.
Show children where to begin.
Prepare the hands for writing by doing lots of activities using pincer fingers.
Have younger students practice writing using square cake pan filled with colored
sand. The student makes the letters in the sand.
Use a vertical chalkboard for the student to practice writing.
Have students use unlined paper when they first begin writing.
Allow the students who need to do so, use a computer.
When children are writing, call them __________________.
You can have a special _____________________________ in your classroom. The
author sits in the chair and shares what was written.
While children are working on their assignments, call their work, “Work under
_______________________________ or “____________________________.”
Strategies for Reading
 Learning to read is strongly linked to the amount of _______________________.
 Teach your students to look at the first three letters of a word before they say the
word. They often only look at the first letter and guess.
 Teach students tricks to help see the difference between words that are spelled
similarly.
 Teach about prefixes, roots, and suffixes.
 Teach students to recognize clumps of letters.
 Multiple readings of the same material increase fluency.
 Give lots of positive feedback.
 When the student makes an error, instead of correcting the student, say the
corrections in a more positive way.
 Have a special _________________ for child to read.
 Find out how child comprehends best:
 Reading it __________________
 Reading it __________________
 Hearing information read aloud
 Ask students to tell you _________________________________.
 _________________________________
 _________________________________
 _________________________________
 _________________________________
 _________________________________
 _________________________________
 _________________________________
“Find the keys to unlock each child’s potential.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
6
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Do exercises with students identifying similarities and differences.
Provide enlarged versions of the printed page.
Use Computer-Assisted Instruction (CAI) whenever possible.
Do collaborative strategic reading.
Train students to make sense of what they have read. If they do not understand what
they have read, they are to pause and do it again until it makes sense, or ask for help.
Teach your students to look at the first three letters of a word before they say the
word. They often only look at the first letter and guess.
Teach students tricks to help see the difference between words that are spelled
similarly.
Teach about prefixes, roots, and suffixes.
Teach students to recognize clumps of letters.
Multiple readings of the same material increase fluency.
Set daily _________________________________.
A Few People with LD Who Did Not Give Up
Thomas Edison
He invented the light bulb. People thought he was retarded.
Albert Einstein
He was a math genius. He didn’t talk until he was four. He had trouble with arithmetic
in school.
Woodrow Wilson
He became President of the United States. He did not learn to read until he was 11 years
old.
George Patton
He was an important military commander, a General, whose military tactics led to victory
in World Wars I and II. He had trouble learning to read and write.
“Educators do what it takes to help their special students succeed.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
7
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Students that are Angry and Defiant
Students who are hostile are generally attempting to meet their need for power.
Many hostile or aggressive acts are their attempts to communicate feelings of hurt
and inner pain.
Some students do not even know that they are feeling hurt or pain. Their anger and
defiance has become a SHIELD to cover up those inner feelings.
Some hostility is learned. Children learn what they SEE. If they grow up with an
adult role model who expresses all feelings in the form of hostility and defiance, they
may imitate that behavior. It is what they have observed their entire lives.
Frequently, alcohol and other substance abuse play an active role in this.
Some students have ________________________________.
Teach students how to deal with anger appropriately. It’s okay to get angry; however, the
response needs to be appropriate.
Strategies for Handling Anger
Have Anger Rules:
It’s okay to be angry, but ___________________:
 Hurt someone
 Hurt an object
 Hurt yourself
Do talk about it.
When you have a student that is becoming angry:
Do NOT:
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Insist on rapid compliance on low-priority issues.
Become angry
Threaten
Scream
Attempt to reason with the student.
Acknowledge it. “Sounds like you are angry. Hope you feel better soon.”
Have student choose a ____________________ card.
o “Easy does it.
o “I can handle this.”
Redirect the student.
Have the student _______________________________________ button.
Teach student deep breathing.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
“Teach calming skills.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
8
Which Inclusion Brain-Compatible Strategies Were Used to Deliver Content?
Brainstorming
Discussion
Music
Drawing/Art
Drama
Partners
Storytelling
Connect to life
Games
Movement
Humor
Writing
Visuals
Props
Cooperative
learning
Graphic
organizers
Technologies
Problem-based
instruction
Manipulatives
Reciprocal
teaching
Role play
Rhythm/Rap/Rhyme
Holding
Attention of
Learners
Metaphors
&
Analogies
Caring
Connection
Things I want to Remember:
“Every child is worth the time it takes to transform a life.”
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD www.atiseminars.org [email protected]
9
My Notes:
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD
www.atiseminars.org [email protected]
10
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Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD
www.atiseminars.org [email protected]
11
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Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD
www.atiseminars.org [email protected]
12
Sutherland, K.S., Wehby, J.H., & Copeland, S.R. (2000). Effect of varying rates of behavior
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Thank you for attending today!
This is a SAMPLE of the wealth of information Appelbaum Training Institute (ATi)
has available on Differentiating Instruction. ATi has research based 1, 2, and
ongoing consulting on several relevant and timely topics for today’s educators,
schools and districts.
Some of the other topics we can bring in lively and strategy driven trainings
include:
 RIGOR
 RTI
 Collaboration
 Co-Teaching
 Classroom Management
 Differentiated Instruction
 Increasing Student Achievement
 ELL’s
 Special Needs
 ASD, ADHD, and more.
 Motivating the Tough Student
Call 1-800-374-2291 to discuss your needs and options with ATi’s Staff
Development team. We are here to assist you! 
www.atiseminars.org
Maryln Appelbaum
Appelbaum Training Institute—The Great Resource for Professional Development
1 800-23-CHILD
www.atiseminars.org [email protected]
13