Beacon Media Supporting Christian schooling worldwide Motivating the underachiever

Make allowances for short attention span – 15 minutes max Give plenty of support – stay with them – make it a ‘warm and close’ experience Use as visual or multi-sensory learning aids – colour, objects, games Use associations, e.g. left and right

Motivating the underachiever Short term and long term rewards Star charts / Progress charts Choosing the right time of day Make the work a regular exercise Don’t leave the child to work on their own except for tasks unless they are completely confident with that task.

Motivating the underachiever Make it interesting! Use games, pictures, interest books. Share a book together. This should be an enjoyable experience – ‘warm and close’ – separate from the instructional reading book.

Goal setting Help them see the big picture. Ask questions such as: Why would it be good to be able to read well? What do we have to do to become good at reading? Who would you like to read a story to? The student can choose a book or story and practice it daily until they are confident enough to read to someone.

Positive behaviour charts Make a personal list of positive behaviour points the child must aim for. Week ending: Focus on my work Neat writing Not distracting others Good listening

Dyslexia Difficulties in performing language-based tasks Includes reading, spelling, writing Difficulties in co-ordination

Definition the under development of certain parts of the brain, namely: the corpus callosum (for transmission of signals between hemispheres) the cerebellum (for balance and coordination) and the magno-cellular system, (which deals with our ability to see moving images).

Dyslexia explained There is an imbalance between the right and left sides of the brain. The right side is responsible for creative, spatial and visual functions; the left side is responsible for language, logic, sequencing. In dyslexic people, the brain does not operate to its full potential, has to work much harder than in non-dyslexic people.

there will be difficulty in sustaining attention during difficult tasks. For the dyslexic person, they are trying to use their right side of the brain for the purpose that the left side of the brain does best (language). The right side of the brain of a dyslexic person is more developed than the left side, meaning that they will show more creative strength. However using the side of the brain that is not ‘wired’ for language, the brain will therefore have to work much harder.

Positives Creativity! Many famous people were /are dyslexic E.g. Einstein, Leonardo Da Vinci, Steve Jobs

Causes Hereditary factors Environmental toxins Nutrition

Strategies People with dyslexia will have a greater chance of improving their literacy and coordination skills if: the problem is identified early (pre-school years) And if attention is given to: language learning strategies Nutrition Exercises for coordination and strengthening the cerebellum and corpus callosum.

The dyslexic child in Pre-school Strengths may be seen in: building and construction activities creative activities problem-solving activities

Weaknesses may be seen in: memory e.g. recalling a steps in an activity; forgetting instructions sequencing e.g. words of songs; patterns; letters/numbers speech e.g. muddled words, linking sounds to letter shapes language e.g. following instructions; retelling a story; disinterest in learning to read

listening - poor concentration motor skills rhythm - poor co-ordination orientation - trouble with left/right; orders right to left rather than left to right colour recognition

Pupils with these difficulties will need more help and additional practice in: ball skills balancing using play equipment dance, songs with actions nursery rhymes

stories and listening games memory games naming objects; word and letter order sequencing and copying colours, shapes and patterns threading beads sorting and classifying holding a pencil and copying organization of materials and themselves

The dyslexic child in the Primary School Strengths spatial skills building, making, drawing oral language drama non-verbal activities

Weaknesses Memory Concentration Sequencing Following instructions Recalling information Literacy Organizational skills

Reading difficulties difficulty in recognizing words by sight problems with matching sounds to letter shapes problems with blending sounds and word decoding strategies problems with retelling stories in correct sequence of events difficulties reading aloud – lack of fluency, expression, accuracy; word omissions; ‘made-up’ words or sentences, pronunciation problems

Spelling difficulties often no relationship between the word and letters used can spell orally but can’t write correctly reversal of letters wrong use of phonics problems isolating individual sounds

Expressive Writing difficulties poor ordering of events words/phrases missed out punctuation problems writes slowly messy can’t copy from the board

Handwriting difficulties poor motor control reversals of letters poor letter formation and joining

Emotional / behavioural elements poor concentration poor listening avoids reading/writing easily distracted many avoidance strategies lacks confidence

often tired after seemingly little output problems in organizing self and work poor self-esteem withdrawn, disruptive or class clown complains of teasing easily upset coping procedures may be swaying, aggression or difficult behaviours

Classroom support strategies phonics memory building exercises auditory activities seating closer to front of class

modification of worksheet – larger print size; colour paper eliminate need to copy from board reduce copying generally support visual tracking – use ruler beneath line of words being read

Multi-sensory learning Pupils with dyslexia learn best when all the senses are used: auditory; oral; visual; tactile; kinesthetic memory games and exercises involving following verbal instructions, memorizing rhymes, and looking for a missing object/ image multi-sensory teaching of letters, with special emphasis on vowel sounds. Letters can be taught using colour and texture to track shape

sequences of movements such as those in action songs and action rhymes strategies for remembering left and right minimizing the number of spelling words to learn. Some pupils may need to start with 3 at one time use of pictures to reinforce word meaning drawing and interpretation – flowcharts; mind maps; story maps; charts, graphs, tables

Raising self-esteem show understanding of pupil’s problem discuss problems and find solutions for older pupils, discuss dyslexia and what it means identify strengths; point out that some famous people are dyslexic give reassurance deal with any bullying

Behaviour problems Identify the cause Physical problems – tired, hungry, itchy, has a cold, poor eye sight Learning problems – dyslexia, A.D.D.; hyperactive Bored because ahead of the class Emotional problems

Dealing with misbehaviour WWJD? By forming strong relationships with the children they will respect you. When they respect you they will take to heart your words of correction. They will not respond to physical or verbal abuse. Never discipline out of anger.

Words of wisdom Colossians 4:6 Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone. Proverbs 15:1 A gentle answer turns away wrath, but a harsh word stirs up anger.

Teachers and teacher’s aides act on behalf of parents Ephesians 6:1 – 4 Children, obey your parents in the Lord, for this is right. “Honor your father and mother” (this is the first commandment with a promise), “that it may go well with you and that you may live long in the land. Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.

Discussion When working one-on-one, what would you do to help a child who: a) tries hard but is below the expected standard in literacy? b) is capable, but is always distracted and not interested in their work?