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Make sure the child clearly sees the connection between his own effort and school success. Children who perceive this connection are more likely to respond to difficult tasks and failure with less frustration and with positive expectations about the outcome of the event. Make sure that you define effort correctly, telling the student that effort is spending effective and strategic time on the learning task. Just trying harder or spending time doing random activities that are not working is not effective effort. Effective and strategic effort focuses on using learning strategies and procedures, that is, trying hard in a particular way is what leads to success. When the strategy or procedure that the child is using is not working, we tell him or her to try a different strategy or procedure. Teaching children to make strategic effort attributions help them see failure and academic difficulties as problem solving situations in which the search for a better strategy to use becomes ...

To read article, click on link: Teaching Students to Embrace Mistakes | Edutopia

To read this article, click on link: SmartBlog on Education -Teaching students to jump, backwards by @kdwashburn - SmartBrief, Inc. SmartBlogs SmartBlogs NEW! Free or Cheap Teaching Resources Finding all kinds of FREE or cheap resources for teachers – Including books, guides, articles, worksheets, checklists, rubrics, activities, projects, videos, lesson plans, and plenty more! If it is free or rock-bottom priced, we’ll find it for you! Like our FACEBOOK PAGE here to start receiving these unique teaching resources.

To see this collection (20+ articles), click on this link: Alternative Teaching Techniques and Methods for Low-Achieving Students | Scribd A Call to All Teachers: Proudly announcing our new group for educators worldwide, “ We Teach the World .” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are ...

An attention deficit problem is defined as a significant difficulty in focusing and maintaining attention in the classroom. The main symptoms are lack of concentration, difficulty paying attention, unable to focus, difficulty remaining on task, and impulsivity; all behaviors that lead to learning problems, and may lead also to behavior problems in the classroom. There are predominantly two types: the inattentive type or ADD and the hyperactive-impulsive type or ADHD.   Children vary in the range of symptoms they show, and some exhibit a combination of both inattentive types. Attention deficits are more common in boys than in girls.   Generally, ADD children are easily distracted, and they show difficulty listening and following directions, focusing, sustaining attention, and remaining on task, among others. These children are described by teachers and parents as “spacey” and disorganized, with a strong tendency to misplace their school materials. However, in the classroom, ...

As Levine (2002) states, attention is the brain’s manager, including a complicated network of controls that regulate most of the processes involved in learning and behavior. Levine, an authority in brain research and founder of "All Kinds of Minds", adds that attention does not accomplish anything on its own, but rather it helps the brain determine what to do, when, and for how long. Children who struggle paying attention in the classroom, also known as children with short attention span and/or inattentive students, frequently exhibit problem behaviors such as: •Distracted by background stimuli (irrelevant visual, auditory, and/or tactile stimuli) •Shifting from one uncompleted task to another task that is also left unfinished •Losing and/or misplacing the books and materials necessary for completing the task; forgetful •Do not pay attention to details, and due to this, they make careless mistakes •Do not seem to listen •Difficulty organizing tasks (what comes first, ne...

This is an excerpt from my popular book Keys to Meaning: What Teachers and Tutors Can Do to Improve Reading Comprehension Skills. To preview this book, click on the link at the bottom of this post.   When students understand a reading passage or a literary piece, they know what the information in the reading material means . To show understanding or meaning, children need to be able to recall or remember, to explain, to tell how something works, to restate the important ideas and details and/or to summarize. At the highest levels of meaning, students need to be able to apply or use the information (i.e. solving a problem), analyze or break the information down into parts (i.e. comparing, contrasting, sequencing), synthesize or use the information to create something new, and evaluate or telling the value of the information and giving opinions. There are two main types of literature: fiction or literature that is made-up, and nonfiction or literature about real people,...

Here are the table of contents and some background information from my book School Help: A Teacher and Tutor G uide to Help the Older Student with Limited Word Reading Fluency . Contents Background Cue System One: Phonological Knowledge Cue System Two: Decoding Cue System Three: Sight Vocabulary Cue System Four: Morphological Knowledge Cue System Five: Pattern Recognition Cue System Six: Finding Smaller Words Cue System Seven: Structural Analysis Cue System Eight: Semantic Knowledge Cue System Nine: Syntactic Analysis Concluding Comments About the Author Background Older students with limited word pronunciation, or limited reading decoding, lack knowledge in strategy using, revealing little or no understanding that different words require different word attack strategies. When they try to strategize, these children are inflexible in the decoding strategy they use, on most occasions, using the same reading decoding strategy for a...