What do you mean by Cognitive Access to Curriculum?
April 10, 2012 by PLB · 2 Comments
Individuals with physical or sensory disabilities may encounter barriers when using traditional materials such as books, paper and pencil, keyboards, audiotapes without text equivalents, or videos lacking captions or audio descriptions. Broadly speaking, ensuring physical access to the curriculum includes enabling sensory and motor access (such as the ability to see text and […]
What is Grooming on the Internet?
April 5, 2012 by PLB · Leave a Comment
Online grooming is a process where someone makes contact with a child with a motive to sexually abuse them, either online or offline. Predators usually build relationships with their victims. This grooming process usually includes several stages and may occur very quickly depending on the responses they get from their intended victim.
FRIENDSHIP FORMING […]
How do I Teach Reading Comprehension to ELLs?
April 4, 2012 by PLB · Leave a Comment
One of the ways to teach reading comprehension to English Language Learners ELLs) is through the INSERT method. INSERT or Interactive Notation System for Effective Reading and Thinking) is a method that encourages students to read actively and make notations right in the text, or on post-it notes.
Notations are written using the following […]
How Can I Use Online Surveys in the Classroom?
April 3, 2012 by PLB · 4 Comments
Online surveys are fun, interesting and interactive. Children participate in polls through social media networks all the time just for fun. Teachers can tap into this resource to get students excited about the lesson, as well as to teach and reinforce subject content.
Some of the main functions of surveys in the classroom are:
Preparing […]
What should my Policy on Accepting Gifts from Students be?
March 29, 2012 by PLB · Leave a Comment
Giving and receiving gifts can be gestures of kindness and support. We as teachers are professionals and must strive to discern the ethical aspects of gifts carefully and wisely.
Sometimes it is better to humbly accept a gift than to refuse it, especially if refusing would offend someone. Children thrill in giving hand-made drawings, cards […]
How do I Improve Eye Contact in a Student with Autism?
There is a part in our brain that analyzes and recognizes faces. People with autism often may be overly sensitive in this part of the brain and may find it painful to look at a face. Others with autism may not develop this part of the brain fully or may block processing faces […]
How do I Teach Visualization in Reading?
Visualization in reading is basically the skill of being able to draw a visual picture in the mind based on the text that one is reading. It is a process of imagining as one reads and is generally used to enhance reading comprehension.
Harvey & Goudvis 2000 stated that ‘visualizing strengthens reading comprehension skills […]
How can I get Students Involved in the Learning Process?
March 22, 2012 by PLB · Leave a Comment
One way to “light the spark” of motivation in a classroom and get students involved is by giving students a prominent voice in learning activities.
As a homework assignment, for example, you may encourage students to submit sample questions for an upcoming test. It’s important to regularly select several of these student-generated items to […]
How can we Identify Talented and Gifted Students?
March 20, 2012 by PLB · Leave a Comment
Most talented and gifted students demonstrate: above average ability, commitment to task and a high level of creativity. A simple checklist can sometimes help the classroom teacher consider the characteristics of each student in a classroom. This initial instrument might guide something as basic as determining the makeup of tiered instruction groups.
The following […]
What are some Classroom Management Techniques that I can use to clarify expectations?
March 15, 2012 by PLB · Leave a Comment
There are several classroom management techniques that can help you promote learning in the classroom and decrease distractions. Putting expectations in writing is one effective way of communicating with your students. The clarity provided by written expectation, more effectively, spells out the task for all learners and may even be essential to students […]
