Module 3 Applications Activity: Teaching Children In Crisis

Module 3 Applications Activity: Teaching Children in Crisis

Read Chapter 6 of Learning to Learn. This chapter discusses why teachers need to address the needs of children who learn differently, in order to provide the proper support and to serve as effective advocates for these students. For the following Principles and Practices, describe three ways you would implement each when working with a children in crisis.

Gaps, Holes, and Assumptions

· It is important for teachers to build solid relationships, with all of their students at the beginning of the school year. This is especially true for our students who are living in poverty, in a different SES, ELL, SPED or other important information that may be divulged. When you know your

It will be okay. For many of our students who are struggling, they will learn that it isn’t the end of the world and they may even learn something from those mistakes. In fact, if create an atmosphere early on in the school year that errors are okay, because that is how we will grow as a class. It is important for them to know that they are not letting you down, and they don’t have to be devastated when it happens. And it will happen. You should create the standard that you encourage mistakes. You should give them work that will help them to learn about grit and that challenging feeling. When they make a mistake, don’t let them hide it away in a desk, encourage them to show everyone! It’s so important that we learn from others and I am sure that many people will solve it incorrectly too. The message that you are sending is, take a risk. We are all with you and will not make fun of you. When you make those mistakes, and we can learn together, then that is the time that our brains are growing. That is when we truly

There are many reasons why some students just can’t seem to get organized or motivated enough to produce the work. One reason could be that they are very overwhelmed with the overall task. We can help them with that, but some of our students need to be guided for each and every step. I actually did this with a group of students, so they could begin to see how to tackle complex tasks and not procrastinate. I have a small group of autistic and ELL students in a comprehension group, we call it ‘book club’. They had a huge book project that needed to be completed in 6 weeks. We used a calendar, and showed them the day that it had to be done. We chose our book, and marked on the calendar the chapters that we would be doing for that day. As a group, we discussed that if we were unable to complete the chapter