DEALING OF LOW AND HIGH ACHIEVING CHILDREN

1. DEALING OF LOW AND HIGH ACHIEVING CHILDREN PREPARED BY:- K.ARUMUGAM PGT (PHY) ZIET FACULTY

2. Principles of Classroom Management Coping With Behavior

3. Mix high achievers with moderate and low achievers. This tends to prevent a low or moderate achiever from getting bored and isolated, which can precede inappropriate behavior. Mix talkative students around quieter students. Make sure the talkative pals are not seated too close together. Also, advise students during the seating assessment period that you are watching their behavior to determine more permanent seating arrangement. Give some seating preferences to the best-behaved students. SEATING ARRANGEMENT

4. Make every effort to include parents in a child's educational and behavioral plan. Early in the school year, send a copy of your classroom rules to parents for a signature. Establish classroom rules and have the parent and student sign the rules and bring them back to you for an extra-credit grade. Make sure you have correct phone numbers, email addresses and best times to call for each student's parent or guardian. Maintain contact with each parent on a regular basis, giving periodic positive feedback to best-behaved students, and more frequent, perhaps weekly, reports for more troublesome students. Understand that some parents will not participate, but do keep a copy of all of your communication efforts. Set up parent conferences as needed. Parent Partnership

5. Make sure all students understand the classroom rules. Go over them in class, with the students taking turns reading and explaining what the rules mean. Establish rules such as no eating, no chewing, no getting up or speaking without raising their hands, no touching things on the teacher's desk, bringing needed materials such as pencil and paper to class, coming to class on time and being in their seats when the bell rings. Establish a reward system to apply positive reinforcement to students who obey the rules, such as a ticket for a student who is well behaved for a week. Tickets can later be redeemed for a small reward such as a pencil or eraser. Classroom Rules

6. Don't overreact to less serious classroom indiscretions. Children will be children. Sometimes an invasion of their personal space or comfort zone is all that is needed to stop behavior, such as speaking out of turn. First, make eye contact with the individual. If the behavior continues, call on them to answer a question. If it persists, move closer to them to invade their personal space. Other steps include writing their name on the board, time out and behavior essays. Use all the tools to keep the student in class and the lesson moving before taking steps to remove a student from the classroom. Comfort Zone

7. When all else fails, show the students that bad behavior has consequences. That means that good teachers sometimes have to write referrals for students to attend in-school suspension, after-school detention or out-of-school suspension. This should be done in connection with communication with a parent or guardian. The student must understand the severity of her actions and what she needs to do to prevent further action. If this type of action is not used, other students might begin to think there are no consequences for bad behavior. Repercussions and Consequences

8. Also, show students that good behaviourhas consequences. Ron Walker, an educational consultant, says positive reinforcement has a greater chance of changing permanent behavior than negative reinforcement, for many students. Positive behaviors help students develop a value system that helps them later in life. For instance, students coming off a punishment can be put on a reward system with such tasks as passing out papers or markers or taking up papers. Establish that student-adult relationship. Good behaviour also have consequences

9. Cluster grouping is a method of classroom organization that places gifted and high achieving students together, then mixes the average, low-average and special education learners. Some schools that use cluster grouping also place a handful of gifted students with average and low-average learners. This is more popular in rural districts when the student population does not allow for separate classes. Effect of cluster groups in schools

10. Cluster grouping is a method of classroom organization that places gifted and high achieving students together, then mixes the average, low-average and special education learners. Some schools that use cluster grouping also place a handful of gifted students with average and low-average learners. This is more popular in rural districts when the student population does not allow for separate classes. Identification

11. In a cluster grouping environment, gifted students can interact with their gifted peers, which benefits and encourages them. The Neag Center for Gifted Education and Talent Development of the University of Connecticut says that gifted students should spend the majority of their day with other gifted peers. Their research shows that children learn most from students of similar abilities. Kids Sources says that these children are more likely to try challenging activities when they are around other gifted and high-achieving students. Also, cluster grouping saves a district money, as districts do not need multiple programs for students of different abilities. Benefits

12. Parents of other children might fight to have their students placed in a cluster group class, whether their children truly belongs in it or not. Requiring parents provide outside documentation of a student's intellectual abilities can reduce this demand. Rotating teachers every two years can ensure that qualified teachers are working in other areas of the school as well. In addition, some research suggests that average and low-average students will flourish better when they are not around gifted students, as they can be seen as the higher achievers of their own environment. Warning

13. In a cluster grouping model, it is important that teachers have training in dealing with gifted students and that those paired with lower-achieving students are also equipped to deal with their specific needs. The benefits of cluster grouping will likely be insignificant if the teacher does not have the training or appropriate curriculum for multiple learners Considerations

14. Instructions Be enthusiastic yourself, because motivation and enthusiasm are contagious. When a teacher is motivated and excited about the learning materials, students will be more interested. Exhibit self-confidence, and express your confidence in your students' abilities to succeed. Teachers who are confident and motivated inspire students to achieve. Provide positive and supportive feedback to all students. Demonstrate that you care about their success and students will be more motivated to succeed. Respond positively to questions from students, and help them develop the skills necessary to solve problems on their own. Their motivation and self-confidence will increase as their skills increase. Create a positive environment where learning is enjoyable. Assign tasks and homework that are at a level to challenge students but are not so difficult that they become discouraged. Assignments that are too easy will also have a negative impact on student motivation. If the work is too difficult, some students may give up. If it is too easy, they may become bored. Use a variety of materials including visual aids to keep students actively engaged in the learning process. Set reasonable expectations for students in your classroom. Expectations for student performance should be high but realistic. Students will be motivated to succeed if they believe that they can achieve the goals you have set for them. Students are motivated to perform when their teacher demonstrates that she expects her students to succeed. Focus on learning while placing less emphasis on grades. Use a variety of teaching methods that involve the students in learning. Role playing, games, discussions, group activities and guest speakers instead of lectures keep students interested and motivated to learn. Encourage student input in how the material is presented. Students who feel like their opinions matter will be more actively engaged and encouraged to succeed. How to Encourage Students to Do Well in the Classroom

15. High expectations in class room

16. According to Ross Miller of the Association of American Colleges and Universities, raising expectations can lead to higher achievement, and numerous studies show that people with high expectations perform at a higher level than those with low expectations, even when their abilities are equal. High expectations can even transform a student's belief and behavior and turn a low-performing student into a successful learner Importance of High Expectations

17. Miller asserts that the Pygmalion effect -- people will perform how you expect them to -- can also have a negative effect. With the prevalence of standardized tests, many schools expect students to pass the test and therefore focus on teaching only the minimum needed to pass, rather than challenging them to do more. According to the North Central Regional Educational Laboratory (NCREL), engaging students in a challenging, fast-paced curriculum produces positive academic and social outcomes. Activities that encourage critical thinking and inquiry communicate the expectation that students are capable of higher-level thinking, complex problem-solving and decision-making. Curriculum

18. Several factors can project higher expectations to students. First, create an environment conducive to learning in your classroom. Increase the input you give to students, because expending more time and effort shows that you expect more. Finally, encourage students to give responses and increased output; students will do the work you expect them to do if they feel you support them. • The most effective way to convey high expectations to students is to establish personal relationships that communicate support, simply telling students, "I know you can do it; I believe in you." You must provide the support children need to achieve what you expect. Look for each student's strengths and find ways to use them to facilitate learning. Even students with the lowest self-esteem can become motivated when they feel that a teacher believes in them, and this can lead them to believe in themselves and have higher expectations for their own future. Developing high expectations in the class room

19. Miller writes that measured ability often shapes teacher expectations, but this shouldn't always be true. Teachers usually project high expectations for students with high ability, such as gifted or honors students, and these students usually succeed in school and go on to post-secondary education. When a student's failure is attributed to low ability, a teacher will begin to expect less in the future. • But many students mask their own ability because of laziness, low self-esteem or rebellion. These students can blossom into high achievers when they know more is expected of them. Accordingly, students who believe they have low ability because of years of low expectations will eventually lose their motivation to learn. A teacher who has high expectations and teaches students that success is linked more to effort than to ability can help these students succeed. • Sometimes, teachers alter expectations according to race, ethnicity, life experiences and socioeconomic status, but according to Miller, successful teachers have uniformly high expectations for every student. According to the NCREL, schools with high expectations and support to help students achieve these expectations have fewer students who drop out and more who go on to college. Factors That Shape Expectations

20. How to improve self-confidence in the class room

21. Build community with collaborative learning. Classroom and small group projects promote cooperation and build social skills by giving each student a task essential to the success of the project. One student may be responsible for organizing the research, while another may be responsible for illustrations or proofreading. Value each student's unique abilities and contributions. Achieve this by publicly calling attention to something one student did for another, or privately. Displaying art or other work is another way to show a student you value his contributions. Recognize and praise student success publicly. At the schoolwide level, quarterly honor roll assemblies may occur. The entire school assembles and the principal presents an award to each student who made honor roll that marking period. If students make the honor roll 2 out of 3 quarters during the year, they are invited to attend an academic banquet where the faculty serves the students and their parents dinner. Instructions

22. Ban disparaging comments from the classroom. This includes negative self-talk. Utilize technology for teaching and learning. An article about the benefits of technology at the US Department of Education website points to research that shows technology can improve student motivation and self esteem. It may also be used to reinforce basic academic concepts. Incorporate games into lesson plans. Games are especially useful to reinforce math facts. Multiplication or Addition War is a game based on the card game War. Deal a standard deck of cards, then have players turn two cards face up. Each player multiplies or adds his cards. The player with the highest sum wins the round and collects all of the played cards. Create a student-centered classroom where students help each other learn, solve problems and help make class rules. Focus on the number correct when grading papers instead of the number wrong. Seeing -12 at the top of a paper is an emotional let-down. It fosters feelings of failure and frustration. On the other hand, seeing 88/100 at the top of a paper promotes a much more positive emotional response. It helps the student realize that he can succeed, even though he got 12 questions wrong.

23. Teach classroom expectations explicitly and practice good decision making. Model and teach active listening skills. If two students are arguing about something and go to the teacher, the teacher will stay calm and listen to what each student has to say. She will then paraphrase what she heard back to the student. The students can speak to each other, with the teacher present, and then paraphrase what they heard the other say

24. Instructions Create an expectation in the classroom that there will be quiet periods of intense work. These should be interspersed with more interactive work. Include regular breaks during which the children are encouraged to move freely about the classroom. Wherever possible, have periods of playtime outside in fresh air. Involve the parents whenever possible, as their cooperation is crucial. The child's routine at home can play an important part in his ability to concentrate. He should have regular bedtimes and a calming routine at night. He should have breakfast every morning, as there is much evidence that hunger and low blood sugar impedes concentration. Use small achievable goals. It is easier to concentrate if there is a cut-off point, and particularly if there is a reward for achieving a small goal. This reward may just be in the form of praise. Take other measures to achieve discipline within the child and within the classroom. Have clear boundaries, for example, there should be a short period where all the children have to remain silent. This may just last a few minutes, but it teaches the child self-control. Foster enthusiasm in the children. If the child shows an interest, for example, in a particular area of history, use every opportunity to encourage this interest. If a child is interested in something, it is easy for her to concentrate on this. An ability to concentrate is a transferable skill. How to Increase Attention Span in the Classroom

25. Motivational effect of the classroom environment

26. A classroom environment can effect a student's motivation differently depending on his perceived autonomy. If the child feels that he has no freedom in the classroom, that the teacher controls all, then the student will have a marked decrease in motivation. There simply is no point for a student to be motivated if there is no room to express that free will. However if the student feels that he has some autonomy to do as he wants in the classroom, he can feel very motivated because he knows the teacher will be there to correct any errors Perceived Autonomy

27. Another major component of the classroom's effect on a student's motivation is her perceived competence. Having a sense of autonomy is pointless if the student feels that she is not capable of doing any of the activities. This is further compounded by having students of different capabilities in the classroom, as the high performers may outpace the lower performers. Perceived Competence

28. High performing students can create unrealistic expectations for lower performing students. Conversely, lower performing students can impose peer pressure on high performing students to refrain from outshining them. Thus, motivation depends both on the student's competence and the acceptance of the cohort of outlier students. Peer Pressure

29. The teacher has a complex role in the classroom when it comes to motivation. The teacher needs to allow the students autonomy while at the same time guiding them towards a certain goal. The teacher must also help those students who lack academic competence keep up with the others. Lastly, the teacher has to control the social pressure that students can use on each other to prevent other students to take part in project/activities. Role of The Teacher

30. Definition The term "low achiever" sometimes refers to those children with IQ levels lower than average but not low enough to categorize them as learning disabled or mentally disabled. Potentially, this category can include up to half of the children in a given school system or classroom. However, this does not cover all low-achieving students. Some children who fall into the low-achievement category actually have above-average, even high, intelligence levels as determined by standardized tests; however, they become bored with the regularized presentation of learning materials because they have exceeded those milestones Strategies for Low Achievers

31. Teacher awareness forms an important element of best practices in learning strategies for low-achieving students. Through this awareness, the teacher can go on to consider implementation of varying learning techniques that support the low-achieving child’s progress. Barriers to a low-achieving child’s progress include such routine or high-pressure learning environments as teaching geared to the passing of high-stakes tests, and peer pressure associated with the accomplishments of higher-achieving classmates. Teacher Awareness

32. The sense of camaraderie and cooperative learning can bolster both morale and motivation in the low-achieving child. Group learning strategies can involve a mix of levels of achievers and innate IQ levels, or can involve comparable peers learning together. Whichever model a teacher applies to a specific project, however, the teacher ensure that the low-achieving child or children in the group manage the project so that it operates as a cooperative, versus a competitive, learning activity. Group Learning

33. Another learning strategy that can enhance the learning accomplishments of the low-achieving child involves individual attention. A teacher can sometimes provide some of this individual attention. However, working with an individual tutor, or a variety of tutors in different subject areas, can give the low-achieving child not only additional individual attention but exposure to a different educator perspective. This, in turn, may enhance progress across all subject areas. Tutoring

34. How to teach a child with low IQ Children with low IQs must be given extra help to grow.

35. Understanding the student's level of impairment can be very helpful for understanding how much extra help he requires. While an IQ of 100 is considered average, anywhere between 85 to 100 is actually in the normal zone. An IQ that falls between 70 and 85 is considered low, while IQs below 70 can signify mental retardation. An IQ of 85 may require a little extra time and patience while an IQ of 70 may involve more assistance with even basic tasks. Instructions

36. Assess the student's strengths and weaknesses. Pay attention to what the student may do well while noting what areas the student seems to struggle with the most. IQ does not measure every type of intelligence, so pay attention to whether a student has some artistic ability or shows more ease with spatial awareness, mathematics, verbal skills or other areas. Encourage and praise these abilities while spending extra time in areas that are most difficult. Notice what type of learner the student is (visual, auditory or kinesthetic) and adapt your teaching approach to this style. Cultivate an attitude of patience, understanding and acceptance. Students with low IQs may not give any indication that they are paying attention to your efforts and may be easily distracted. Giving a student the same instruction a number of times may be necessary for him to internalize the concept. If you find yourself becoming frustrated, take a deep breath and try a different approach. Instructions

37. Adjust your vocabulary so that your explanations and instructions can be clearly understood by the student. On assignments and tests, avoid any challenging vocabulary that may prevent the questions or instructions from being understood by the student. If the student cannot even understand what is required of him, it makes it very difficult for him to attempt the task. Answer any questions that may come up for the student right away instead of making him wait for an "appropriate time." The learning of these students works best when it is spontaneous, and you should therefore adjust to their spontaneous needs as they arise. Use visual aids, employ storytelling time and any other methods that can make the material you are teaching more engaging. These students may have shorter attention spans than other students, so it is important to discover ways that can keep them interested.

38. Keep them together. It is important that gifted students be able to move at their own (quick) pace as much as possible, so grouping students by ability for some subjects or having special gifted-student learning time is important. Be open-ended. Ask thought-provoking questions, not yes or no ones. Assign projects instead of piles of worksheets. Encourage questions. Gifted students not only know the answers, they have more questions on the topic. Instead of being afraid that you don't know the answers, use the questions as springboards for learning how to do Internet or library research. Remember their ages. Just because the child in front of you can talk about quantum physics intelligently doesn't mean she won't get cranky when she's hungry. Brains don't equal maturity. Incorporate their passions. Most gifted children develop deep interests in certain subjects. Use those interests as frameworks for teaching math, reading, science, social studies and writing skills. Make sure they try new things. Most gifted students are not gifted in every area. Helping them step out of their comfort zones---whether it's encouraging mathematicians to write stories or sedentary readers to try sports---will make the students more well-rounded and empathic. How to Teach Gifted Children

39. Tips on Mentoring Children Mentors hold a special position in the lives of children. Such adults provide personal guidance and wisdom to assist children. Mentors may bring assistance in the realm of education, business, relationships and family, or help in a more all-encompassing manner that covers many areas of a child's life. Peers can also serve as mentors, offering assistance from someone close to the child's age. Peers may better understand social and academic expectations and can help guide the efforts and behaviors of children through the example they set. There are several keys to effective mentoring.

40. Listen to the child. Children are required to behave and perform in the classroom and at home. Despite the love and caring given by parents and teachers, children do not always have a chance to unburden themselves or share uninterrupted with the adults in their lives. By quietly and actively listening to the child's feelings, concerns, hopes and dreams, you offer the child an important outlet for relieving stress and give her the feeling of being valued. Listen

41. Explore the child's interests. Getting to know the child goes hand in hand with listening. Find out what the child would like to become, what he enjoys doing and where his experiences lie through informal conversation. Children sometimes communicate more freely when the focus is not directly upon them, so plan your conversation around a scenic walk, a board game, a meal or an activity that offers a bit of distraction. You can then veer away from the topic if a child becomes stuck, shy or irritated, and come back to your questions and ideas when the child has had a chance to absorb what was said or to gather her thoughts. Explore

42. Keep your expectations high. As a mentor, you may be the only positive influence in a child's life. Mentors have the opportunity to show a child that more is possible for his life and to encourage a child to aim for the stars. By not only telling the child that greater goals exist and are available to her, but offering practical methods for achieving those goals, a mentor can help a child believe that such achievements are possible. Mentors fill a special role; not a parent, relative or teacher, mentors spend time with a child by choice, and this choice imbues the relationship with great importance for the child involved. Set the Bar High

43. Keep the pressure on the child low. Whether you plan to work with high-achieving or at-risk children, the stresses on both groups is great. Advanced students often face demanding course work, multiple extracurricular activities and personal or family pressures to perform. At-risk children may have family issues and may even be living away from home. They frequently face involvement in court proceedings and may have a poor educational and behavioral record. Such children may also labor under psychiatric diagnoses that make everyday activities difficult. As a mentor, you want to help a child through issues in a manner that does not add to her difficulties, so attempt to adapt your approach to fit the child's needs and individuality. Keep the Pressure Low

44. Get to know your students. Each of your students has separate personalities, which is why it is important for you to know them as individuals. A unique way to know more about your students is to have them keep a personal journal that is meant for only you to read, unless otherwise instructed. Also, have several minutes set aside once a week at the beginning of class to allow your students to read a journal entry aloud if they are willing to volunteer. The journals will give you a good sense of each of your student's personalities, and if journal entries are read aloud it will also give other students in the classroom a chance to better understand one another. How to Build Relationships in the Classroom

45. Acknowledge your students. Similar to the way professionals enjoy receiving recognition and praise for demonstrating hard work efforts, it is the same with your students. When your class scores an average high on a test, acknowledge your students as a whole. If a few students received low markings, include them in the acknowledgment as well. It will encourage them to do better on the next test or assignment.

46. Create group activities. Students love to have fun in the classroom regardless of age. Having group activities in the classroom every other week, give or take, is very beneficial to students. Not only do they give you a chance to connect with your students, they also help build student-to-student relationships.

47. A great group activity to help each student learn more about his personality is the "True Colors Personality Test." The test consists of four colors: red, blue, green and orange. Each color describes the four most common personality types. After each student discovers his personality type, group together students who have the same personality type and allow them to discuss why they are most like the chosen personality type. Most corporations use this assessment so employers can get to know one another and have a better understanding of their personalities. Involve the students' parents. If the students are not of adult age, their parents should be involved in their education. Reminding the parents of upcoming events, tests and assignments that are due is an effective way for your students to succeed. Also, if there is a concern or any "good news," it is important to pass this information on to the parents in order for them to issue praise or properly resolve the concern. This strategy will help you build relationships with the students' parents as well as the students

48. The process of remedial teaching

49. Show appropriate manners, and expect to receive the same. When students and teachers feel that they are respected and not treated unfairly, the relationships in the classroom will grow at a positive rate. Simple courtesy such as saying "thank you," "please" and "you're welcome" will show each of your students that you respect and appreciate them, and it will encourage them to treat you with the same courtesy. How to Build Relationships in the Classroom

50. GIFTED AND TALENTED PUPILS