SPD_540_Classroom_Management_Strategies_Walker.docx SPD-540 Classroom Management Strategies Grand Canyon University Part 1: Classroom Management Disability Category Strategies to Motivate and Engage Students Sp
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SPD_540_Classroom_Management_Strategies_Walker.docx SPD-540 Classroom Management Strategies Grand Canyon University Part 1: Classroom Management Disability Category Strategies to Motivate and Engage Students Specific Learning Disability (SLD) The majority of students classified under specific learning disability know and understand that they are further behind their peers. This can cause severe inner struggle and for sure will show in reading, writing, and math assignments and test performance. Sadly, this tends to cause frustration, and can lead to episodes of being upset and flat out refusal to work with in the resource room as a result of being pulled out for assistance when their peers stay behind. In order to ensure that the student stays engaged, one of the first things I do at the beginning of the school year or if they enter later, is to sit with them and talk about what they like to do for fun and what are some rewards they would like to earn. I can get a good read from my students by doing so, plus I feel it helps with the relationship building. Not all students care for earning rewards. Some students prefer to learn and earn internally so to speak. For those that prefer something tangible, then an earning system is necessary. Things such as tickets, or points are a great start. Asking parents if they would be willing to join in by donating specific things for their student or set up a reward system the extends to the home environment is important. This shows students that parent and teacher are on the same. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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