NAMA KEKUATAN KELEMAHAN ISU MAJOR Matlamat Objektif Kemahiran @ Aktiviti @

standard intervensi
clement Clement is able to 1.1Pupils will be able
participate and to listen and
focus on the task speaking with
given during appropriate
instructional time expression in social
situations
1.2 Recognise and
read words
1.3 To form letters
and words
Fu huang Heng Shuang Heng Shuang Heng is able Clement is able to be 1.1,1.2,1.3 greeting
Shuang can had difficulty to show willingness active learner and social
Heng understand, on taking to enggage in class - have desire to learn expression
listen and turn, and lesson, active - able to focus on the 2.1,2,2,2.3 personal
had an high struggles to learner and does not task given during details
IQ other follow meet difficulty in instructional time 3.1,3.2,3.3 Family
than her through taking turns - proactive members
classmates instruction (willingness to take
and less of risk in task and
attention. answering question)
Pui Ying Pui Ying Pui Ying had Pui Ying is able to Pui Ying is able to
understand difficulty stay focused on a stay focused on a
and follow engaging in learning process/ learning process/
an activities task given task given
instruction quietly - hands on
given in a activity
short - shaping
period. - set up
reinforceme
nt
- whole brain
 teaching
Lee Wei Wei Ter is Wei Ter Wei Ter listen and Wei Ter listen and
able to do a struggles to can follow through on
Ter can follow through
task with a follow simple instruction
guide and through time with some on simple instruction
clear instruction intervention time with speech
instructions - does not - speech therapy therapy & hands on
appear to activities-repetitive
listen ( low of and clear instruction activities
language during lesson
proficiency - -shaping (positive
Malay/English support and reward
language after achieve the
instruction) lesson
target/objectives)
-hands on activity
Redzwan Redzwan Redzwan Redzwan is able to Redzwan is able to
understand had difficulty stay focused on a stay focused on a
and follow engaging in learning process/ learning process/
an activities task given task given
instruction quietly - hands on
given in a activity
short - shaping
period. - set up
reinforceme
nt
- whole brain
teaching
Qistina Qistina is Qistina had a Qistina had a Qistina had a
able to low self- confidence and active confidence and active
pasif
follow and esteem leaner during class leaner during class
understand during lesson lesson
simple learning - gives full attention (
instruction process rewards like token,
- less desire positive compliment
to learn, lack )
of focused, - group assessement
and lack of -hands on activity
willingness to (used flashcard )
 take risk -whole brain teaching
-always shy ( rewards, follow
and scared to rules )
answer
question (
take a few
minutes)
during
learning
process.
Shuhada Shuhada is Shuhada had Shuhada have a Shuhada had a
able to a low self- confidence and active confidence and active
mudah follow and confidence leaner during class leaner during class
sensitif understand and over lesson lesson
simple sensitive - gives full attention (
instruction rewards like token,
positive compliment
)
- group assessement
-hands on activity
(used flashcard )
-whole brain teaching
( rewards, follow
rules )
Sharvessh Sharvessh is Sharveshh is Sharveshh had a Sharvessh had a
able to passive confidence and active confidence and active
follow and learner learner during class learner during class
understand during lesson lesson
simple learning - gives full attention (
instruction process rewards like token,
- less desire positive compliment
to learn, lack )
of focused - group assessement
- shy and -hands on activity
scared to (used flashcard )
answer -whole brain teaching
question ( ( rewards, follow
take a few rules )
minutes)
NAMA KEKUATAN KELEMAHAN ISU MAJOR Matlamat Objektif Kemahiran @ Aktiviti @ intervensi
standard
Asyraf Asyraf Asyraf is Asyraf had a Asyraf had a Asyraf had a 1.1 Pupils will be - gives full attention
passive confidence and active confidence and active confidence and able to listen and ( rewards like token,
understand, learner learner during class learner during class active learner during respond positive compliment
listen and - lack of lesson lesson class lesson appropriately for a )
follow focused - gives full attention ( variety of purposes - group
instruction -easy to rewards like token, 1.2 Pupils will be assessement
bored positive compliment able to say words -hands on activity
properly ) and speak (used flashcard )
- group assessement confidently -whole brain
-hands on activity teaching ( rewards,
(used flashcard ) follow rules )
-whole brain teaching
( rewards, follow
rules )
Harith understand had difficulty Harith is able to stay Harith is able to stay Harith is able to 1.1 Pupils will be - gives full attention
able to listen and ( rewards like token,
and follow engaging in focused on a focused on a learning stay focused on a respond positive compliment
an activities learning process/ process and task learning process appropriately for a )
instruction quietly task given given and task given at variety of purposes - group
given in a - hands on least in 10 minutes 1.2 Pupils will be assessement
able to say words -hands on activity
short activity and speak (used flashcard )
period. - shaping confidently -whole brain
 - set up teaching ( rewards,
follow rules )
reinforceme
nt
- whole brain
teaching
Ling Kah Kah Yan is Kah Yan Kah Yan listen and Kah Yan listen and listen and can 1.1 Pupils will be - gives full attention
able to do a struggles to can follow through on able to listen and ( rewards like token,
Yan task with a follow simple instruction
can follow through follow through on respond positive compliment
guide and through time with some on simple instruction simple instruction appropriately for a )
clear instruction intervention time with speech variety of purposes - group
instructions - does not - speech therapy therapy & hands on 1.2 Pupils will be assessement
appear to activities-repetitive able to say words -hands on activity
listen and clear instruction activities and speak (used flashcard )
-cant stay during lesson confidently -whole brain
quietly -shaping (positive teaching ( rewards,
support and reward follow rules )
after achieve the - speech therapy
lesson activities-repetitive
target/objectives) and clear instruction
-hands on activity during lesson
Haziq understand had difficulty Haziq is able to stay Haziq is able to stay Haziq is able to stay 1.1 Pupils will be - gives full attention
able to listen and ( rewards like token,
and follow engaging in focused on a focused on a learning focused on a respond positive compliment
an activities learning process/ process/ task given learning process/ appropriately for a )
instruction quietly task given task given in 5 variety of purposes - group
given in a - hands on minutes 1.2 Pupils will be assessement
able to say words -hands on activity
short activity and speak (used flashcard )
period. - shaping confidently -whole brain
- set up teaching ( rewards,
follow rules )
reinforceme - speech therapy
nt activities-repetitive
- whole brain and clear instruction
during lesson
teaching
Nini Nini is able Like to avoid Nini turns to an Nini is able to stay Nini is able to stay 1.1 Pupils will be - gives full attention
to follow from others active learner and focus and active focus and active able to listen and ( rewards like token,
Sufina and (hide under stay focus during learner during learner during respond positive compliment
understand the table) class lesson learning process. learning process in 5 appropriately for a )
simple - gives full attention ( minutes variety of purposes - group
instruction rewards like token, 1.2 Pupils will be assessement
 positive compliment able to say words -hands on activity
) and speak (used flashcard )
- group assessement confidently -whole brain
-hands on activity teaching ( rewards,
(used flashcard ) follow rules )
-whole brain teaching
( rewards, follow
rules )
Shuhada Shuhada is Shuhada had Shuhada have a Shuhada had a
able to a low self- confidence and active confidence and active
mudah follow and confidence leaner during class leaner during class
sensitif understand and over lesson lesson
simple sensitive - gives full attention (
instruction rewards like token,
positive compliment
)
- group assessement
-hands on activity
(used flashcard )
-whole brain teaching
( rewards, follow
rules )
Sharvessh Sharvessh is Sharveshh is Sharveshh had a Sharvessh had a
able to passive confidence and active confidence and active
follow and learner learner during class learner during class
understand during lesson lesson
simple learning - gives full attention (
instruction process rewards like token,
- less desire positive compliment
to learn, lack )
of focused - group assessement
- shy and -hands on activity
scared to (used flashcard )
answer -whole brain teaching
question ( ( rewards, follow
take a few rules )
minutes)
NAMA KEKUATAN KELEMAHAN ISU MAJOR Matlamat Objektif Kemahiran @ Aktiviti @
standard intervensi
Maheshan Murid dapat Murid suka Maheshan dapat Maheshan dapat Mahesan dapat 1.1 hingga 9.1 - kaedah
melaksanakan berkhayal mengekalkan fokus
tugasan yang dan tidak berkhayal
mengekalkan fokus mengekalkan fokus peneguhan positif
diberikan sehingga tamat PdPc dan tidak berkhayal di dalam aktiviti -latih tubi
dengan dengan peneguhan sehingga tamat pengajaran -aktiviti
bimbingan dan pembentukan PdPc sekurang- pengukuhan
positif terhadap
murid. kurangnya 10 minit -pembentukan
( komunikasi 2 hala positif
) - pujian dan token
Previn Murid dapat Murid suka Previn dapat Previn dapat dapat mengekalkan 1.1 hingga 9.1 - kaedah
melaksanakan berkhayal mengekalkan fokus mengekalkan fokus fokus di dalam
peneguhan positif
tugasan yang dan tidak berkhayal dan tidak berkhayal aktiviti pengajaran
diberikan sehingga tamat PdPc sehingga tamat sekurang-kurangnya -latih tubi
dengan dengan peneguhan PdPc 10 minit ( -aktiviti
bimbingan dan pembentukan komunikasi 2 hala ) pengukuhan
positif terhadap
murid. -pembentukan
positif
- pujian dan token
Wei Yian Wei Yan Wei Yan Wei Yan dapat Wei Yan dapat dapat menguasai 1.1 hingga 9.1 - kaedah
dapat sukar untuk menguasai menguasai dan dan memahami
melaksanakan memahami penggunaan bahasa memahami penggunaan bahasa
peneguhan positif
tugasan yang arahan dan utama (BM & BI) penggunaan bahasa utama (BM & BI) -latih tubi
diberikan percakapan dengan teknik latih utama (BM & BI) -komunikasi 2 hala -aktiviti
dengan baik guru ( tubi, berulang dan pengukuhan
dan kemas komunikasi terapi pertuturan.
terbatas -pembentukan
kerana tidak positif
memahami - pujian dan token
bahasa
Melayu &
- intervensi
bahasa pertuturan (
Inggeris) pengukuhan
bahasa )
Shasmutha dapat Terbatas dari Shasmitha dapat Shasmitha dapat dapat menguasai 1.1 hingga 9.1 - kaedah peneguhan
melaksanakan segi menguasai menguasai dan dan memahami positif
tugasan yang memahami penggunaan bahasa memahami penggunaan bahasa -latih tubi
diberikan percakapan Melayu dengan teknik penggunaan Bahasa utama dengan lebih -aktiviti pengukuhan
 dengan baik atau latih tubi secara Melayu dengan lebih meluas -pembentukan
dan kemas penggunaan perbualan harian luas dan perkataan - bina ayat mudah positif
bahasa yang rumit. - pujian dan token
rumit ( - intervensi
terutamanya pertuturan (
bahasa pengukuhan bahasa
Melayu) )
Lim dapat Terbatas dari Lim dapat menguasai Lim dapat dapat menguasai 1.1 hingga 9.1 - kaedah peneguhan
melaksanakan segi penggunaan bahasa menguasai dan dan memahami positif
tugasan yang memahami Melayu dengan teknik memahami penggunaan bahasa -latih tubi
diberikan percakapan latih tubi secara penggunaan Bahasa utama dengan lebih -aktiviti pengukuhan
dengan baik atau perbualan harian Melayu dengan lebih meluas -pembentukan
dan kemas penggunaan luas dan perkataan - bina ayat mudah positif
bahasa yang rumit. -komunikasi 2 hala - pujian dan token
rumit ( - intervensi
terutamanya pertuturan (
bahasa pengukuhan bahasa
Melayu) )
Sandtya dapat Bersikap Sandtya lebih berani Sandtya lebih berani dapat menguasai 1.1 hingga 9.1 - kaedah peneguhan
melaksanakan pemalu dan untuk bercakap dan untuk bercakap dan dan memahami positif
tugasan yang pendiam menjawab soalan menjawab soalan penggunaan bahasa -latih tubi
diberikan semasa PdPc semasa PdPc utama dengan lebih -aktiviti pengukuhan
dengan baik berlangsung. berlangsung. meluas -pembentukan
dan kemas - perbualan - bina ayat mudah positif
santai -komunikasi 2 hala - pujian dan token
- intervensi
pertuturan (
pengukuhan bahasa
)
NAMA KEKUATAN KELEMAHAN ISU MAJOR Matlamat Objektif Kemahiran @ Aktiviti @ intervensi
standard
Aslan Murid dapat Murid suka Aslan dapat mengikuti Aslan dapat Sentiasa fokus 1.1 – 3.3 - peneguhan
melaksanakan bercakap dan PdPc dengan baik
Asmara tugasan yang mengganggu - peneguhan
mengikuti PdPc dan mengikuti positif
diberikan ketika PdPc positif dengan baik dan aktiviti PdPC - aktiviti yang
dengan baik sedang - aktiviti yang tidak bercakap sekurang- menarik dan
berlangsung menarik dan yang tidak perlu kurangnya 10 bergerak
bergerak
- aktiviti @ berkaitan minit aktiviti berkumpulan
berkumpulan dengan PdPc -komunikasi 2
hala
Shuhada Murid dapat Murid suka dapat mengikuti PdPc dapat mengikuti Sentiasa fokus 1.1 – 3.3 -peneguhan positif
melaksanakan bercakap dan dengan baik
PdPc dengan baik dan mengikuti - aktiviti yang menarik
tugasan yang mengganggu - peneguhan
diberikan ketika PdPc positif dan tidak aktiviti PdPC dan mobiliti
dengan baik sedang - aktiviti yang bercakap yang sekurang- -aktiviti berkumpulan
berlangsung menarik dan tidak perlu @ kurangnya 10
bergerak
- aktiviti berkaitan dengan minit
berkumpulan PdPc -komunikasi 2
hala
tionh dapat sukar untuk dapat menguasai dapat menguasai dapat menguasai 1.1 – 3.3 - kaedah peneguhan
melaksanakan memahami penggunaan bahasa dan memahami dan memahami positif
tugasan yang arahan dan utama (BM & BI) penggunaan penggunaan -latih tubi
diberikan percakapan dengan teknik latih bahasa utama bahasa utama -aktiviti pengukuhan
dengan baik guru ( tubi, berulang dan (BM & BI) dengan lebih -pembentukan positif
dan kemas komunikasi terapi pertuturan. meluas - pujian dan token
terbatas - bina ayat - intervensi pertuturan (
kerana tidak mudah pengukuhan bahasa )
memahami -komunikasi 2
bahasa hala
Melayu &
bahasa
Inggeris)
mursyida Murid dapat Murid suka dapat mengekalkan dapat Sentiasa fokus 1.1 – 3.3 - kaedah peneguhan
melaksanakan berkhayal fokus dan tidak mengekalkan
tugasan yang berkhayal sehingga fokus dan tidak
dan mengikuti positif
diberikan tamat PdPc dengan berkhayal aktiviti PdPC -latih tubi
dengan peneguhan dan sehingga tamat sekurang- -aktiviti pengukuhan
bimbingan pembentukan positif PdPc kurangnya 10 -pembentukan positif
 terhadap murid. minit - pujian dan token
-komunikasi 2
hala
Aiman Murid dapat Murid suka dapat mengekalkan dapat Sentiasa fokus 1.1 – 3.3 - kaedah peneguhan
melaksanakan berkhayal fokus dan tidak mengekalkan
tugasan yang berkhayal sehingga fokus dan tidak
dan mengikuti positif
diberikan tamat PdPc dengan berkhayal aktiviti PdPC -latih tubi
dengan baik peneguhan dan sehingga tamat sekurang- -aktiviti pengukuhan
pembentukan positif PdPc kurangnya 10 -pembentukan positif
terhadap murid.
minit - pujian dan token
-komunikasi 2
hala
Tan jia dapat faham Bersikap lebih berani untuk lebih berani untuk Sentiasa fokus 1.1 – 3.3 - kaedah peneguhan
pembelajaran pemalu dan bercakap dan bercakap dan
wen dan mengikuti positif
dengan baik pendiam menjawab soalan menjawab soalan
semasa PdPc semasa PdPc aktiviti PdPC -latih tubi
berlangsung. berlangsung. sekurang- -aktiviti pengukuhan
- perbualan kurangnya 10 -pembentukan positif
santai
minit - pujian dan token
-komunikasi 2
hala
-berani bercakap
dan bertentang
mata dengan
guru
2.1 Peneguhan
Peneguhan dari perspektif psikologi merujuk kepada hubungan ransangan dan gerak balas. Ransangan dan gerak balas berkaitan antara satu
sama lain. Ransangan ialah pencetus, manakala gerak balas ialah perlakuan hasil tindak balas daripada pencetus. Dalam teori tingkah laku
pelaziman operan Skinner ialah proses meningkatkan atau menurunkan kadar satu-satu tingkah laku dengan cara menetapkan kesan
 pengukuhan atau hukuman bagi tingkah laku tersebut. Tingkah laku boleh diajar dan dipelajari melalui satu ransangan yang sesuai selepas
tingkah laku itu dilakukan.

Peneguhan positif menggalakkan tingkah laku yang diingini dengan cara memberikan ransangan atau peneguhan yang baik. Memberi
ganjaran setelah perlakuan ditunjukkan yang menyebabkan perlakuan itu diulang atau diperkuatkan lagi. Ganjaran konkrit seperti hadiah, alat
permainan atau makanan, manakala ganjaran social berbentuk pujian, senyuman atau perhatian. Peneguhan negative adalah ransangan yang
tidak menyenagkan atau menyakitkan yang dinapuskan selepas sesuatu tingkah laku ditunjukkan.

2.2 Dendaan
Dendaan adalah proses untuk melemahkan atau mengurangkan berulangnya tingkah laku yang diingini, individu berhenti melakukan sesuatu
tingkah laku kerana ia mendatangkan kesan yang tidak diingini. Semua hukum denda perlu dimaklumkan kepada murid dan pihak sekolah
mesti menentukan bahawa sesuatu hukuman itu betul-betul dilaksanakan dan mengikut prosedur yang ditetapkan. Dendaan yang boleh
dilakukan di sekolah seperti dimarahi oleh guru, diberi amaran apabila melakukan kesalahan, mengenakan hukuman yang dibayar dengan
membuat kerja di sekolah seperti mengutip sampah dan mencuci tandas. Tujuan denda adalah untuk menghentikan tingkah laku negative dan
ia boleh membawa kesan dalam tempoh yang singkat sahaja.

2.3 Reverse Psychology

Reverse Psychology ialah menggunakan psikologi untuk memodifikasikan tingkah laku negative kepada positif. Teknik ini memerlukan guru
memahami psikologi murid yang berkenaan serta mengenalpasti sikap, pandangan dan pemikiran dalamannya. Tujuan menggunakan teknik
ini adalah untuk menginsafkan murid agar melepaskan sikap negative dan memupuk sikap positif demi membentuk tingkah laku yang diingini.

2.4 Shaping (Pembentukan)

Shapinh adalah satu pembentukan tingkah laku dengan secara berperingkat. Maksudnya satu usaha memberikan ganjaran kepada murid setiap
kali hamper kepada matlamat tingkah laku yang ditetapkan oleh guru. Dalam teknik ini ganjaran yang ditawarkan oleh guru menjadi semakin
besar apabila murid bergerak kea rah pencapaian matlamat tikgkah laku yang ditetapkan.
2.5 Token Ekonomi
Token Ekonomi adalah sesuatu “mata wang” yang diberi bagi setiap tingkah laku yang dipamerkan boleh ditukarkan dengan aktiviti, objek atau
keistimewaan yang ditawarkan. Dalam pengajaran dan pembelajaran untuk mengawal tingkah laku supaya proses pembelajaran tidak
terganggu. Setiap murid yang menunjukkan tingkah laku positi akan diberi satu token oleh guru, jika murid dapat mengumpulkan banyak akan
diberikan hadiah ia akan memotivasikan murid untuk terus menunjukkan tingkah laku positif.

2.6 Kontrak (lisan atau bertulis).

Kontrak adalah membuat perjanjian secara lisan atau menandatangani kontrak merupakan salah satu cara yang berkesan untuk memodifikasikan
tingkah laku negative kepada positif. Kontrak secara bertulis akan terdapat peraturan yang perlu diikuti. Jika tidak mematuhinya hukuman akan
dikenakan. Murid yang menunjukkan tingkah laku yang baik dan prestasi kerja yang tinggi, murid akan diberikan ganjaran seperti yang
ditetapkan dalan kontrak. Dengan cara ini murid akan terus berkelakuan baik kerana pandangan mereka dipandang serius oleh guru.

2.7 Pengasingan
Teknik dimana murid disuruh keluar daripada bilik darjah atau dimasukkan ke dalam kelas detensi untuk menjalani hukuman yang ditetapkan oleh
guru. Satu konsep yang penting dalam teknik pengasingan ialah guru membiarkan tingkah laku murid yang bermasalah negative serta tidak
member apa-apa perhatian kepadanya. Teknik ini adalah sesuai apabila murid tidak menunjukkan tingkah laku yang positif walaupun
diingatkan oleh guru beberapa kali. Dalam teknik ini guru tidak akan memberikan perhatian kepada tingkah laku bermasalah sehinggalah
mereka berubah. Jika masih tidak mengikut arahan, maka pengasingan ke dalam kelas detensi disyorkan.

Fidgets with hands or feet or squirms in chair.

• Has difficulty remaining in seat.

• Runs about or climbs excessively.

• Difficulty engaging in activities quietly.

• Acts as if driven by motor.

• Talks excessively.

• Blurts out answers before questions have been completed.

• Difficulty waiting or taking turns.

• Interrupts or intrudes upon others.

Fails to give close attention to details or makes careless mistakes.

• Has difficulty sustaining attention.

• Does not appear to listen.

• Struggles to follow through on instructions.

• Has difficulty with organization.

• Avoids or dislikes tasks requiring sustained mental effort.

• Loses things.

• Is easily distracted.

• Is forgetful of daily activities.

engage with the material, participate in the class, and collaborate with each other. Don't expect your students simply to listen and memorize; instead, have
them help demonstrate a process, analyze an argument, or apply a concept to a real-world situation.

List of Engagement Activities for Students

The good news is that there are many activities that will enable you to spend less time talking and more time getting your students
engaged in the classroom. Here is a list of fourteen student engagement strategies from Reading Horizons Reading Specialist,
Stacy Hurst, that you can use to increase student engagement in your classroom:

1. Pretest with a Partner

This is a great activity, especially for ELLs. Before handing out the pretest let your students know that the test will not be scored,
that way we can lower anxiety and increase engaged learning. Pair students up for the pretest, then have them use the same set of
materials for that pretest. If it’s on the computer, simply have them share a computer between the two of them. During the pretest
walk around the room so you can gauge your students’ needs and adjust the lesson accordingly. Make sure that the pretest is very
similar to the posttest so you can see how much was actually retained during the direct instruction.

2. Stand Up Sit Down

Teachers can use this to help students differentiate between any two categories. For instance, when a teacher is trying to help her
students distinguish between common nouns and proper nouns, she would give an example then instruct them to either stand up if
it is a common noun or sit down if it is a proper noun. This is a great way to see how much of your class is actually grasping the
material. It’s also a great way to get your students’ blood flowing to keep them alert and engaged.

3. Thumbs Up Thumbs Down

I do this when I do teacher trainings all the time. You instruct students to put their thumbs up if they agree or put their thumbs down
if they disagree. It’s a very quick way to see how students are doing. However, when students have a low energy level (i.e. right
after lunch) Stand Up Sit Down may be a better alternative. On the other hand, if you need to maintain your students’ current
energy level Thumbs Up Thumbs Down is ideal.

4. Secret Answer
I love this activity because it’s great for students that might not be as confident in their answers. These students are the ones that if
you were doing Stand Up Sit Down or Thumbs Up Thumbs Down as a class, they would be looking around the room to see what
other students’ answers are before they would answer it themselves. To do the exercise properly, have your students place their
hand near their heart (physically) and hold up the appropriate number of fingers depending on what their answer is. This way,
especially if all the students are facing the teacher, it is difficult for students to copy their neighbor’s answer.

5. Response Cards
This is another great way to get your students involved during class time. And frankly, sometimes it’s nice to just mix things up a bit.
You can use Response Cards for any number of responses, including: agree/disagree, true/false, yes/no, greater than/less than,
multiple choice, and emotions. For example, while reading a book together as a class the teacher may pause and ask her students
what they think the character is feeling right now. Then the students would be able to select happy from their personal stack of
cards.

6. Think-Pair-Share
This activity is a great way for students to be able to pause and process what they have just learned. Ask the class a question that
they must first consider by themselves then give them the opportunity to discuss it with their neighbor. Once they’ve discussed the
question, students are then invited to share their answers with the class. By giving them this time, you are enabling them to be
more engaged in their learning.

7. Quick Writes
Studies show that the proper ratio of direct instruction to reflection time for students is ten to two. That means that for every ten
minutes of instruction teachers need to provide students with two minutes for reflection. This activity is a great way to provide
students with that much needed reflection time! In this activity, the teacher asks a question about a topic or concept that has just
been taught. Then the student produces a written response and either shares it with a neighbor or is invited to share it with the
entire class.
8. One Word Splash
Although this activity is one that most teachers are pretty much unfamiliar with, it’s a very effective way to help students process
what they’ve already learned. After explaining new material, ask your students to write down one word to sum up that material.
Now, you might think that writing down one word is overly simplistic but it actually requires higher processing skills that will help
your students digest their learning. This can be done either with a pencil and paper or a dry erase marker and personal whiteboard
for each student.

9. Quick Draw
This activity is great, especially for visual learners or students that aren’t quite writing yet. After learning a new concept or topic,
have your students draw a picture about what they’ve just learned. For example, after reading part of the story: Jack and the Bean
Stalk, have your students draw what has happened in the story up to that point. Then a student may draw a picture of a boy
planting seeds with a bean stalk growing in the background.

10. Gallery Walk

This is another great activity that will keep your students engaged and their energy level high. After having your students write or
draw their responses, and have a Gallery Walk and allow your students to look around the room and see other students’
responses. Because students seek approval from their peers they will put more effort into the exercise.

11. A-Z Topic Summary

End of lesson responses are a great way to engage your students and help them connect the dots on their own. I love having my
students do an A-Z Topic Summary either as individuals or in pairs. If it is an individual activity, I’ll have my students write either a
word or a sentence having to do with the lesson for each letter of the alphabet. For example, if we learned about baking they would
write a sentence for A such as: “Always preheat the oven before baking.” If we do that activity in pairs, I’ll usually assign a letter to
each pair and have them write a sentence rather than have them do the whole alphabet.
12. 3-2-1
This activity is very quick so it’s perfect when you’re pressed for time but still need to give your students a chance to process the
material. First you’ll have them write three facts they learned about the topic. Next, two questions they still have about the topic that
might not have been covered in class. Finally, have your students write one opinion they have about the material.

13. Find Your Match

This is another activity that will get your students up and moving. Hand out one card to each student in the class and then have
them get up and find the other student with the matching card. You can do this with many topics including: rhyming words,
uppercase/lowercase, antonyms/synonyms, words/definitions, problem/solution, and words/pictures. I especially like doing this with
math problems and solutions for older students and words to their matching pictures for younger students.

14. Dictation
One of my very favorite activities is Dictation! It is highly effective in engaging students because it is multisensory—involving:
auditory, visual, kinesthetic, and tactile senses. Having a multisensory approach increases working memory and integrates all
language skills/modalities. To do Dictation have students listen to a word, repeat the word out loud, write it out on paper, and then
have them read the word out loud again.

Use Positive Behavior Supports

Your team should develop strategies for you to use to increase the behaviors you want to see in your child.

These will need to be individualized to his particular needs and challenges. They can often be helpful in building

a sense of pride in accomplishments and personal responsibility, and a sense of what is expected. This will reduce

the anxiety and reactivity that results in aggression or other behaviors. Some helpful strategies:
■ Celebrate and build strengths and successes: Tell him what he does well and what you like. A sense of competence

often fosters interest and motivation. Strive to give positive feedback much more frequently than any correction

or negative feedback. ‘Great job putting your dishes in the sink!’

■ Respect and listen to him: You may have to look for the things he is telling you, verbally or through his

choices or actions. ‘You keep sitting on that side of the table. Is the sun in your eyes over here?’

■ Validate his concerns and emotions: Do not brush aside his fears or tell him not to worry. His emotions are

very real. Help to give language to what he is feeling. ‘I know you do not like spiders. I can see that you are

very afraid right now.’ ‘I can see that you are angry that our plans have changed.’

© 2012 Autism Speaks Inc. Autism Speaks and Autism Speaks It’s Time To Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved.

PAGE 42

“Thank you for your concern. My child

has autism. He finds many situations difficult,

including this one. Right now, we are doing a

treatment plan recommended by our therapist,

Dr. BCBA. This includes not giving attention

to my child when he is acting out in order to

discourage it. If you have any questions,

you can contact Dr. BCBA at 123-456-7890.”

I carry a note card stating:

I post these cards in the windows of my car, on the front

door of my house and at any other environment, like family

members houses. My child has Autism printable card

http://card.ufl.edu/handouts/Autism-Card-w-border.pdf

■ Provide clear expectations of behavior: Show or tell your child what you expect of him using visual aids,

photographs or video models. A great way to teach new skills is Tell-Show-Do.

■ Set him up for success: Provide accommodations. Accept a one word answer instead of demanding a whole

sentence. Use a larger plate and offer a spoon to allow him to be neater at the dinner table. Use Velcro

shoes or self-tying laces if tying is too frustrating.

■ Ignore the challenging behavior: Do your best to keep the challenging behavior from serving as his way of

communicating or winning. This is hard to do, but in the long run it is effective. Do not allow his screams

to get him out of brushing his teeth, or his biting to get him the lollipop that he wants. Behaviors may get

worse before you start to see them get better. Stay the course! And make sure all family and team members

are consistent in this approach and that you pair this with other positive strategies.

■ Alternate tasks: Do something that is fun, motivating or that your child is good at. Then try something

hard. He will be less inclined to give up or get agitated if he is already in a positive framework.

■ Teach and interact at your child’s or loved one’s learning level: Take care to set him up for growth and
accomplishment, rather than the anxiety produced by constant failure or boredom.

■ Give choices, but within parameters: Everyone needs to be in control of something, even if it is as simple as

which activity comes first. You can still maintain some control in the choices that you offer. ‘Do you want

to eat first, or paint first?’

■ Provide access to breaks: Teach the individual to request a break when he needs to regroup (e.g. use a PECS

card that represents “break”). Be sure to provide the break when he asks so he learns to trust this option and

does not have to resort to challenging behaviors.

■ Promote the use of a safe, calm-down place: Teach him to recognize when he needs to go there. This is a

positive strategy, not a punishment.

■ Set up reinforcement systems: Use simple, predictable processes that reward your child for desired behavior.

Catch him being good and reward that, verbally and with favored activities, objects or ‘payment.’ ‘I love

that you stayed with me during our shopping trip. You earned a ride on the airplane toy!’

■ Allow times and places for him to do what he wants: Even if it is a ‘stim’, it is important to provide these

options when it is not an intrusion or annoyance to others.

■ Reward flexibility and self control: ‘I know you wanted to go to the pool today and we were surprised when it was

closed. For staying cool and being so flexible about that change in plans, let’s go get some ice cream instead!’

■ Pick your battles: Strive for balance. Focus on the behaviors and skills that are most essential. Be sure to

include positive feedback and intersperse opportunities for success and enjoyment for you, your family,
and your loved one with autism. Be resilient. Celebrate the fun and the good things!

■ Use positive/proactive language: Use language that describes what you want the individual to do

(e.g. ‘I love how you used a tissue!’), and try to avoid saying ‘NO’, or ‘don’t’ (e.g. ‘stop picking your nose.’)