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1 Bright Minds
2 Classroom Setting
3 The hidden rules governing the lessons
4 Consequence
Two Consequence of the hidden rules in the lesson
• Not everyone fits in
• Rules block the motivation of the students
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6 Inspire and cater for individual needs

5Cs
• Choices Reinforces our free will
• Communication We are social creatures
• Collaboration
• Creativity Pleasure & fun
• Critical thinking. Problem solving
7 Inspire and cater for individual needs
8 Inspire and cater for individual needs
9 Creativity
10 We need to shift …
11 A suggested modal
• Divide the school year into 2 to 3 week units
• Beginning of each unit students are given a menu of activities
available (topic-based)

• Sample activities are

• video-based tutorials,
• education games,
• movies/documentaries with tasks
• Hands-on tasks and kinaesthetic activities
• Reflection sheets
• Arts and entertainment (movie, project, song…)
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14 Concentration
15 Concentration
16 Concentration Span
17 10 Ways to Help Improve Concentration in the Classroom
• 1. Plan Lessons with Intervals
• 2. Make Brain Breaks Routine
• 3. Consider the Visual Environment
• 4. Ask Students to Rate Tasks
• 5. Create a Daily Mindfulness Practice Routine
• 6. Keep Your Own Eye on the Time!
• 7. Set Up Flexible Seating
• 8. Play Memory Games
• 9. Fast-Finisher Activities
• 10. Get Your Students Moving!

18 Homework
• How long?
• Surface level or deep level?
19 Teacher’s impact on Education
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21 Definition of a Learning Disability under IDEA

• LEARNING DISABILITY:
(1) a disorder in the processing of information
involved in understanding and using language
(spoken or written)
(2) Difficulties in learning, particularly reading, writing,
mathematics, and/or spelling
(3) The problem is not primarily due to other causes
(4) Special educational services needed to succeed
in school

22 Types Difficulties in Learning

Dyslexia- Severe difficulty learning to read

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22 Types Difficulties in Learning
Dyslexia- Severe difficulty learning to read
Dysgraphia- Severe difficulty learning to write
Dyscalculia- Severe difficulty learning to do mathematical
concepts and computation
Dysorthographia- Severe difficulty learning to spell
23 processing information
• Students with LD struggle with certain kinds of learning because
their brains have difficulty "processing" certain kinds of
information.
•
24 Characteristics
1 • may have trouble learning the alphabet, or connecting letters to
their sounds;
• may make many mistakes when reading aloud, and repeat and
pause often;
2 • may not understand what he or she reads;
• may have real trouble with spelling;
• may confuse math symbols and misread numbers;
•
25 Characteristics
1 • may have very messy handwriting or hold a pencil awkwardly;
• may struggle to express ideas in writing;
•
•
2 • may learn language late and have a limited vocabulary;
• may not follow the social rules of conversation, such as taking
turns, and may stand too close to the listener;
•
26 Characteristics
1 • may have trouble remembering the sounds that letters make or
hearing slight differences between words;
• may have trouble following directions;
• may not be able to retell a story in order (what happened first,
second, third)
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2 • may mispronounce words or use a wrong word that sounds
similar;

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2 • may mispronounce words or use a wrong word that sounds
similar;
• may have trouble organizing what he or she wants to say or not
be able to think of the word he or she needs for writing or
conversation;
•
•
27 Teaching Strategies
Provide high structure and clear expectations.
§Children who are LD tend to have difficulty focusing, getting
started and setting priorities. Creating a clear structured program
allows the student to be exposed to fewer distractions and
possible avoidance and allow for greater focus on work related
tasks.
28 Teaching Strategies
• Allow flexibility in classroom procedures (e.g., allowing the use
of tape recorders for note taking and test-taking when students
have trouble with written language). Keep in mind that the
greater the number of options in responding to a task, the
greater chance that a particular student’s learning style will be
useful and successful.
29 Teaching Strategies
Learning materials should easily accessible, well organized and
stored in the same place each day.
• The less the LD student has to worry about, comprehend or
remember, the greater chance for success. Too many details
can easily overwhelm this type of student.
30 Teaching Strategies
• All assignments should be presented on the board as well as
orally presented.
• This multilevel sensory approach will only enhance the chances
of the child being able to bring home the correct assignment.
This will also cut down on parent child frustration which often
occurs when the child with learning disabilities brings home part
of the assignment or and assumption of what needs to be done
due to a lack of ability in copying quickly.
31 Teaching Strategies
• Make sure that the child's desk is free from all unnecessary
materials.

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• Make sure that the child's desk is free from all unnecessary
materials.
• Children with learning disabilities tend to have organizational
problems as well. The less chaos, the better the focus. Use
small binders that hold fewer papers. Keep the desk free of
most materials. Otherwise he may be embarrassed to get up to
go to the pail and stuff it in his desk.
32 Teaching Strategies
• Correct the student's work as soon as possible to allow for
immediate gratification and feedback.
• Students with learning disabilities do not often have foundations
of success when it comes to schoolwork. Therefore, when they
hand in work they begin to worry about how they did. If they do
not receive it back quickly, some children may use a great deal
of energy worrying about the reactions of others if they did not
do well.
33 Teaching Strategies
• Try to separate him from students who may be distracting.
• Some children with learning disabilities are very distractible,
while others may use any external situation to avoid a potential
failure situation. Sitting a child with learning disabilities next to
students who are self-motivated and internally controlled will
provide extra structure and controls.
34 Teaching Strategies
• Use multi-sensory teaching methods whenever possible.
• This is a common sense issue since all the research indicates
that the greater number of sense utilized to learn something, the
greater chance for the information to be understood and
retained. Using visual, auditory, kinesthetic or tactile input
together is highly recommended for children with learning
disabilities.
35 Teaching Strategies
• Respond to the child’s comments praising whenever possible.
• Many children with learning disabilities tend to have secondary
emotional issues as a result of frustration and lower sense of
self worth due to academic failure and stress. Consequently,
when he responds or initiates conversation, praise for the
initiation of communication should be praised.
36 Teaching Strategies
• Give constant feedback.

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36 Teaching Strategies
• Give constant feedback.
• Many children with learning disabilities tend to write negative
scripts about their ability and their performance. Feedback in
any form reduces this negative energy pattern and offers reality,
the only thing that breaks down fear.
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38 Why do they misbehave?

• Basic has several “Functions”:
• Attention from peers or adults
• Attain power/control
• Revenge or Retaliation
• Feels Good/Play
• Fear of Failure
• Getting something (Sensory Input)
• Imitation
•
39 Proactive Intervention Strategies

• Classroom Rules
• Classroom Schedule
• Physical Space
• Attention Signal
• Beginning and Ending Routines
• Student Work
• Classroom Management Plan
•
• adapted from the Tough Kid series, and CHAMPs

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41 Motivation
Motivation
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43 Suggestions?
• Help parents feel welcomed and valued.
• Welcome parents to play an active role.
• Build community among parents

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• Welcome parents to play an active role.
• Build community among parents
• Start early with a special parent conference - invite parents to
share their hopes, dreams, goals for their child.
• Communicate about homework
• Remember the small daily interactions - find opportunities to
connect.
• Invite to school assembles
•
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