The written teacher evaluation and classroom observation information will help clarify the potential causes of a child’s difficulty in the classroom. In order to help a child, the teacher and the parents must consider many possible causes for the student’s difficulty. Without a careful evaluation, a child may be inappropriately labeled as a “behavior problem” or “special needs”.
An extremely important thing to note is the child should not be told they are personally being observed. People that know they are being observed tend to step up their game. The teacher should notify the students that someone is visiting the class to observe the teacher or may have a student in the class next year and seeing how they do things.
Is your student mislabeled as special needs or a behavior problem? Tomorrow we will address this as our series on classroom difficulty continues.
A teacher may notify a parent that there are issues a student needs to address in the classroom. This could include lack of focus, silliness or emotional distress. Sometimes the teacher may be right as there could be classroom bullies or the teacher themselves may be causing problems for your student. In order to find out the exact cause of your student’s problems, a classroom observation by someone other than the teacher is important. Students can benefit from being closely observed in the classroom due to the information collected that would otherwise remain unknown. One important thing to remember is that the teacher must never be allowed to do this observation.
Why can’t the teacher be allowed to conduct the observation? There are two reasons why. Can you guess? Check back tomorrow for the surprising answers!
Many parents are notified that there student has issues in the classroom that must be addressed. One major tool at your disposal is the written teacher evaluation. A written teacher evaluation describes specific behaviors and academic performance. The purpose of this evaluation is to pinpoint areas where a student is having problems and areas of strength.
Tomorrow we will look at what must be considered when evaluating.
Research has shown that matching pets with people that have autism can significantly improve a number of factors. They include social skills and eye contact. Pets also can cause a decrease in negative habits such as whining, crying and frowning.
Y3K TUTOR IN YOUR HOME’S ADHD QUIZ #7: EATING FISH
Q: True or False: Pregnant women who eat lots of fish are more likely to have children with ADHD?
A: True. Initial research suggests that pregnant women who eat lots of fish – especially tuna, swordfish and other fish with high mercury levels are more likely to have children with ADHD. Researchers from the Boston University School of Public Health tracked 788 Massachusetts children between 1993 and 1998. Then they had the children’s mothers keep food diaries while they were pregnant so they could see how much fish the women ate. They took hair samples from them after they gave birth so they could test their mercury levels.
Eight years later, they asked the children’s teachers if the kids exhibited ADHD-like symptoms, such as hyperactivity, impulsiveness and inattentiveness. The researchers concluded that the women who had the most mercury in their hair were 60% more likely to have a child who exhibited ADHD-like behavior.
Y3K TUTOR IN YOUR HOME’S ADHD QUIZ #3: AVERAGE AGE
Q: What is the average age of first time ADHD diagnosis?
A: 7 years old
The most common symptoms of ADHD are:
Inattention: difficulty concentrating, following instructions, and staying on task
Impulsiveness: interrupting, talking over others and loss of emotional control
Hyperactivity: fidgeting and experiencing restlessness
Tomorrow we will have some fun and test your knowledge of ADHD.
HOW TO MAKE KIDS WANT TO READ #8: Daily Routine
Have reading time become a part of the family’s daily routine. The daily routine includes taking a shower, brushing your teeth, and eating dinner. Why not build reading time into the daily schedule so it is a daily routine?
The reason children on the autism spectrum do not enjoy pretend play is based on how their brains see the world. Pretend play requires putting yourself in someone’s shoes and talking and acting as if you were another person. Children with autism spectrum disorders usually struggle with the ability to see outside of themselves.