Teaching students

Teaching students with emotional or behavior problems can be overwhelming, it is often a challenge for teachers to teach them. Students with EBD are underachievers, usually the fail to attain the expected level for their mental age (Hallahan, Kauffman & Pullen, 2015); the ones with severe disorders lack basic reading and arithmetic skills and the few that show competent in these areas often are not able to apply these skills to everyday problems. Students with EBD regularly have poor grades and other

Teaching Deaf Students: Technology in the Classroom A study on the use of technology related accessories in the classroom that are geared towards hearing and speech impaired students may bring thought provoking scenarios about the struggles these students face. For many, the personal agony can only be imagined, but one will never really understand what goes through the minds of children who are unable to hear or speak. Nevertheless, I will explore how educational accessories such as audio and

Rationale Most mathematics teachers have observed that many students have poor performance in mathematics. Classroom researches over the years show that mathematics instruction has continuously been taught in a traditional manner wherein only a few students understand and grasp the concepts (Winters, Cerulli, Bjork, & Mor, 2006). Teaching mathematics has been viewed as unappealing to the majority of students and has been outdated and not connected with their interests and experiences, bringing about

Nowadays, more than ever, teachers are faced with the challenge of teaching students with a wide array of abilities. As VanSciver (2005) has voiced, "Teachers are now dealing with a level of academic diversity in their classrooms unheard of just a decade ago" (p. 534). In a single classroom, students ' learning abilities can greatly differ from students practicing in below grade level work to above grade level work. For instance, in a third grade class made of 26 children, you will find that their

Teaching students with orthopedic and physical disabilities can present an imposing challenge for teachers; even more so when these students are to be incorporated into a regular education class. Fortunately, there are strategies that have proven successful in integrating these students and providing them with an education that will help them achieve their potential. The IDEA defines orthopedic impairment/physical disability as: “a severe orthopedic impairment that adversely affects a child 's educational

Some musicians were either blind or had a certain type of disability. However, in the article “Teaching Students with Hearing Losses” by Alice- Ann Darrow, it explains how students are capable of playing and listening to music just as like any other person. All this comes to the point that music can be taught to anyone no matter if ones blind or has a certain disability. In the article, “Teaching Students with Hearing Losses”, by Alice- Ann Darrow, brings about the idea that music can be taught to

Name and Instructor’s Name: EDUC 886 Assessment for Learning Teaching students with English as their second language comes with its own set of challenges. To effectively teach I first need to understand what the students already know. Through my class Assessment for Learning I was taught not all assessments yield the same information. Formative assessment guides instruction because it is a quick snapshot which identifies what the student has mastered or still needs to work on. Summative assessments

Literature Review In today’s education world, there is a glaring lack of effectiveness of teachers in teaching elementary students to be successful when solving word problems. Evidence of a need for improvement in this area is low standardized test scores on these types of problems as well as poor student attitudes toward even attempting these types of problems (Benko, Loaiza, Long, Sacharski, & Winkler, 1999). A recent study indicated that today’s assessment of mathematics has progressively become

relied on by teachers for supporting the needs of SEN students. The role of the TA has evolved from being seen as a “helper” in the classroom to being viewed more as a professional because there has been an increase in responsibility given to TA’s in many aspects but particularly in regards to supporting SEN students. (Woods, Hammersley-Fletcher, and Cole, 2009). In fact, the “Professional Standards for Teaching Assistants” (2016) states that teaching assistants are expected to utilise relevant intervention

characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the