How to Handle Hard-to-Handle Students Maryln Appelbaum, Ph.D
How to Handle Hard-to-Handle Students AMLE, October 2015
Maryln Appelbaum, Ph.D Appelbaum Training Institute www.atiseminars.org 1 800-23-CHILD
ADHD The number 1 vital ingredient that students with ADHD need is _____________________ ADHD-Inattentive Type Often fails to give close attention to details Often makes careless mistakes schoolwork, work, or other activities Often has difficulty sustaining attention in tasks or play activities Often does not seem to listen when spoken to directly Often does not follow through on instructions Often fails to finish school work Often has difficulty organizing tasks and activities Often avoids or dislikes tasks requiring sustained mental effort Often loses things necessary for tasks or activities Is often easily distracted by extraneous stimuli Is often forgetful in daily activities
ADHD – Hyperactive Type Often fidgets with hands or feet Squirms in seat Often leaves seat in classroom Often runs about or climbs excessively in inappropriate situations Often has difficulty playing or engaging in leisure activities quietly Is often on the go or often acts as if “driven by a motor” Often talks excessively (American Psychiatric Association)
“Those with knowledge, speak. Those with wisdom, listen.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 1
MORE STRATEGIES
LD - Learning Disabilities Primary Symptoms Difficulty with reading Difficulty with spelling Difficulty discriminating between letters, sounds, or numerals Difficulty with writing Difficulty with math Difficulty with memory Difficulty paying attention Difficulty with getting and staying organized Difficulty with directions Difficulty with physical education Either very quiet or very active or both Facts about LD Has an IQ that is near average, average, or above average. More boys than girls have LD. Students with LD typically have deficits in short-term memory. Students are often not active learners. Nearly _______________ of students with LD drop out of school. There are typically lower expectations of students with LD. Students with LD are more likely to have trouble with the law. _______________________________ of students with LD have problems in reading. Has educational difficulties that do not stem from inadequate educational experience or cultural factors Does not acquire and use information efficiently due to some impairment in perception, conceptualization, language, memory, attention, or motor control. Why is it Hard for Students with LD to Learn? TheEars These students hear the sounds, but the brain may not understand what the ears hear, or the brain may think the sound is something else. TheEyes These students see, but they have a special way of sending what they see to the brain. Example: THE WORD, “TRAIN” The brain may see the word train. The brain may blur the letters so it’s hard to read. The brain may omit letters so it says “rain.” The brain may have the word move off the paper. The brain may omit the entire word. “Students with learning disabilities need to have people who believe in them.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 2
Tips for Struggling Readers Have a special _____________________________ for the student to read. Find out how each child comprehends best: Reading it _______________________ Reading it _______________________ Hearing information read aloud Ask students to tell you magic keys _________________________ _________________________ _________________________ Do exercises with students identifying similarities and differences. Provide enlarged versions of the printed page. Use Computer-Assisted Instruction (CAI) whenever possible. Do collaborative strategic reading. Train students to make sense of what they have read. If they do not understand what they have read, they are to pause and do it again until it makes sense, or ask for help. Teach your students to look at the first three letters of a word before they say the word. They often only look at the first letter and guess. Teach students tricks to help see the difference between words that are spelled similarly. Teach about prefixes, roots, and suffixes. Teach students to recognize clumps of letters. Multiple readings of the same material increase fluency. Give lots of positive feedback.
Students that are Angry and Defiant Students who are hostile are generally attempting to meet their need for power. Many hostile or aggressive acts are their attempts to communicate feelings of hurt and inner pain. Some students do not even know that they are feeling hurt or pain. Their anger and defiance has become a SHIELD to cover up those inner feelings. Some hostility is learned. Children learn what they SEE. If they grow up with an adult role model who expresses all feelings in the form of hostility and defiance, they may imitate that behavior. It is what they have observed their entire lives. Frequently, alcohol and other substance abuse play an active role in this. Some students have ________________________________.
Teach students how to deal with anger appropriately. It’s okay to get angry; however, the response needs to be appropriate. Strategies for Handling Anger Have Anger Rules: It’s okay to be angry, but _____________________: Hurt someone Hurt an object Hurt yourself Do talk about it. “Teach calming skills.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 3
When you have a student that is becoming angry:Do NOT:
Insist on rapid compliance on low-priority issues. Become angry Threaten Scream Attempt to reason with the student.
Acknowledge it. “Sounds like you are angry. Hope you feel better soon.” Have student choose a _______________________ card. o “Easy does it. o “I can handle this.” Redirect the student. Have the student _____________________________ button. Teach student deep breathing Communicate _________________________________. Have a ______________________________________. _________________________________ Stop Constant Chatter Make a mad plan in which students write anger options. Have a special signal. Use proximity control. Make your lessons so interesting that you captivate them. Have a “No Manners, No Attention,” policy. If they blurt out, you will not respond to their request. How to Handle Students Who Argue and Talk Back Never defend what you said. You are the teacher, and you are in charge. Never ____________________ back. Arguing begets more arguing. Do not get hooked. Stay calm, cool, collected. Here are two powerful words that you can say, “Regardless” and “Nevertheless.” “Regardless, I need you to….” Offer ______________________choices. You can do …..or …. Which do you choose?”
Bring this program or another winning Appelbaum Training program to your school and/or district. Call 1-800-374-2291 and speak with our Professional Development Team. They will work with you to bring the perfect training for your staff training event(s). Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 4
Maryln Appelbaum, Ph.D Appelbaum Training Institute www.atiseminars.org 1 800-23-CHILD
ADHD The number 1 vital ingredient that students with ADHD need is _____________________ ADHD-Inattentive Type Often fails to give close attention to details Often makes careless mistakes schoolwork, work, or other activities Often has difficulty sustaining attention in tasks or play activities Often does not seem to listen when spoken to directly Often does not follow through on instructions Often fails to finish school work Often has difficulty organizing tasks and activities Often avoids or dislikes tasks requiring sustained mental effort Often loses things necessary for tasks or activities Is often easily distracted by extraneous stimuli Is often forgetful in daily activities
ADHD – Hyperactive Type Often fidgets with hands or feet Squirms in seat Often leaves seat in classroom Often runs about or climbs excessively in inappropriate situations Often has difficulty playing or engaging in leisure activities quietly Is often on the go or often acts as if “driven by a motor” Often talks excessively (American Psychiatric Association)
“Those with knowledge, speak. Those with wisdom, listen.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 1
MORE STRATEGIES
LD - Learning Disabilities Primary Symptoms Difficulty with reading Difficulty with spelling Difficulty discriminating between letters, sounds, or numerals Difficulty with writing Difficulty with math Difficulty with memory Difficulty paying attention Difficulty with getting and staying organized Difficulty with directions Difficulty with physical education Either very quiet or very active or both Facts about LD Has an IQ that is near average, average, or above average. More boys than girls have LD. Students with LD typically have deficits in short-term memory. Students are often not active learners. Nearly _______________ of students with LD drop out of school. There are typically lower expectations of students with LD. Students with LD are more likely to have trouble with the law. _______________________________ of students with LD have problems in reading. Has educational difficulties that do not stem from inadequate educational experience or cultural factors Does not acquire and use information efficiently due to some impairment in perception, conceptualization, language, memory, attention, or motor control. Why is it Hard for Students with LD to Learn? TheEars These students hear the sounds, but the brain may not understand what the ears hear, or the brain may think the sound is something else. TheEyes These students see, but they have a special way of sending what they see to the brain. Example: THE WORD, “TRAIN” The brain may see the word train. The brain may blur the letters so it’s hard to read. The brain may omit letters so it says “rain.” The brain may have the word move off the paper. The brain may omit the entire word. “Students with learning disabilities need to have people who believe in them.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 2
Tips for Struggling Readers Have a special _____________________________ for the student to read. Find out how each child comprehends best: Reading it _______________________ Reading it _______________________ Hearing information read aloud Ask students to tell you magic keys _________________________ _________________________ _________________________ Do exercises with students identifying similarities and differences. Provide enlarged versions of the printed page. Use Computer-Assisted Instruction (CAI) whenever possible. Do collaborative strategic reading. Train students to make sense of what they have read. If they do not understand what they have read, they are to pause and do it again until it makes sense, or ask for help. Teach your students to look at the first three letters of a word before they say the word. They often only look at the first letter and guess. Teach students tricks to help see the difference between words that are spelled similarly. Teach about prefixes, roots, and suffixes. Teach students to recognize clumps of letters. Multiple readings of the same material increase fluency. Give lots of positive feedback.
Students that are Angry and Defiant Students who are hostile are generally attempting to meet their need for power. Many hostile or aggressive acts are their attempts to communicate feelings of hurt and inner pain. Some students do not even know that they are feeling hurt or pain. Their anger and defiance has become a SHIELD to cover up those inner feelings. Some hostility is learned. Children learn what they SEE. If they grow up with an adult role model who expresses all feelings in the form of hostility and defiance, they may imitate that behavior. It is what they have observed their entire lives. Frequently, alcohol and other substance abuse play an active role in this. Some students have ________________________________.
Teach students how to deal with anger appropriately. It’s okay to get angry; however, the response needs to be appropriate. Strategies for Handling Anger Have Anger Rules: It’s okay to be angry, but _____________________: Hurt someone Hurt an object Hurt yourself Do talk about it. “Teach calming skills.” Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 3
When you have a student that is becoming angry:Do NOT:
Insist on rapid compliance on low-priority issues. Become angry Threaten Scream Attempt to reason with the student.
Acknowledge it. “Sounds like you are angry. Hope you feel better soon.” Have student choose a _______________________ card. o “Easy does it. o “I can handle this.” Redirect the student. Have the student _____________________________ button. Teach student deep breathing Communicate _________________________________. Have a ______________________________________. _________________________________ Stop Constant Chatter Make a mad plan in which students write anger options. Have a special signal. Use proximity control. Make your lessons so interesting that you captivate them. Have a “No Manners, No Attention,” policy. If they blurt out, you will not respond to their request. How to Handle Students Who Argue and Talk Back Never defend what you said. You are the teacher, and you are in charge. Never ____________________ back. Arguing begets more arguing. Do not get hooked. Stay calm, cool, collected. Here are two powerful words that you can say, “Regardless” and “Nevertheless.” “Regardless, I need you to….” Offer ______________________choices. You can do …..or …. Which do you choose?”
Bring this program or another winning Appelbaum Training program to your school and/or district. Call 1-800-374-2291 and speak with our Professional Development Team. They will work with you to bring the perfect training for your staff training event(s). Maryln Appelbaum Appelbaum Training Institute—The Great Resource for Professional Development 1 800-23-CHILD www.atiseminars.org [email protected] 4
