Strategies

IssueTeacher StrategiesStudent Self Help Strategies
Remaining focused
  • Show clearly where attentive listening is necessary by use of name
  • Have clear and consistent routine
  • Use a variety of well paced teaching methods
  • Make it visual
  • Make it kinaesthetic
  • Have realistic expectations
  • Different by outcome
  • Use encouragement
  • Use rewards
Answering questions inappropriately
  • Remodel the question so that the student may understand
  • Repeat the question emphasising the word the student didn’t understand
  • Ask questions in short chunks
Completing tasks incorrectly
  • Check the student has understood by asking them to explain it to you
  • Sequence the task
  • Demonstrate
Following instructions
  • Check eye contact
  • Speak more slowly, use pauses
  • Give instructions in short chunks
  • Emphasise key words
  • Check understanding of basic concepts such as before and after
  • Explain in a different way
  • Demonstrate
  • Point or show
  • Allow time to process
  • Explain new vocabulary
  • Simplify
  • Use the Clarity of Communication prompt card
  • Use mind mapping
  • Use a visual framework
  • Use discussion
  • Use a supportive partner
Problem solving
  • Explain the purpose
  • Check understanding of the concepts involved
  • Explain new vocabulary
  • Use discussion
  • Use a visual framework
  • Use mind mapping
  • Use a visual framework
  • Use discussion
  • Use a supportive partner
Understanding text
  • Explain the purpose
  • Explain new vocabulary
  • Highlight key words
  • Check understanding of the concepts involved
  • Use text with pictorial support
  • Encourage using a computer to research
  • Read in chunks to allow time to process
  • Read the text whilst the student follows
  • Highlight key words
  • Use a computer to research
  • Read the text aloud
  • Make notes
Identifying the key points
  • Give the student a copy of the text
  • Emphasise the key words and meanings
  • Use mind mapping
  • Highlight key words
  • Make notes
Keeping up
  • Use encouragement
  • Use rewards
  • Make it visual
  • Make it kinaesthetic
  • Have realistic expectations
  • Allow time to process
  • Different by outcome
Limited written work
  • Explain the purpose
  • Check the student has understood by asking them to explain the task to you
  • Sequence the task
  • Give a written example
Asking repeatedly for further information
  • Check eye contact
  • Speak more slowly, use pauses
  • Give instructions in short chunks
  • Emphasise key words
  • Check understanding of basic concepts such as before and after
  • Explain in a different way
  • Demonstrate
  • Point or show
  • Allow time to process
  • Explain new vocabulary
  • Simplify
  • Check the student has understood by asking them to explain the task to you
  • Use the Clarity of Communication prompt card
Not knowing when they don’t understand
  • Explain it’s ok not to understand everything
  • Give opportunity to ask questions
  • Encourage them to have a go
  • Discuss with the student what helps them
  • Use a peer mentor
  • Use a traffic light system

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Last updated: 26 October 2015

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