Prof190 : Theory and Practice GNGN Education for All : Chapter Creating A Positive Learning Environment To be successful one needs to have PROACTIVE MANAGEMENT. The instruction and support needs to anticipate and meet students’ needs. You also need to boost STUDENT SELF-ESTEEM. By doing this, students are liable to engage the tasks better and persevere when the work gets harder.

Prof190 : Theory and Practice GNGN Education for All : Chapter Creating A Positive Learning Environment A teacher can do this in the following ways: Give positive reinforcement; Provide tasks that meet with some success; Motivate – Give tasks that are high interest or creative; Give students immediate feedback; Provide moderate risk-taking – make students risk failure to achieve the pleasure of success; Tolerate errors and support corrections – attempts are important!

Prof190 : Theory and Practice GNGN Education for All : Chapter Creating A Positive Learning Environment 7. Give Positive Communication – all students can learn – identify praiseworthy behaviours and give immediate feedback; 8. Pay attention to the Physical Settings – the groupings you choose affect social interactions. 9. Clarify Routines and Expectations – keep them informed – post a daily schedule or point out special happenings that day – spend time on rules !!

Prof190 : Theory and Practice GNGN Education for All : Chapter Creating A Positive Learning Environment 10. Always emphasize the Positive – don’t be negative as it might make difficult situations worse and probably not bring about the desired change. Always praise the right decisions. 11. Actively involve ALL students in the Learning Tasks – Keep them thinking positively – provide high expectations with support and the students will try to meet those goals.

Prof190 : Theory and Practice GNGN Education for All : Chapter What is Accommodation? Accommodations are any assessment/teaching strategies, human resources or individualized equipment that allow students to learn and demonstrate learning without altering Provincial expectations at that grade level.

Prof190 : Theory and Practice GNGN Education for All : Chapter What is Modification? Modifications are changes made to grade-level expectations to meet a student’s needs. It can involve expectations and goals for a different grade level or adjusting the number or complexity of the regular grade-level curriculum.

Prof190 : Theory and Practice GNGN Education for All : Chapter Accommodation and Modification Musts! Be mindful of the purpose of the lesson- 1.What are the most important concepts? 2.What is essential to know and understand? 3.What concepts or ideas are continuously relied upon through this curriculum?

Prof190 : Theory and Practice GNGN Education for All : Chapter Three Ways to Modify 1.Same Activity – Modified Learning Expectations – Same Materials; 2.Same Activity – Modified Learning Expectations – Different Materials; and 3.Different Activity – Modified/Alternative Learning Experiences – Different Materials

Prof190 : Theory and Practice GNGN Education for All : Chapter Instructional Groupings There are three basic types of Instructional Groupings: 1.The whole class / large group; 2.Small group / same skill level; and 3.Small group / mixed-skill level.

Prof190 : Theory and Practice GNGN Education for All : Chapter Additional Strategies for Modifying Curriculum Pages and give you a description and guidelines for use for the following: 1.Compacting; 2.Flexible Grouping 3.Learning contracts; 4.Mentorship/Apprenticeships; and 5.Independent Studies.

Prof190 : Theory and Practice GNGN Education for All : Chapter Time Management If you are going to differentiate your instruction, you need to manage the students’ and your time effectively. Structure the day to establish consistent routines that allow time to work with students individually or in small groups; Teach a limited number of classroom rules that are clear, fair and understood by all. Plan a time in the day for conferences, including individual student conferences.

Prof190 : Theory and Practice GNGN Education for All : Chapter Time Management 4. Sample student work and provide feedback. 5. Walk the classroom – be an active observer. Important observational assessment data can be gathered, readily reinforce learning and provide immediate feedback. 6. Know that all students need attention but not all students need the same amount of time.

Prof190 : Theory and Practice GNGN Education for All : Chapter Anchor Activities An anchor activity is an assignment that provides meaningful work for students when they finish another assignment, when they first enter as class. It provides the teacher free time to work with groups or individuals and/or ongoing tasks that tie into the current content and instruction.

Prof190 : Theory and Practice GNGN Education for All : Chapter Anchor Activities These work best when: Expectations are clear; The tasks have been taught and practiced; and The students are held accountable for their task behaviour and completion. Working with anchor activities is something that must be taught.

Prof190 : Theory and Practice GNGN Education for All : Chapter Managing Transitions If a teacher manages the transitions well, one can add significant teaching time. A teacher could do this by: Posting a schedule or picture cue; Bringing closure to an activity or beginning one with a signal or cue; and By providing specific behaviours and/or teacher expectations during transitions.

Prof190 : Theory and Practice GNGN Education for All : Chapter Managing Transitions Sudden changes, like a substitute teacher or an outside-the-classroom staff, could disrupt the normal behaviour of some students. When you are absent a note about specific students might be warranted and should be done to help both the substitute and the student(s) Also note the suggestions for working with teacher’s assistants and other support staff.