Strategies for Learning and Teaching

  • Facilitate easy transitions between lessons. Consider the use of a clear signal to mark the end of one activity and the beginning of another.
  • Encourage and promote support for the student from peers.
  • Pre-establish consequences for misbehaviours.
  • Provide regular, consistent and constructive feedback to the student. Reward more than you punish. Immediately praise any good behaviour or accomplishment.
  • React to inappropriate behaviour by suggesting a positive alternative.
  • Ignore minor inappropriate behaviour.
  • To ensure as far as possible that the student is rewarded more often than he/she is reprimanded, use rewards in preference to sanctions.
  • Set targets as a positive option for the student. See the completion of these targets as an opportunity to give a reward.
  • Use concrete materials and computerassisted instruction.
  • Structure teaching carefully and present new material in a step by step manner.
  • Ensure you have student’s attention prior to issuing instructions.
  • Photo of boy standing at window looking at the rain outsideWhen directing a question towards the student make sure you say his/her name first as a signal for the student to pay attention.
  • Have the students keep their desk and immediate environment clear of distractions and put away items that are not in use.
  • Seat the student at the front with his/her back to the rest of the class.
  • Seat among well-focused peers, preferably those whom the student views as significant peers.
  • Try not to have the student seated near distracting stimuli such as doors, windows, high traffic areas, etc.
  • Avoid multiple instructions and complex directions, keeping instructions simple and as near to the one-sentence rule as possible. Be consistent with daily instructions.
  • Assign only one task at a time to the student.
  • Give extra time for certain tasks as often students may work slowly.
  • Use teacher-modelling and direct instruction in order to demonstrate effective ways of completing a task.
  • Use a variety of learning and teaching resources that are motivating for the student.
  • Interact with the student in a calm manner.
  • Ensure classroom routines are predictable.
  • Provide advance warning that something is about to happen/finish as these students can
    experience difficulties at transition periods.
  • Present uncluttered text in worksheets.
  • Utilise checklists for the student to work through when doing tasks and homework.
  • Encourage the student to verbalise to the teacher what needs to be done and then reiterate the same silently to himself/herself.
  • Directly teach concentration skills, the following of rules, self-management and organisational skills.
  • Consider allowing the student to wear earphones when completing tasks if this is found to promote greater levels of task-engagement. Perhaps permit the student to choose the music he/she wishes to listen to while wearing earphones.