1 - cooperation of home and school together:
Living with a child suffering from difficulty in writing or teaching can be a matter of frustration and confusion affects all of which would do the job or the other. It is also something that could complicate the dialogue between teachers and parents about what to do about this child. Can be made through mutual respect and open communication to be less tension between the parties and that each of the teachers and parents to benefit from other's experience and expertise with the child from a different perspective. If the cooperation of the two teams along with their children themselves could be that each party knows the other how to meet the needs of the child to the fullest. 2 - Communication between parents and teachers about writing:
If you doubted that the child was probably suffering from a difficulty in writing, we have to arrange a meeting with the teacher to exchange information about the child. The following are some topics that we are raising is possible that with the teacher during that meeting:
* Exchange of observations about the file written to the child and discuss the subject of a bug in it. What things of concern? Is the child suffering from a minor difficulty in the skill-related fee, such as reading letters or movements, or generate ideas? Are the difficulties faced by the movements of the Child in the skill of writing, attention or memory, language, or arrangement of ideas seems to have an impact on his writing? Is the child suffers from similar difficulties when he writes, a school and when he writes at home?
Identify the strengths and interests of the child and discuss it. And how that can be exploited for the development of skills or writing skills and motivation to complete written and duties? Do you fancy the child can be exploited World War II, for instance, or recycling in the work of a small research? Is it possible to focus parents on the child's love of photography by encouraging him to write a brief description of the photographs, taken by itself or taken by someone else?
Discuss the possible ways. What has succeeded where parents and teachers in his experience with the child? What the failure of which the parties? Are there any ideas that can be exploited in this regard?
Identify emotional reactions and emotional on the position. The two teams that Itnaakeca that children who are suffering from frustration or failure could, that they are the fear that drives them to stop writing because they feel they can not afford to get out anything acceptable. There are some children turn their energies to other things or withdraw from the writing tasks assigned to them by. For parents and teachers to tell each other in ways that help the child to cope with the tasks assigned to it.
Discuss the future steps. Let there be a plan agreed upon by the parties to come to discuss and resolve problems in the future. Do we need to consult a specialist? What is the best way to defend and support for the child?
When we succeed in determining the particular difficulty experienced in the writing of the Child:
We need to know more about the writing process at the hands of experts or references or web sites. We have to look for help by colleagues and parents experienced, including the professional bodies and support groups and assistance.
We have to ask the teacher of special education or specialized education to children and notes the ways in which we indicate that we can use in the classroom and at home.
We have to verify the possibility of assistance by professionals from pediatricians and professionals of related services such as professional therapists and professionals in science-related diseases and speech.
3 - to talk with children about their weaknesses and their strengths:
It is common for children to go through moments of frustration and boredom, as well as moments of pride and Zhou with regard to his ability to write and the difficulties it faces in it, and the same thing applies to adults who deal with these children. Some children find them despairing and feel that they have failed in that, while there were other children make them a complex attitudes and behavior related to what they face difficulties in writing.
It is proposed to d. Mel Levine to use what is called to remove ambiguity and that is through open debate with caring adults who help young children learn to identify and explain the differences between them and understand that they have as each one of the weaknesses and strengths. This would create a shared sense of improvement that both child and adult-sponsored work to achieve a common goal and that learning problems can be addressed and resolved. He will be remembered, and after a few suggestions that might help teachers, parents and professionals learn to work together to remove the ambiguity that surrounds the problems facing children write:
Remove any stigma from previous:
That which reduces the frustration experienced by the child and which is bound to concern about the difficulties of writing sympathy with him, we must sympathize with the child and we know that there is no liability on the one and all that he has to find more than others to succeed in writing correctly. We must make clear to the child learns that the way in which each person is different from the other way, and we must assure the child that we Sensande to find a way that suits him best in learning. We must tell the child about some of the difficulties we faced and we were young and we learn and how we can overcome them and get out of its impasse embarrassment.
Discussion of the weaknesses of the child and his interests and inclinations:
We must help children to discover the strengths that they enjoy. We must use the concrete examples, but we must beware of excessive praise. For example, we can say that a child who struggles in vain to learn a new computer program: "I have heard that you are a genius in the computer. Could I wrote a brief guide on how to use this program?" We strive to look for books and videos and Internet sites and places around us which can help the child develop his strengths and inclinations.
Discussion of weaknesses:
We need to use an easy language to explain the field of writing that the child finds it difficult. We need to use examples of material for example, tell the child: "Maybe you have difficulty in starting a duty to write because you have many great ideas so you find yourself confused you choose."
Emphasis on improvement:
We must help children to understand that they can get better and that they can deal with their weaknesses and strengths prevailed. We must make clear the possibilities for future success in the current strengths. We must help children to acquire a feeling of control in the writing process by encouraging them to be responsible for their progress. The child who finds it difficult to generate ideas from the beginning can learn to use the method of brainstorming. We have to make the child watching the progress in his recovery in the area of brainstorming by tracking the good ideas.
Identify the Assistant to the child:
We must help children to find them can be directed to be loved as a teacher of the child or adult or a neighbor, whose mission is to work with the child and supported. We must make clear to children that they can help themselves by telling others the best ways in which they can learn from. The older children can explain the ways in which Tndja with them, while younger ones may need adult care. We must encourage children to become active partners with their assistants.
Child protection from humiliation:
We must help children to strengthen self-esteem and keeping self-esteem through Jmaithm of humiliation in front of others with regard to learning differences between them and those of others. We must always avoid the criticism of children in front of others and Ngenbhm of embarrassment in front of their brothers and sisters and colleagues. For example, if we had a child suffering from difficulty in the skills of hand movements for writing, which do not affect the plan should be presented in writing to others and would thus be subject to ridicule and sarcasm.
What can I do?
Suggestions and ways:
We can follow the suggestions and the following methods that help the child who suffers from difficulty in writing. And many of them and amenities are trying to solve the problem of differences of the child through the presentation of alternative methods at home and at school. The postponement, writing letters networked education is a example of a proposal can succeed in achieving the goal. There are more systematic methods have been designed specifically to strengthen the weak point. We can choose from among the proposals and the ways that remind what we think works with the child.
General suggestions:
Create a safe environment for writing:
We have to balance between what Nbdi of opinion in child labor between what is good and what needs to be improved. We always show all that is positive, what with no children and avoid the child compared to other terms of the ability to write.
Make expectations clear and obvious:
We instruct the child while the work of the duty or guidance must be clear to him what we expect him to tell the child the way we want them to be used in the writing of the report and give them the example.
Assess the content and mechanisms separately:
We must help the child to see that it could be he has good ideas and he needs to acquire a secondary skill in writing. We must always Nsob what is the child of grammatical errors or words to be done between us and him without his peers to keep us in a polite way and not hurt his feelings.
Encourage a variety of business writing:
Of stimulating things for the child and that can provide us what we needed to train to work daily. We need to look into account in writing the duties of another phase, such as writing to the Friends of correspondence. Can the father and mother to ask the child to compose an anthem and / or registered trips family entertainment.
Use the free script:
We must identify and make time each day when the child writes about anything that interests him. We have to focus on that would not read a book other than us what the child and that such writing would not be subject to evaluation.
Allow sufficient time for each duty to instruct the child tags:
We need to help children appreciate the time they need to they did the tasks assigned to them. We must think about giving the child time to complete, plus the duty of writing or test instead of making the end of the quota is the end of the specified time. For example, we have to make the children come to share duties at the beginning of the next tomorrow. We have to let the children write less when you can not extend the time for the delivery of the final work.
Given time to review and audit:
We focus on that writing is a process we have to encourage the child to be palatable by reviewing drafts and we have to know the child that it is easier to verify in the literature of several days more than that in reviewing it right now.
The use of collaborative writing activities:
We must give the child the opportunity to work with others in the group in the work of clerical duties. We have to instruct each member of the task group different from other such that one of whom shall Balasv mental while the other searches and the third and fourth check the work of the illustrations.
Specific ways
Methods for:
Cheirokinesthetic Attention Language Memory Organize ideas Production Ideas about the ways:
We must decide what are the ways by which we try to observe the child and identify the best ways through which he can learn.
May need to try several times to see positive results for one way. We must not despair happen to us quickly.
If you fail the way the first few that we are testing in improving the skills of the child, we have to try others.
Most of these methods can be adapted to the age of the child.
Movements, writing:
Help for a child to choose the appropriate tool to write:
We must make sure that the child has a feeling of control in the pen who writes it. We can offer the child help him hold the pen such as pen porte. We propose that the child use a pencil because the friction heat, more than fountain pen will not be issued for Frills and can be easily scanned Palmmhap.
Allow the child to write letters separately:
If the child is having difficulty in writing that we think we can postpone the writing of the letters of networked or give him the opportunity to choose between writing letters or separate clasp. (This is in English)
Child D technology:
We must provide the means by which the child will help him to write such a computer and we have to know the child touch typing (typing on a computer without the need to look at the keyboard). We must allow the child to record his thoughts on the tapes and then empty them on paper. Or dictate it from the story of the children and then keep the child on what he wrote and the review.
Provide the best place for writing:
Is the office sits the child was appropriate in terms of height and stability and its tendency. (The child may rest with the surface, such as pregnant oblique drawing in writing and drawing) may prove suitable to the paper on the desk or adhesive tape holding the paper Pmask magnetic instead of holding it in your arm. May be relieved if the child wrote on the ground Panama is lying on the ground or sitting on the middle level on a desk or surface-based, such as a blackboard.
Giving the child an example:
For children who are lobbying strongly in excess of the paper during writing we have to make them draw a line pressure while pressing appropriate and we Nlahzam. At any time to write the child we have to make them compare between the lines in the script line model, and seizing the pen properly.
Make the child trained to draw letters:
We have to make the child passes the pen on the characters and gradually reduce the full form of the character and put him to place the missing part and connected dots, if the child has succeeded in writing the letter, and then move slowly until the child reaches the stage of writing the letter alone, without help from us.
Make notes easier to approach:
We have to give summaries of the child and a lieutenant incomplete to reduce the amount of information that needs to be written or how the text that depend on it to take notes.
Attention and focus
The preparation of plans for the work of editorial duties
We have to see how the child can develop a work plan before beginning work duties. We must allow them to do "sketch" or a quick summary or summary is used as a blueprint.
Focus on the most important information
We must allow the child to convey information on the blackboard or projector to separate phases. We must make sure that all the information to be transferred are written in a clear manner. We must highlight the important points in the text by a line beneath it, or written in a different color.
Teach a child to review
We must help the child to start in the work and duties through the encouragement to think ahead in its duty when completed and how it will shape and what he will do by then. And let the child write a list of materials that will be required to write a book report is required to make them work or outline the information that will be the story or report that Sictbonh. We have to ask them to consider what would need to describe it in the beginning of the story-and mid-end to be meaningful.
The use of a strategic plan
To help the child in the organization of writing and give the child the freedom to brainstorm.
Preview duties
We must think about things such as the purpose and the public. We have to write a list of the main themes which we plan to write about them as well as the details of each of them.
Set the order of the topics
Identify the ideas through the incomplete sentences
Teaching children self-censorship
During the performance of the duty of writing we have to teach children how to stop in order to assess what they have accomplished. For example, tell the child: "You have to stop every ten minutes to see you succeeded in connecting the sense in which you want or not." We must teach our children to ask themselves questions such as: "What is to assess the situation now?" And "Do I need to make changes to what I do now?"
Help children to maintain the mental energy to write during
We must allow them to take a share of recurrent comfort while typing. For example, we suggest them to do and a little walk in the place during those times for comfort.
Help children stay focused
We must allow them to choose the best place to fulfill the tasks of writing. Does not even mind that the background is some low-lying sounds like recitation of the Koran if it helps them focus.
Help children to begin to be written
We must help the child by making sure that he has adequate tools and workspace organization. If the need arises, we can help the child to begin to write by writing the first sentence or even the first paragraph.
Children's education editor
We can simplify the editing process by making the child leaves between each two lines blank line for pointing it what happens when the errors while writing the draft, and we also we know how to use the symbols of editing, rather than having to retype everything again, it can thus use the signs of liberation to identify what needs to change only.
Make the children write about things that affect them personally
We must call upon the children to write about things they know a lot about it. We must provide them with reading material for those matters that concern them such as magazines, for example, and then ask the child to write anything about what he read in those magazines.
Language
Encourage children to read aloud when they edit what they wrote
We must teach children how to listen to the sentences that they wrote to make it easier for them to identify the positions of stopping and starting, and so they put punctuation marks Calfsalp and the point and so on and when it should be a character great (CAPITAL) and when it is small (small) (in English, for example) this along with Avoid grammatical errors.
Training of the Child on the sequence of ideas
A child can write ideas or phrases on scraps of paper and then arrange those clips before writing.
The use of signs and things that help the child to remember
Can give the child words to use when writing.
Give children the opportunity to train on the Conversation
We must encourage children to express their ideas and customized during daily conversations with others. And let there opportunities for children to provide oral reports and spin us and with verbal discussions about the things he has to resonate.
Training detail
We can use visual effects to encourage the child to begin to speak to us. We can ask the child to describe something or explain it or speak at length about a paragraph written or a picture or drawing illustrations. The Framework questions designed to elicit responses require more than one word - for example, instead of that the question of whether the child likes a certain TV program or not (the answer here either yes or no) we can ask him to describe to us what is the best thing he liked the most about the program or did not like it.
Memory
Make the observance of the rules and spelling rules and punctuation is automatically
We must use explicit instructions to encourage the child to automatically remember the rules. There should be the quality of training received by the lessons of the child. We must review the skills and knowledge, which must acquire it in their stage Sunni periodically because it would help them to remember the rules without fatigue, and more automatic.
The division of duties to write to the steps and stages
We must make the first phase dedicated to the exchange of ideas and brainstorming, followed by the drafting stage of ideas and then a stage of revision, and finally the stage of spelling and grammatical correction. The distribution of these stages on the time available.
Generate ideas for writing, regardless of
We have to allow the children record their thoughts on a chart sheet or on tape and then read what they wrote or listen to recorded later when they become ready for writing.
Give children a model of writing
We must provide for the child models represent the correct form of written text. The model may be a form of the contents of key paragraph is committed or planned by the child in writing.
Teaching strategies related to memory
Methods that are used to edit articles in the review of letters, organization and punctuation and spelling, which is a method called Dr. Donald d. Dichlr Dr. Donald D. Deshler name of the COPS is a shortcut way for the name in English (Capitalization-Organization-Punctuation-Spelling). Let our children write the word COPS in the top left of the page where they write to remind them of what they have done and to follow their progress in this matter we have to make them register each time they find something wrong and then we make a graph shows the results of that.
Less emphasis on some secondary skills
We focus on the priority to register the child his thoughts on paper without fear of falling into the spelling mistake or lack of commitment to punctuation.
Aware of the most important
Using graphs, such as regulatory spider web to organize ideas
We must encourage children to draw what they want to Iouseloh to others before they begin to write. We must make them their own minds, according to her back in writing. We propose that they should draw a blueprint or a drawing of their ideas before you start writing.
Encourage children to use the exchange of ideas (brainstorming) before the start of the work to be
We must begin the process of exchange of ideas about the child and is loved by his liking. We must give the child free to choose the method of brainstorming that he loves - for example if the child finds it difficult to write I do not mind him presents ideas orally.
Using phrases prefix exciting ideas
For example, we can ask the child to complete the following "Manny took place ....." And ask the child some questions that help him to write such a thing like: "what kind of person was Manny?" And "Where was Manny being?"
Reduce the number of tasks required to start writing to be
Instead of waiting until the child "picks up the pieces" here and there, all necessary for the work of the duty is a great charge and then start typing in the same night that we can help him to collect what he needs. And parents can help their children to perform their duties through the provision of a comfortable place where the child was lead organizer and duty to the school.
Production
Since the problems of writing can have an impact on the organization of the child and the level of performance in several subjects we offer here are some ways that aim to help children improve their organizational skills and work habits and the total production.
The use of written assignments
We need to teach children how to use written assignments (notebooks follow-up) and lists the tasks that they do and to follow up on assignments and quizzes and tests whether the long-long-term or short term. We can use Baqrin of a child for follow-up books and duties of the child. It should be for each school "hot line" homework "or service to voice mail is posted homework due on the web site to help students before they reach to be able to register independent.
Provide models of duties assessed and criteria for success
We must give children a clear sense of how their work can seem as if they emptied them through the presentation of models and give them the work of the child to work similarly (such as articles or graphics). For example, to allow the child has access to what had been done last year and drew the attention of children to the specification of work required (such as "my children noticed that good research has a good opening sentence."). However, you should not compare between child labor and the work of his peers or his brothers and sisters.
To find time to planning
We have to give the child for five minutes allocated to the planning prior to engaging in the work to be scheduled, if necessary, Let us give the child training on effective planning.
Using a phased approach
Abanna to ask the child to be a people divided into parts to be recorded and that the stages and steps that will be followed in the performance of this duty. Steps to collect money and repetitive tasks in the Notebook to make it easier to review the child when needed. As for the duties of a long-term can identify a particular day for each step of it.
Child's education successful methods
We must provide the child with ways to check its fit age for example, use a COPS - as he called d. Donald - in reviewing and auditing work. And the child can make a card to remember these things and put them in the books of his duties or his small office.
Emphasis on the importance of organization
We have to make the children are re-examining one of the duties and money to collect materials that will be needed before you begin to do so. And guide children to how to organize their books and tools so that they are within their reach. And when he grows up and becomes small in the preparatory stage (middle) or secondary school can check out the Krasath from time to time and evaluate the organization and the completion of duties. At the beginning of the study and one week before each monitor to be given the boy or girl list of the requirements and what we expect of them. We have to emphasize the positive impact of that organization and advance planning of the projects which have been completed. It is by giving the degrees of organization, we can assure our children the importance and value of organization in the educational process.
Accustom the child to take the time to submit his work to mentor
On the night of the day on which the child will be a mentor to him read it to the father or mother, this will give the children a chance to identify mistakes and to add more details and thus achieve better results in the end.
Encourage self-evaluation
We have to identify the child a certain level of quality or standards of success and allow students to not assess the quality of their work in accordance with those controls before they are given their work to their teachers, if the final outcome of the approval of the student assessment of the work are given additional points given to the accuracy of self-evaluation.
Set goals and follow up the progress
We have to make the child sets a goal of short-term, such as completion of all homework this week. The registration of our progress towards this goal on a daily basis so that children are able to note their progress. Registration graph of child labor such as line graph itself can be helpful for some children. Should be rewarded every improvement that occurs to the child at home.
Training on assessment and evaluation
Perhaps children can benefit from the estimate answers to math problems and scientific experiments. We must focus on the practical benefits of appreciation and understanding of the nature and form of the correct answer.
Remove the incentives for the hectic pace
Must remove all incentive for the child to be the first to finish its work. We determine the time to be that it takes work. This would rein Agthein children behind to be the first to empties from work as well as increases the speed of them is suffering from very slow.
Provide feedback to work continuously
Should find a system which express our views while children play even aware of children and distinguish between what is acceptable and what is not Bmqubol of behaviors, actions and business. Should find certain words to praise the good work and to assess the child for a good selection of sound methods. For example, tell the child: "I am impressed by the manner in which I explained in the description. Or" Your request for the rest Mkink that time to regain your ability to concentrate. "
The use of one of the mentors
Some children may benefit from mentors who will work with them to analyze the progress in the study, and put forward ideas for alternative and for the praise on the successful progress. This router must be seen as someone with credibility, and can be an individual from within or outside the school.
No comments:
Post a Comment