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Achievement gaps between English language learners (ELLs) and non-ELL students are deeply rooted, pervasive, complex, and challenging for National Education Association affiliates and members.

The good news is that NEA is actively addressing the complex issues by engaging in research and advocacy and proposing strategies that we can pursue individually and collectively to help eliminate those gaps.

What do schools need to effectively address ELL students. Schools need the following to effectively address ELL students?

Schools need to promote:

A research-based process for the effective teaching of ELLs

Curriculum design and lesson planning based on sound pedagogical principles, practices, and high standards

Strategic methods for making grade-level materials and resources comprehensible for ELLs

Research-based training on theory, culture, diversity, social status, and policy of language acquisition

Training, technical assistance, and/or funding for programs and services for ELL students

Advocacy that will increase awareness as to the coalitions that support educators who work with ELLs

Resources that will help educators learn more about effective, differentiated teaching strategies specifically addressing ELLs.

How can I effectively partner with ELL families and communities?

All families want the best education for their children, and ELL families are no different. English Language Learners of all ethnicities cite education as a priority for their children, and for the majority of Hispanics-the largest group of ELLs in the nation-education outranked every other issue on national surveys.

Families are your most valuable allies for advocating for the rights of ELL students. Use the following advocacy strategies as helpful starting points for partnering with ELL families and communities.

Be open to different forms of parental engagement. Families are involved in their childrens' education in a variety of ways. Offer them a variety of opportunities for being involved.

Don't forget about extended families. Extended families and community members often play a significant role in the lives of English language learners. Welcome them into the classroom and at school events.

Increase families' comfort levels being at school. Provide programs that directly benefit them (e.g., free English classes, information about immigrant rights or community services).

Recognize and eliminate barriers to family involvement. Identify ways the school can support families participating in school activities and events by providing services like childcare, transportation to and from events, interpreters, dinner, flexible meeting times, and dual language resources.

Build relationships with family and community. Developing trusting and respectful relationships with parents will go a long way toward helping ELL students succeed in school. Many districts have launched home visit programs as a way to enhance parent-teacher communication, help teachers learn more about their students, bridge cultural gaps, and show parents and students how much teachers care. Participating in local community events also helps show you are invested in the life of the community and helps inspire trust.

Immigration status matters. Recognize that families of ELLs may be dealing with various factors associated with their immigration status. They may have feelings of dislocation and unfamiliarity with cultural and institutional norms. Take care in the type of information you request, and contact the U.S. Department of Education's Office of Civil Rights for guidance in navigating this issue.

Use multiple ways of communication. Ask families what form of communication works best for them: email, notes home, phone calls, face-to-face school drop-off or pick-up. Communicate in families' preferred language if possible. If this is not possible, find a trusted, bilingual interpreter who can accompany you to a meeting and whom you feel would be comfortable around parents.

Learn about your ELLs' families. Allow your students to do projects that help you gain insights into their family and cultural backgrounds. Encourage families to come to the classroom and share one aspect of their culture. Let the family member and the student be the experts.

Share resources and your expectations for students with families. Give all parents information about opportunities that will help ensure their children don't make harmful decisions or fall behind academically. Start sharing information early (e.g., talk about college planning in junior high so families know the type of coursework required).

Make sure parents know their rights. Rights for parents of ELLs are often an amalgamation of district, state, and federal requirements. Identify and share resources that will help parents understand and exercise their rights in proactive ways, not just when faced with an issue.

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English Language Learners: What you need to know | NEA

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NEA is actively addressing the complex issues English language learners face by engaging in research and advocacy, and proposing strategies that can help eliminate gaps in achievement.

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Culturally Responsive Teaching

When teachers make a point of recognizing the diversity of their students, they can help all students make deeper connections to what they're learning.

monkeybusinessimages / iStock

Your students this year will come from many different backgrounds and hold different learning expectations. Because they bring a wealth of knowledge and experience into the classroom, a very effective approach to teaching is one that will consider and take advantage of their various cultures, backgrounds, skills, and languages. I'd like to share some teaching strategies that are responsive to students' cultures and individuality-methods that you might find helpful for students in middle and high school.

Setting Up Your Classroom

Do the posters on the walls reflect a diverse community of learners? Will your students see themselves reflected in the books you've selected for your classroom library? Plan to use tools and resources that reflect diversity across backgrounds and appeal to a wide variety of cultures. Some students may come from homes with a strong oral tradition and show engagement and interest in the class activities by speaking up in class.

Others may have trouble sitting still and being quiet; they may benefit from a designated area in the classroom where they can move around during lessons and incorporate movement into their studies. Plan to set up different learning stations that support different learning methods, and rotate students between tasks. One station might include watching a video, another might require students to read an article, and a third might involve creating a piece of artwork or constructing a puzzle.

Allow for free and flexible time whenever possible, so that students can use class time to their advantage. When possible, allow students to work in the way they prefer that day: Some might want to work independently and quietly while others listen to audiobooks or watch a video; and some students might opt for group activities, like playing a game that has learning objectives or collaborating to complete an assignment.

Getting to Know Your Students

Ask students what they valued and appreciated in past classes. Ask them one-on-one questions about their hobbies and extracurricular activities, or conduct a class-wide survey where students fill out an interest-based questionnaire. Incorporate your findings into your lesson plans; for example, if several of your students are soccer fans, you might include soccer references in word problems for math class.

Ask a lot of questions, but also be mindful that one student should not be seen as the representative of an entire cultural group-it's important that you see your students as individuals because they may not identify with their cultural background.

It's not a bad idea to visit Harvard University's Project Implicit to check yourself for implicit biases you may have about certain cultural groups and then work to counter them in your classroom.

Planning Engaging Lessons

We are wired to understand and pass on stories to one another; stories activate parts of the brain in a way that allows for a deep sense of emotional engagement with the lesson. So, whenever possible, plan to turn learning into a narrative and use storytelling whenever possible, especially when dealing with math and science. Word problems in math may be a little less abstract for students than just dealing with numbers, and this can make it easier for students to grasp concepts that may be difficult for them.

Some students may come from homes with a strong oral tradition, and storytelling in science may be helpful for them, and for all of your students. For example, you could explain world weather events by showing students examples of unusual weather events. Storytelling easily extends into other subject areas like social sciences and history. By telling stories about past events or present social conditions, you'll make the subject material easier to grasp.

Try making learning a game-some of your students may enjoy gaming, and this will help them feel comfortable in the classroom. Set up incentives for completing a task successfully, such as stickers or badges; write an instruction manual for an assignment with a rubric; and track the class's progress on a chart that is competitive in nature.

In most lesson plans, you can use problem-solving-based strategies. For example, you could discuss the logistical challenges of hosting a festival, or present your students with a sociological or anthropological issue that needs to be addressed, like the degradation of the environment in an area populated by people. Allow students to pitch ideas for projects, and then set up objectives for the lessons and let them use their imaginations to formulate ideas for lesson plans and activities that allow them to showcase their talents.

Whatever strategy you use, it's important to engage all students, including English language learners, who might be reluctant to raise their hands. Every student should feel they have a place in your classroom community.

Leveraging Collaboration

Break your class into collaborative learning groups, and encourage students to work together to solve problems and complete tasks that you assign to them; this allows them to develop in-depth collaborative relationships over time, retain information better, and gain a better understanding of diversity as something that extends beyond just ethnicity and cultural background.

Additionally, remember your partners who aren't in the classroom-the parents and guardians. They are important in children's education. Make sure to communicate the course material you will be covering in each unit by sending letters home with your students that explain the topics you'll be discussing and what is expected of each student in terms of homework. Make sure that your students' parents and guardians know that you are available to answer their questions. Keep in mind that some of them may not be able to communicate clearly with you, especially if they are learning English themselves.

Incorporating culturally responsive teaching practices help make learning relevant for a diverse group of students and increase cultural understanding in the classroom among various groups. Try some of the previously mentioned strategies and see which ones work for you. Any of them can help increase your students' feelings of belonging and lead them to realize that they have a stake in their education.

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Teaching Strategies That Support Students' Individuality

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Culturally Responsive Teaching When teachers make a point of recognizing the diversity of their students, they can help all students make deeper connections to what they're learning. monkeybusinessimages / iStock Your students this year will come from many different backgrounds and hold different learning expectations.

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When it comes to improving outcomes for students-especially Black students-teachers of color make a powerful difference. But according to a 2014 study, not only are they underrepresented in the workforce, they also leave the profession at a higher rate than their White peers, citing isolation and a lack of support as primary reasons for leaving.

How are they effective? Teachers of color force classrooms to break down negative stereotypes, help students understand-and confront-racism, and prepare students to live in a multicultural society, studies from 2010, 2016, and 2018 show.

And for many students of color, a teacher's impact can be life-changing. A 2018 study found that Black students who had a single Black teacher were 13% more likely to enroll in college. With two Black teachers, that number jumped to 32%. For Black boys, the impact is even more powerful. Having a Black teacher cut high school dropout rates by 39% for Black boys from low-income families, the study found.

It's not just because they're seeing a role model who looks like them-though the research says that does matter. Compared to their White counterparts, Black teachers have higher expectations for Black students. They're also less likely to perceive Black students as disruptive, inattentive, or unable to do homework, research shows.

So there's a gap in representation-and it's holding all of our students back.

The demographic data reveals the scope of the problem: Although nearly 80% of U.S. teachers are White, a majority of students are children of color.

We must do the hard work of addressing the diversity problem in our teaching workforce. Students need to see their own cultures reflected in the adults responsible for their learning.

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Why Teachers of Color Matter for Students of Color to Succeed

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When it comes to improving outcomes for students-especially Black students-teachers of color make a powerful difference. But according to a 2014 study, not only are they underrepresented in the workforce, they also leave the profession at a higher rate than their White peers, citing isolation and a lack of support as primary reasons for leaving.

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Teaching students U.S. history authentically requires educators to delve into race and racism, invite "complexity and hidden narratives" into the conversation, and give students the tools to navigate and make sense of "the truths that are difficult to reconcile with the messages of freedom and democracy," writes Emily Boudreau for Usable Knowledge, a Harvard Graduate School of Education publication.

"What does it mean to be living on land taken from Indigenous people? How can a nation recognize that many of its institutions were built and made possible by the labor of enslaved people?" Boudreau writes, referencing an inclusive vision of history that asks us to acknowledge the contributions of women, Black, Latinx, Asian, and LGTBQ people, for example. "Because conversations around these hard histories can be challenging, educators need to know how to approach the subject in considered, developmentally appropriate ways."

As schools, and the country, become more diverse, a growing number of educators are working to expand K-12 curricula "to include the narratives of people from a wider range of racial, ethnic, religious, and cultural backgrounds," writes journalist Holly Korbey. Greater inclusivity in history, she writes, allows young people to "see themselves in the story of our shared past, they not only develop a deeper appreciation of the subject, but become more civically active."

Here are four considerations, culled from Boudreau's article and from our Edutopia archives, for teaching and engaging with the complex narratives surrounding American history.

Feature Stories of Resistance and Resilience

Historical narratives should strike a balance between examining racism and discrimination but also highlighting "the resilience and resistance of communities throughout history," so they're instilling hope in young people, Boudreau writes, but also correcting the narrow, often cursory view of U.S. history that glosses over important figures of resistance like César Chávez, Elizabeth Cady Stanton, the disability rights activist Ed Roberts, and Kwame Ture, born Stokely Carmichael. It's an effort that calls on educators to "teach a more accurate history that commonly goes untold: the role of grassroots activists and women, nuanced portraits of leaders like Parks and King, and racial and social justice battles that link the past to contemporary issues of inequality," writes Melinda D. Anderson, a journalist.

"It's imperative that teachers not reinforce a milquetoast version of Black history that is anti-Black because of its erasure of painful truths," writes Rann Miller, an after-school program director. As a student, Miller learned about Martin Luther King Jr., Harriet Tubman, and Frederick Douglass. "I heard very little of Malcolm X, the FBI's campaign against civil rights leaders, the Rainbow Coalition put together by the Black Panther Party's Fred Hampton, or Hampton's assassination. I learned about the struggles of my enslaved ancestors, but not about Gabriel Prosser, Denmark Vesey, or Nat Turner."

Examine Primary Sources

Textbooks tend to gloss over large swaths of history, "without going into much depth or bringing the voices of those who lived through those times to the surface," writes Boudreau. It's up to teachers to bring those voices into the classroom via primary source documents "that tell the story of an event using the words of the people who are described by the curriculum."

It's important, however, to make sure these materials are developmentally appropriate-teachers can "redact or edit them so students can understand and engage with the texts," Boudreau suggests-and to give kids opportunities to discuss and process "feelings that come up as they learn about these histories." One way to do this is to check in with students via an anonymous Google survey. "A teacher can then validate those emotions-some people might feel angry or sad-but giving students a chance to process the emotions that come up is essential for us to move forward as a country and acknowledge racism," says Adrienne Stang, a K-12 history and social studies coordinator for Cambridge Public Schools.

Meanwhile, the effort to find and work with primary documents presents a valuable opportunity to teach older students how to carefully vet resources-a foundational, critical thinking skill that involves understanding the cultural context and values from which primary sources spring, and determining the credibility of resources. In social studies, for example, "vetting resources is important not just because we want to ensure students are learning from accurate, verifiable materials," writes Paul Franz, an educational researcher and former middle school teacher. "It's important also because the ability to ask questions about sources, bias, and context are at the heart of social studies education and are essential skills for thriving in the modern world."

Make Sure Kids See Themselves in Your Classroom

Books and curriculum should "reflect the diversity of our world and identities of all students," in the classroom, writes Boudreau. In the early grades, check in with families and caregivers to gain an understanding of students' backgrounds, suggests Stang, and make sure kids have opportunities to learn not just about the identities of students in the classroom, but also about diverse cultures and backgrounds that aren't reflected in the room.

And while school and classroom budgets may be tight, even small changes-like sharing one book that references a child's experiences-can make a difference, says second- and third-grade teacher Natalya Gibbs, who hangs posters that reflect her students' identities and experiences such as family and home life structures and languages, and offers skin-toned crayons so her students "can see themselves in all aspects of their classroom." Her approach changes each school year, depending on the students in her classroom. "It's about 'Who is this class? What do they bring?' I'm growing my curriculum based on the community of children that I have each year, which means learning about my students and their cultures and making sure that they're represented."

Teach Hard Histories in Other Classes Too

It's not just the job of history teachers to take on the complex discussions around race and racism. "Including curriculum and sources that deal with both hard histories and narratives of resilience and agency is the job of every teacher, not just those in the history department," writes Boudreau.

In STEM classes, for example, writes scientist Ainissa Ramirez, author of The Alchemy of Us, which showcases little-known inventors, particularly people of color and women, it's critical to "inform [students] about the past." In doing so, educators not only "demystify scientific advancements by revealing their messy historical reality; we show students how science is actually conducted; and we have the opportunity to spotlight scientists who have been written out of history-and thus invite more students into the world of science."

In English class, make texts from authors who represent a spectrum of racial, cultural, and gender perspectives available, and emphasize the contributions of often marginalized people to American history-Bao Phi's A Different Pond, R.J. Palacio's Wonder, and Malinda Lo's Ash, to name a few. "Teach students about the Africanisms in American English when discussing or teaching grammar," writes Miller, who recalls reading Mark Twain, Charles Dickens, and William Shakespeare in English class, but never Langston Hughes, Maya Angelou, or Toni Morrison. "Students should be introduced to texts by Black authors that speak to Black experiences, Black perspectives, and Black accomplishments. These authors remind children and adults that Black excellence is not confined to athletics and entertainment. How can we promote the academic excellence of Black children without introducing them to Black intellectuals-individuals they can see themselves someday becoming?"

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Addressing Race and Racism Head-On in the Classroom

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From featuring stories of resistance to making sure kids see themselves represented in the classroom, a few things to keep in mind when teaching American history.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Getting teacher buy-in is the most important step, and laying the groundwork for frank conversations will help administrators start.

The racial reckoning of the last year has caused many schools to reexamine their diversity, equity, and inclusion (DEI) policies and priorities. Often, one of the biggest challenges that schools face in doing this work is getting their entire faculty and staff on board. When there isn't agreement on why these initiatives are needed or what they should try to accomplish, it lessens the possibility of systemic implementation.

For DEI work to be systemic in schools, schools need to establish professional learning communities (PLCs) working together to tackle the most pertinent items in their school context. But this type of work isn't easy. I have personally witnessed faculty meetings erupting in anger around race and privilege when conversations weren't framed respectfully and agreements were not made beforehand by each of the participants. Although it's normal for difficult conversations to create tension and discomfort, I don't believe there's ever a place for us to break collegiality by harming others with our words. It doesn't create healing or get us closer to the purpose of DEI.

Having Difficult Conversations

You'll want to start small because systemic change takes time. Therefore, set realistic goals and focus on small, high-leverage steps that yield tangible shifts in the interpersonal dynamics between the staff. Improved discourse between educators and making faculty meetings intellectually safe spaces are two important goals. This way, teachers and staff won't be afraid to voice their views and get constructive feedback.

An important takeaway here is that the adults collectively need to take the necessary time to create positive change in school-wide climate, culture, policy, routines, and rituals before it can occur with students.

Successful outcomes in school climate and culture will require conversations, resources, and actionable steps both in faculty meetings and classrooms.

Difficult conversations in schools pertinent to DEI vary depending on school context (e.g., population demographics). Some may include, but are not limited to, defining antiracist work, improving inclusion for various groups, managing diversity for making schools safe, carrying out equitable practices, and enabling diverse narratives across the curriculum.

When dealing with topics involving race or others where the adults don't agree (e.g., social justice, emotionally charged current events, systemic racism), it's critical to establish equity of voice, set ground rules for continued discussions, and define microaggressions in order to develop a school-wide culture of inclusivity that is free from harm for all. The term microaggressions often refers to both intentional and unintentional verbal, behavioral, and environmental insults perpetrated against people of color.

It's important to note that microaggressions are not just about race. Dr. Derald Wing Sue wrote in his paper on the subject, "While microaggressions are generally discussed from the perspective of race and racism, any marginalized group in our society may become targets: people of color, women, LGBT persons, those with disabilities, religious minorities, and so on."

Try using circle practice to provide structure for difficult conversations between educators. To make a safe and inclusive environment for staff, these are some of the transformational norms and agreements I encourage school leaders to model and implement with their staffs during circles:

1. Everyone participates. This does not mean that everyone will speak, but it does mean that everyone will look and pay attention to whoever is speaking.

2. Don't require people of color on staff to share their traumatic experiences or lead the work. Instead, provide us the opportunities to contribute according to our comfort levels, and be mindful not to tokenize us. Consider bringing in experts who have checked their own biases and who have valid DEI expertise-regarding research, methodology, and facilitation.

3. Speak from the heart, and be open to feedback. Staff members are encouraged to speak their truth respectfully. They will also need to be open to receiving feedback when their perspective needs to change because it limits students and thus causes harm to them and other colleagues.

4. Listen from the heart. Staff members are encouraged to listen to their colleagues without allowing their personal views to write them off completely. This will be difficult, but the structure and norms will allow for constructive feedback and dialogue to occur over time, which will cause some people to eventually change their limiting beliefs (implicit biases) that harm students.

5. What is shared in the circle stays in the circle. Often staff members do not express themselves for fear of how their words may land, or they lack the confidence to advocate for themselves or others. By everyone agreeing to leave what's shared in the circle, trust is established over time.

Curating Reputable Resources

To keep these conversations going, educators must commit to continuous growth (individually and collectively) and also to working with students. This requires excellent resources along with structure for their use.

These should include videos, how-to blogs, published research, and replicable activities for the classroom and teacher professional development.

Before undertaking this work with students, the adults will need to do their homework. We can't be the lead teachers on DEI issues and learn alongside the kids. We need to be deeply informed about the systemic structures and barriers that have marginalized the folks we are trying to empathize with-along with the effects (data) of the inequities and trauma caused.

A simple structure like the text-based seminar or circle practice, along with tweaks to the abovementioned norms and shared agreements, works well for small and grade-level PLCs doing professional development. Here are readings and resources covering multiple contexts.

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Preparing Staff for Diversity, Equity, and Inclusion Initiatives

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Getting teacher buy-in is the most important step, and laying the groundwork for frank conversations will help administrators start.

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A bilingual site for educators and families of English language learners

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Unified Physical Education provides a unique opportunity for students with and without disabilities to come together through ongoing educational and physical activities, using the power of Special Olympics.

The Unified Physical Education course is structured around SHAPE America's National Standards and Grade-Level Outcomes for K-12 Physical Education. Additionally, the class supports the development of leadership skills for all students as well as the empowerment of all students to foster an inclusive class and school-wide environment.

How Does Unified Physical Education Work?

Unified PE concepts can be incorporated into an existing course curriculum or used to develop a new course. The Unified Physical Education Resource Guide includes options for integrating physical activity, fitness, sports, health, wellness, nutrition and student leadership into the class and broader school community. Teachers can pick and choose which items they would like to use from a "menu" of options.

As a first step, contact your state Special Olympics staff to determine how Unified Physical Education could be part of your school's physical education curriculum.

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Unified Physical Education provides a unique opportunity for students with and without disabilities to come together through ongoing educational and physical activities, using the power of Special Olympics. The Unified Physical Education course is structured around SHAPE America's National Standards and Grade-Level Outcomes for K-12 Physical Education.

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Teaching Strategies for Educators to Support and Advocate for Their Students

According to the National Center for Learning Disabilities' State of Learning Disabilities report, one in five children have a learning and/or attention disability that affects their ability to learn in a classroom. Approximately 33 percent of educators stated that what individuals call a learning disability can be confused with laziness, making it clear that some pockets of the teaching community need more information about the realities of disabilities and how to best support children with them. The following guide takes a look at the prevalence of disabilities, how teachers can best support students, and expert advice on this important topic.

Understanding Disabilities in an Academic Environment

Despite increasing research and reports about the state of disabilities in K-12 children, many parents and educators are still woefully underserved in terms of their knowledge both about the disabilities and how to best address them. This section highlights a few startling facts about how children with disabilities are seen by their communities.

1. Approximately 35 percent of parents expressed serious concerns about their ability to cope with and support their children's disabilities.

2. 70 percent of educators and parents believe learning disabilities are related to intellectual disabilities.

3. While most educational responses to disabilities focus solely on accommodations, it's important to remember that disabilities cannot be solely categorized as a medical issue or a problem that needs fixing. A student's whole being must be considered to truly help and support them.

Successful Strategies for Teaching and Supporting Students with Disabilities

Educators and administrators can do a lot to support students with disabilities in achieving their potential, but it can feel difficult to juggle all the responsibilities of a day alongside these additional steps. Marissa Rocheleau, Founder of Linguabilities, offers a number of simple things that teachers can do to address the needs of their students without feeling overwhelmed by all that they must accomplish.

Supporting Your Students in the Classroom
Lean on others.
"I find it can be very helpful for educators to collaborate with the entire team, including teachers, case managers, therapists, the student, and their parents," says Rocheleau. "This is especially important in online schools where teachers and students don't have the added benefit of daily contact while passing in the halls."
Stay organized.
Creating an organized classroom with minimal distractions can help students feel focused without adding unnecessary structure. Teachers can create systems for helping students organize their notebooks while also making space for them to take a body break if they feel overwhelmed.
Don't reinvent the wheel.
"Read through the IEP or any accommodations/modifications ahead of time," suggests Rocheleau. "The IEP is designed to give a template of how to help the student, so there should be clear goals or classroom accommodations already written for teachers to follow."
Know that each student is unique.
"Remember that each student learns differently," encourages Rocheleau. "Some need visuals, while others need to get in there and kinesthetically feel through learning - allow your student lots of opportunities to explore the subject in different ways."
Keep instructions simple.
If students struggle to stay focused or take in lots of information at once, try to break things down into smaller tasks that feel more manageable and allow them to feel like they are accomplishing things throughout the day.
Embrace advocacy.
"Advocate for yourself and your students," reminds Rocheleau. "Reasonable classrooms sizes and time for preparation and documentation is essential when you have students with special needs in your classroom."
Create opportunities for success.
Students with special needs can often feel like they struggle to succeed, so create opportunities for them to recognize and celebrate their accomplishments. Creating lessons that lead to positive results and introducing rewards can help them stay motivated.
Don't feel pressure to be perfect.
"Be patient with yourself and the student," encourages Rocheleau. "You will both make mistakes and learn from them along the way."

Teaching Tips and Strategies

Disciplining Students with Disabilities in the Classroom

According to the National Center for Special Education in Charter Schools, students with disabilities are disciplined twice as much as their peers, leading many parents and educators to wonder how this can be addressed. Michelle Rocheleau, Founder of Linguabilities, offers several ideas that can be implemented to avoid over-disciplining these learners.

Support Resources for Educators

Meeting the needs of students with disabilities - alongside the needs of students without disabilities - can feel overwhelming when balancing lesson plans, grading, faculty meetings, and extracurriculars. Fortunately, countless resources exist online and in-person to help teachers learn about the spectrum of disabilities and how to best accommodate them while empowering their students.

Teacher Blogs

On Special Education. This blog is maintained by Education Week and provides regularly updated posts with news, resources, and interviews from those working in the field.

Smart Kinds with Learning Disabilities. This teacher blog offers tons of actionable advice and helpful tips. The group also maintains local chapters and programs/events for teachers who want to get more involved.

Special 2 Me. This blog is authored by a special education resource specialist teacher who provides a glimpse into what her days look like while also offering helpful advice and tips.

Successful Teaching. A teacher with more than three decades of experience writes this blog, which is aimed at special education and regular teachers.

Teaching Students with Learning Disabilities. In addition to providing a sounding board for teachers working with students with disabilities, this blog also provides free resources for educators looking to better serve their learners.

Social Media/In-Person Support Groups

Meetup. The special education group of Meetup maintains more than 50,000 members (including parents and teachers) who get together to discuss challenges in teaching and raising children with disabilities.

National Association of Special Education Teachers. In addition to annual conferences and events, NASET also provides local chapters for educators who want to interact with fellow teachers.

Simply Special Ed. This Facebook group shares innovative ideas, lesson plans, freebies, and curriculum plans to help educators serve their students.

Special Education Teachers. The National Association of Special Education Teachers provides this group of more than 21,000 members to offer support and guidance in teaching.

We Teach Sped. Comprised of special education bloggers, this support group exists to help encourage and inspire educators who teach students with disabilities.

Online Courses

Continuing education courses. NASET provides a variety of online courses covering topics such as behavior management tools, setting up a special education classroom, and the requirements of IEPs and 504 plans.

Council for Exceptional Children. CEC offers regularly scheduled webinars on a variety of topics related to supporting exceptional children.

Endorsement Program for Teachers of Students with Disabilities. Rutgers University offers this certificate program for educators who want to learn more about pedagogy and receive an endorsement in this area.

Engaging Child Professional Development. School and district administrators, special education teachers, general education teachers, and paraeducators can find evidence-based courses on how to meet the needs of exceptional learners.

Students with Disabilities: What Do I Do. ASCD provides this free webinar for educators who want to learn more about laws impacting teaching and how to create engaging and inclusive lesson plans.

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Teaching Students With Disabilities | Accredited Schools Online

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According to the National Center for Learning Disabilities' State of Learning Disabilities report, one in five children have a learning and/or attention disability that affects their ability to learn in a classroom.

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Emilie Weight: 3 things I learned from my intellectually disabled son

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As a mother with a son affected with Fragile X syndrome -- a genetic disorder -- Emilie Weight believes that a diagnosis of disability can create opportunity, not despair. Her son's differences compelled her to question her inner self and her role in the world.

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Brad M. Weiner, M. Ed., NBCT, CAPE - Physical Education

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1. Legislation 2. Position Statement & Guidance Documents 3. Adapted Physical Education State Guides 4. Adapted Physical Education 5. Equitable Practices 6. Assessment 7. Special Education 8. Home Activities

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Elise Roy: When we design for disability, we all benefit

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"I believe that losing my hearing was one of the greatest gifts I've ever received," says Elise Roy. As a disability rights lawyer and design thinker, she knows that being Deaf gives her a unique way of experiencing and reframing the world -- a perspective that could solve some of our largest problems. As she says: "When we design for disability first, you often stumble upon solutions that are better than those when we design for the norm."

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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Making Classrooms More Inclusive for Multilingual Learners

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Taking an asset-based approach to supporting students who are new to the English language can help them thrive.

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Serving Multilingual Learners of All Ages

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This article was originally shared on the Seidlitz Blog on April 29, 2020.

Imagine you are a second grade student born in America, and you only speak English. You've attended English schools until now. But your father's job has relocated your family to France, and now you are in a classroom filled with students and a teacher who only speak French (a language you have never spoken). The science teacher hands you a book and signals for you to read it. You open the book and find that it is filled with pictures...no words. First a group of horses. A mare feeding a foal. A colt running wild. Then a group of pigs, chickens, cows, etc. Instantly, you begin to think about the information you know about animals. What they are called, where they live, what they eat, etc.

Though you aren't able to communicate this information in French yet, you are able to follow along with the class and think in English using the schema and background knowledge you have about animals.

Why Use Wordless Picture Books?

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This article was originally shared on the Seidlitz Blog on April 29, 2020. Imagine you are a second grade student born in America, and you only speak English. You've attended English schools until now.

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Kiran Bir Sethi shows how her groundbreaking Riverside School in India teaches kids life's most valuable lesson: "I can." Watch her students take local issues into their own hands, lead other young people, even educate their parents.

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Underachievement in education is a common problem. You've probably noticed yourself that it's not always easy to get students motivated to learn, and that some students are not living up to expectations.

So how can you, as a teacher, solve this rather common problem? This post is all about understanding underachievement, identifying underachieving students, and helping those students reach their full potential again. You'll find a lot of tips against underachievement, and insights that will help you out.

I'll talk about the following topics:

What is underachievement?

The definition of underachievement is: "Poorer than expected performance".

In other words: you expect a student to accomplish good work in your classroom, as the student has all the capabilities. In reality, that student can't live up to its own competences, and fails to deliver high quality work.

Other descriptions include:

"Underachievement is defined as a discrepancy between a child's school performance and some index of his or her actual ability, such as intelligence, achievement, or creativity score, or observational data" - Davis and Rimm 1985

"A discrepancy between potential (what a child ought to be able to do) and actual performance (what a child is really demonstrating)" - Richert 1991

Causes of underachievement

There are many causes at the basis of student underachievement. Important causes are the ones that relate to the family and the community in which a student lives (environment and school).

Here are some important causes of underachievement in school:

Fear of failure, fear of success

Fear of lack of acceptance by peer group

Undetected learning disabilities

Lack of basic skills and study habits

Inappropriate educational activities

Lack of opportunity in society

Too high or too low expectations of parents

Lack of parental support for education

Fear of overshadowing parent

Passive-aggression toward parent

Low frustration tolerance

Lack of impulse control

Low risk-taking abilities

Lack of competitiveness - Boredom

Guilt for being advanced intellectually

Interests in activities other than school

Cumulative deficits and belief in failure

When you find out what lies at the bottom of an underachieving student, you can start solving the problem. Be aware that you're not a genie: it takes time to set up a working strategy for underachieving students. On top of that, every student will need a different approach.

Identifying underachievers

Underachievement can be measured in many ways using a number of criteria. Here are some of the most known ways teachers usually use to identify underachieving students:

First, you could let your students complete an intelligence test to see whether a student how gifted a student is

Second: test your students in groups. When a pattern of continuous decline in group achievement test scores occurs, you can quickly identify an underachiever.

Last but not least: observe. As a teacher, you know your students best. You know how they normally behave and when their behavior changes.

The most important thing to remember here is that underachievement is a behavior. This means that it can be modified. So, the lesson here would be not to label the student as an underachiever, but to label the behavior itself. For example: the student is "underachieving in math and language arts" rather than an "underachieving student". (DeLisle)

Characteristics of underachievers

Specific behaviors can be identified and targeted by using the behavioral characteristics checklist below.

Click to open

Using this checklist ( originally created by Carolyn Coil), you can also identify positive or negative behaviors.

Tech tip: Use BookWidgets to create checklists and worksheets like this yourself.

The checklist can be a huge help already. When observing students, there are some standard characteristics of underachievers you can pay attention to. Some of them are in the checklist already, but can't be observed that easily. Best is to start a conversation with the student to find out what is bothering them.

Underachieving students:

See themselves as inadequate

Expect academic and social failure

Feel helpless to control outcomes of effort

Don't feel free to make choices

Set unrealistic goals

Are defensive toward authority

Feel rejected and isolated

Are not willing to risk failure

Show ineffective approaches to problems

It's really important to distinguish achieving students from underachieving students. Although both students can be equally talented students, underachieving students have different characteristics than achieving ones:

Lack of integration of goals & self-direction

Lack of self-confidence

Inability to persevere

Inferiority feelings

Social immaturity

Emotional problems

Antisocial behavior

Low self-concept

An unstable family environment

Underachiever profiles

According to Dr. Diane Heacox, there are 6 underachiever profiles a student can take. As a teacher, I'm sure they will sound rather familiar.

The rebel: "Why should I play the school game?"

The conformist: "Please, don't notice that I am smart."

The stressed learner: "It's not good enough."

The struggling students: "I just don't get it."

The victim: "It's not my fault".

The bored students "There's nothing new to learn."

Strategies for underachieving students

Here are some strategies to reverse the underachievement. The first three underachievement strategies are well-known strategies suggested by Delisle and Berger.

Supportive strategies

These are classroom techniques and classroom designs that allow students to feel included. They feel part of a family instead of a factory.

Involve your students in making rules, taking important decisions, set up punishments and rewards together, discuss student concerns, create activities based on your students' needs and interests, allow them to superiority (skip parts of an assignment) when they have previously shown competency, and so on.

Show them communicating with the teacher works in two ways.

Reward systems are often used in this strategy. Be aware of the disadvantages though!

Intrinsic strategies

Here, students have to be motivated intrinsically. You want your students to desire to achieve academically, without you telling them they should.

Once students want to follow their dreams or their own goals, students will work harder. If you lay your goals and your dream upon their shoulders, it won't work.

Creating a classroom that invites positive attitudes is likely to encourage achievement. In classrooms of this type, teachers encourage attempts, not just successes. A student that wants to learn is the best student you can imagine, even if learning doesn't always go smoothly.

Another strategy is to allow students to evaluate their own work before receiving a grade from the teacher. Self-assessments reflect a student's expectations of their work.

Here are some creative and fun self-assessment ideas.

Remedial strategies

Students are not perfect. Every student has their own strengths and weaknesses, as well as social, emotional and intellectual needs.

Use remedial teaching methods to give students a chance to excel in their strengths and interests. Provide opportunities in specific areas with learning difficulties (think about remediation exercises).

The remediation must be done in a safe environment in which mistakes are considered a part of learning. Teach your students the value of getting up after a knock-out. They will learn from it and do better the next time. Failure leads to success.

Choose for a BookWidgets Planner to set up learning activities based on a single student. This "widget" (or exercise) has many possibilities. You can let your student choose between remediation activities or give him a list of activities he has to complete.

The 5 C's

When you have a "bored student" in front of you, there's a simple strategy to keep him engaged: The 5 C's - Control, choice, challenge, complexity and caring.

Control: Give bored students control over what they learn. This means that they work best independently.

Choice: Give the students a choice of what they learn. Give them a range of exercises they can choose from. When doing a book review, let them choose the book, or let them come up with a list of books you can review and accept.

Challenge: Challenge them to do things they are not used to do. Be more creative, give them an extra challenge, and reward them when they found a solution to this "impossible" challenge. They still have the choice not to do this.

Complexity: Don't make things too easy. If a problem is interesting, a student will be more likely to solve it. Solving complex challenges triggers a students interest if he knows basic knowledge. Be aware though: if the problem is too hard, there's no pleasure in solving it.

Focus on strength

It's important for the teacher to focus on the strength of the students. This goes both ways: the student also has to acknowledge their strengths.

Create challenging activities, variety, and opportunity for students to utilize their strengths and interests so they can improve their performance and facilitate in-depth learning.

As you know, successful experiences (like being able to solve a problem) lead to success. Encourage your students to go from a fixed mindset to a growth mindset.

Extra resources on motivating students to learn

"The brain is not designed for thinking, it's designed to save you from thinking." Daniel T. Willingham.

So, how do you further motivate students to learn?

I summarized the book "Why don't students like school" from Daniel T. Willingham. The blog post series will help you figure out how a student thinks and what it means for your classroom. You should really read them all, but for this post about helping underachieving students, part 1 and part 5 will be more on topic.

As you know now, lack of basic skills and study habits is an important cause of underachievement. In order for your students to learn in an effective way, you could teach them the most effective learning strategies.

Wrap up

Talented underachievers are not your typical learner. As you can see now, they need a different approach. I hope this short guide with tips for underachieving students helps you to change your teaching, so everybody can thrive in your classroom.

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What to do with underachieving students? A quick teacher guide

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Underachievement in education is a common problem. You've probably noticed yourself that it's not always easy to get students motivated to learn, and that some students are not living up to expectations. So how can you, as a teacher, solve this rather common problem?

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This Tips for Parents article is from a seminar hosted by Del Siegle and D. Betsy McCoach. It includes a summary of tips and strategies on helping underachieving students to become achievement-oriented individuals. The authors include a discussion of the psychology and rationale for each tip.
All individuals have the ability to learn and attain self-fulfillment, however many young people are at risk of failing to achieve their academic potential. Gifted students are one group of exceptional learners who are not normally considered at risk for academic failure. However, the underachievement of academically gifted students is an area of concern and frustration for many parents, teachers, and counselors. Why do some students, who seem capable of outstanding performance, fail to realize their potential? What causes some gifted students to underachieve in school? Can we predict which gifted students are at the greatest risk for underachievement? What can we do to reverse a student's academic underachievement?

While there are many factors that contribute to achievement, students who are achievement-oriented appear to exhibit three key perceptions and a behavior. First, and foremost, they find value in their school experience. School is meaningful. They enjoy what they are doing or believe that what they are doing will produce beneficial outcomes. Second, they believe that they have the skills to be successful. Third, they trust their environment and expect that they can succeed in it. When students have positive attitudes in each of these three areas, they are more likely to produce self-regulated behavior. Self-regulated learners set realistic expectations and implement appropriate strategies for academic success. Some of these four components may play a stronger influence than others, but overall, we believe that achievement-oriented individuals possess some combination of them.

Valuing Academic Tasks

First and foremost, students must value academics. "When students value a task, they will be more likely to engage in it, expend more effort on it, and do better on it" (Wigfield, 1994, p. 102). Students who do not value the goals of school do not find any purpose in what they are learning, they don't see any pay-off for learning it, and they're not interested in learning it, so they turn off and tune out. The following are some minor modifications that will increase the task value of activities for students:

Encourage and promote your students' interests and passions.

Help students to see beyond the immediate activity to the long-term outcomes. A school assignment may seem unimportant, but pursuing a dream career may be an outcome that your student is willing to strive toward. Parents and educators may wish to share how they use various skills learned in school.

Help students to set short and long-term academic goals. Small, short-term goals work better for younger students. It is essential that the goals are meaningful to students. Talk with them about possible goals. Remember, goals that adults value may have little meaning to children.

Students are more likely to become engaged with material that is optimally challenging. Ensure that all students are challenged (but not frustrated) by classroom activities.

Self-Efficacy

Young people must also believe they have the skills to perform the task. Self-efficacy refers to individuals' judgment of their capacity to perform specific activities. The perceptions students have about their skills influence the types of activities they select, how much they challenge themselves at those activities, and the persistence they exhibit once they are involved in the activities (Bandura, 1986).

Students need to believe that they have the skills to be successful. This can be accomplished by helping them recognize the skills that they have developed. Two factors need to be present: First, they must believe they have the skills to do well and second, they must be aware that they didn't always have those skills (the skills were something they developed).

The way we compliment young people has an impact on how successful they perceive themselves. It is important to be specific with comments. A general compliment such as "Good work" does not carry the weight of something more specific such as "You really know your threes times tables." The latter provides more information about what has been performed well. The student will likely reflect on the comment and think, "Yes, I am good at threes." Students are able to better cognitively appraise their progress when feedback is specific or when we've helped them be aware of specific things they do well. Of course, compliments must be genuine and earned. Complimenting children for tasks that they did not perform well or for unchallenging tasks can be counterproductive and diminish their trust.

In addition to helping students recognize the skills they have, you need to help them understand that their abilities are not strictly innate. Dweck (1975) demonstrated that students who believe abilities can be developed and are not fixed are more likely to attempt challenging tasks and persevere more in the face of difficulties than students who believe abilities are innate. When we discuss a student's achievement with him/her, we ought to mention specific skills he/she has developed by drawing attention to the skill and to its development. We need to balance the role effort and ability play. This can easily be accomplished by recognizing the skill as something the student developed (without drawing undue attention to the effort used). For example, "Look at how well you've learned your threes tables" is more effective than "You are good at your threes tables." The word "learned" indicates that this is a skill that didn't always exist and implies that future skills can also be acquired.

Environmental Perceptions

Students who view their environment as friendly and one that will provide positive outcomes are more likely to demonstrate achievement-oriented behavior. It is not enough to be confident that they have certain skills, they must expect that they will succeed if they put forth effort. Rathvon (1996) hypothesized that, "The underachiever's failure to assume responsibility arises from his unconscious belief that his own efforts do not affect the events or individuals in his world" (p. 66).

Student's perceptions of the friendliness of the environment may or may not be accurate. The first step is to determine whether students' perceptions are distorted. If they are not, then changes need to be made in the environment. These changes must be implemented with input from the student. For example, if a child feels it is too noisy to study at home, ask the child what needs to be done to make it quiet enough. It may be as simple as asking, "What would it take for you do well?" Students must be involved in helping find solutions to the environmental roadblocks they perceive.

Self-Regulation

The factors of task value, self-efficacy, and environmental perceptions are critical to being motivated. But being motivated may not be sufficient. Students must be engaged in and complete the task. They may feel that math is important, believe that they can do well in mathematics, and like their school and teachers, but they do not follow through and execute the math assignment.

Many gifted students may lack the self-management strategies of time management and study skills. Because gifted students often progress through the early years of school without being challenged, they sometimes fail to develop the self-management skills that other students master. In the early grades, good memory and fast processing skills can compensate for note taking and other study skills. Often, educators attempt to teach students study skills before students need those skills to be successful. This process usually frustrates both the teachers and the students. Self-regulatory skills are more likely to be internalized when they are needed to solve the problem at hand. A solution to the problem is to provide gifted students with an academically challenging curriculum early, and throughout their school careers.

Another aspect of self-regulation involves setting personal standards. Some students may feel that what they are doing is "good enough." If students haven't been academically challenged in the past, they may believe they can achieve satisfactory results with very little effort. Gifted students may also underachieve to hide their need for perfectionism.

The third category of self-regulation is self-monitoring. These skills include monitoring distractibility, practicing delayed gratification, and awareness of performance avoidance.

Encourage students to pursue excellence, rather than perfection. Adults can model acceptance of their mistakes while striving for excellence. Gifted students should not be expected, or expect, to complete every task, in every area, with 100% accuracy.

Help students plan tasks. This serves two functions. First, it develops a mindset that the task is doable. Young people are often reluctant to begin a task because they are unsure how to begin. Second, it minimizes the unknown. Through planning, children can visualize a task coming to fruition.

Help students set realistic expectations. This involves setting goals that are difficult enough to be challenging, yet not so difficult as to be unachievable and discouraging. Learning occurs best when new material cannot be mastered without assistance, but can be mastered with minor direction from someone more knowledgeable (Vygotsky, 1939/1962).

Much that motivates young people is still a mystery. The suggestions presented in this article provide insights into some strategies that promote achievement-orientation. Adults can support students and encourage them to pursue their interests and passions. With a little effort, educators and parents can help students to see that what they are doing serves a purpose, to believe they have the skills to perform well, to trust that their environments will encourage their productivity, and to set realistic expectations for themselves. Early encouragement of achievement-oriented behaviors is a major step toward helping young people lead productive and fulfilling lives.

References

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674-685.

Rathvon, N. (1996). The unmotivated child: Helping your underachiever become a successful student. New York: Simon and Schuster.

Vygotsky. L. S. (1962). Thought and language. Cambridge: Massachusetts Institute of Technology. (Original work published 1939)

Wigfield, A. (1994). The role of children's achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101-124). Mahwah, NJ: Erlbaum.

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Tips for Parents: What You Can do to Reverse Underachievement in The Classroom - Davidson Institute

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This Tips for Parents article is from a seminar hosted by Del Siegle and D. Betsy McCoach. It includes a summary of tips and strategies on helping

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Today we are revisiting a number of Davidson Gifted "Tips for Parents" articles related to that all-too-common phenomenon in the gifted world - underachievement.
Dr. Jim Delisle discusses these important considerations:

No one wants to be an underachiever. As human beings, we seem hard-wired to seek out pleasure, not pain-and being an underachiever is not a pleasant thing. However, for children and teens who do not get recognized for anything less than perfection, they may choose to underachieve to get themselves away from the pressure to always be #1. Hey, if you can't be "first best", you might strive to become "first worst". In either position, you tend to get a lot of attention from others-which is better than being in the middles and getting ignored.

Underachievement tends to be an issue of dignity not curriculum. If a gifted child is required to complete work that is tedious or repetitive, or loses credit for refusing to do homework that is pointless, s/he will begin to question the value of high grades. If teachers don't seem to care how high a child can jump, academically speaking, and focus instead on whether s/he can jump at all, the capable child often begins to feel that his or her intellect is being both denied and disrespected. Without this intellectual dignity being afforded, grades lose their significance, be they "As" of "Fs".

Every "underachiever" is good at and passionate about something. Sadly, despite a gifted underachiever's interest and knowledge of game design, cloning or poetic expression, if these areas are not part of a child's curriculum, they are often considered less important than the content of a math or science class. Even sadder, if grades fall too low in school, these areas of passion or interest are frequently removed from the child's repertoire "...until such time that you get serious about school." This sets up more battles-not over "content", but over "dignity".

Dr. Delisle offers the following suggestions:

Compare where a child is succeeding in school and where s/he is not. The best way to address underachievement is through a positive, proactive approach. Thus, if you can determine the conditions in which a child succeeds, and with which teachers a child performs as expected, try to "tease out" the elements of why this success has been achieved. As much as possible, try to replicate these strategies/attitudes in situations where the child has not been successful.

The underachieving child needs to be acknowledged for attempts, not just successes. If the only time a gifted child hears "Good job!" is when perfection is attained, the seeds for underachievement are being sown. However, if parents and teachers say things like "This is going to be a tough task, and I'll be here to help in any ways I can. I simply want to thank you for taking on this challenge." Now...to which statement would you respond better. Yeah...I thought so.

Get away from questioning "who's at fault" for underachievement and work towards resolving the situation where no one loses. In every case of underachievement, there is enough blame to go around. A meager curriculum? Perhaps. Parental expectations that are too high? Could be. Lousy, cantankerous attitude toward authority? Students have been known to be guilty of that. But if parents, teachers and kids themselves can agree to have an honest series of conversations about what is working and what is not working, the first seeds of resolution have been sown.

Dr. Sylvia Rimm lists a number of tips for parents, and offers an explanation of each:

Foresight - While providing gifted children with challenge and learning are important contributions to their development, guiding them with foresight and confidence will help them feel more secure and will assist parents in avoiding some future problems.

Praise - Praise conveys expectations for your children. Since praise conveys your values, consider praise words like smart, hardworking, thoughtful, kind or good thinker rather than brilliant, genius, best, smartest, perfect, etc.

Power - The adult-sounding vocabulary and reasoning of gifted kids can often cause parents to treat small children like miniature adults. While it's not appropriate to talk down to children, they need to be treated as children. I recommend raising children with the V of LoVe: that give children little power early but expands power and choices as they mature, thus causing them to feel appropriately empowered.

United Parenting - Respect and agreement between parents and between parents and teachers are a high priority for raising successful and happy children. Parents need to be advocates for their children, but they need to do that carefully or respectfully, or they will find their gifted kids avoiding schoolwork only because it's a little repetitive, even when it is appropriately challenging.

Twice Exceptional Children - Both teachers and parents need to be sensitive to these children's differences because they can trap gifted children into lifelong underachievement. Emphasizing a work ethic and helping kids to use their strengths to develop their weak areas will help these children with their struggles.

Drs. Del Siegle and D. Betsy McCoach offer strategies on helping underachieving students to become achievement-oriented individuals:

Students must value academics. Students who do not value the goals of school do not find any purpose in what they are learning, they don't see any pay-off for learning it, and they're not interested in learning it, so they turn off and tune out. The following are some minor modifications that will increase the task value of activities for students:

Encourage and promote your students' interests and passions.

Help students to see beyond the immediate activity to the long-term outcomes. A school assignment may seem unimportant, but pursuing a dream career may be an outcome that your student is willing to strive toward. Parents and educators may wish to share how they use various skills learned in school.

Help students to set short and long-term academic goals. Small, short-term goals work better for younger students. It is essential that the goals are meaningful to students. Talk with them about possible goals. Remember, goals that adults value may have little meaning to children.

Students are more likely to become engaged with material that is optimally challenging. Ensure that all students are challenged (but not frustrated) by classroom activities.

Self-Efficacy: Students need to believe that they have the skills to be successful. This can be accomplished by helping them recognize the skills that they have developed. They also must be aware that they didn't always have those skills (the skills were something they developed).The way we compliment young people has an impact on how successful they perceive themselves. It is important to be specific with comments. A general compliment such as "Good work" does not carry the weight of something more specific such as "You really know your threes times tables." Students are able to better cognitively appraise their progress when feedback is specific or when we've helped them be aware of specific things they do well.

E nvironmental Perceptions: Students who view their environment as friendly and one that will provide positive outcomes are more likely to demonstrate achievement-oriented behavior. It is not enough to be confident that they have certain skills, they must expect that they will succeed if they put forth effort.

Encourage students to pursue excellence, rather than perfection. Adults can model acceptance of their mistakes while striving for excellence. Gifted students should not be expected, or expect, to complete every task, in every area, with 100% accuracy.

Help students plan tasks. This serves two functions. First, it develops a mindset that the task is doable. Young people are often reluctant to begin a task because they are unsure how to begin. Second, it minimizes the unknown. Through planning, children can visualize a task coming to fruition.

Help students set realistic expectations. This involves setting goals that are difficult enough to be challenging, yet not so difficult as to be unachievable and discouraging.

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Underachievement in Gifted Students: How to Avoid, Reverse & Handle

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Check out some of our best tips and strategies on how to avoid and reverse underachievement in gifted students.

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The authors studied statewide results on the Smarter Balanced tests in Wisconsin and California; statewide results on the Florida Standards Assessment; data from 33 states on the NWEA MAP test; and data from the National Assessment of Educational Progress, known as the " Nation's Report Card." The first two are high-stakes accountability tests, while the MAP test is usually given twice a year to benchmark student progress. The NAEP is a low-stakes national data collection.

Makel and his co-authors found that, on the NWEA, 35 percent of beginning fifth-graders were already scoring at levels you might only expect by the end of the year. And, on the NAEP, the top 25 percent of fourth-graders outscored the bottom 25 percent of eighth-graders every year but one - for 26 years straight.

On the state tests, the researchers took "grade level" to mean hitting the third-highest of four scoring levels - below basic, basic, proficient and advanced - for the grade above the grade being tested. In every case, the researchers found large numbers of overachievers. These are students who, by spring, meet or exceed the grade level standard for the following year.

According to the report:

"At the end of the 2014-2015 school year, between 25 percent and 45 percent of Wisconsin students scored at or above the next grade level in the spring of their current grade." For example, 38 percent of third-graders already knew enough fourth-grade math to pass.

"Between 11 percent and 37 percent of California students scored at or above the next grade level in the spring of their current grade level." For example, 34 percent of eighth-graders would have passed ninth-grade math.

"Between 30 percent and 44 percent of Florida students scored at or above the next grade level in the spring of their current grade levels." For example, 42 percent of seventh-graders would have passed eighth-grade reading.

That Florida figure isn't news to Lynda Hayes, director of the P.K. Yonge Developmental Research School in Gainesville, Fla. The public school serves as a lab school for the University of Florida and accepts students by lottery from 31 Florida cities.

"I think aiming for grade-level achievement for all students is still an important goal for K-12 schools - but not to the detriment of growth and achievement for all students, including those that are achieving at the highest levels," Hayes says. "We have had extended conversations at our school about enriching and deepening learning rather than simply accelerating students through grade-level courses."

Ultimately, this meant big changes. In the past few years, P.K. Yonge has opened a new, designed-from-scratch physical space that allows for clustering teachers in large teams to give them extra time for collaboration, training and prep.

Today, the elementary school has three multi-age groups, each with 108-132 students and seven teachers: K-first grade, second-third grade and fourth-fifth grade. Students are grouped by ability and subject in ways that change throughout the year. In rare cases, they may be placed with other students who are two or more years older.

Andrew Ho says this report from Makel and his colleagues isn't nearly as surprising as it might seem. Ho is a student measurement expert at the Harvard Graduate School of Education and has a word for the findings: "obviousness." He points out that large numbers of students will score both above and below the cutoff of a standardized test.

It's also important to note that a score on a single test is not synonymous with being ready to achieve at a given grade level - academically, socially or emotionally. And the effective distance between grade levels is smaller in middle and high school than it is in elementary school.

However, for Makel the key question remains: If there are so many overachievers, why isn't more being done nationally to make sure they are being challenged appropriately, regardless of age?

A large, national survey of districts from 2013 showed that two-thirds of middle schools offered acceleration by subject. Just under half offered acceleration by grade, but it's unclear how many students took advantage of those programs. Four out of five districts reported that state laws did not define "gifted and talented."

"There may be schools that do respond to these scores, and many students may be getting subject-specific or whole-grade acceleration. But there's no national policy, and many states and schools don't have policies on it either," says Makel.

Hayes compares traditional school design - both the physical spaces and systems - to an egg crate. She says, as long as teachers are forced to work in isolation with limited time for teamwork, professional development and lesson preparation, "achieving what is possible in response to learner variability will be impossible."

Further complicating matters, Hayes says, are the many bureaucratic rules and traditions enforced at the school, district and state level, including teacher evaluations based on student test scores, extensive federal reporting requirements, and curricula that "tell teachers what to teach and when and for how long no matter who the students are in front of them."

Dallas Dance, the superintendent of Baltimore County Public Schools, struggles with these forces on a districtwide scale. This fall, he proposed a policy change to how his schools handle gifted and talented students.

Previously, students had to be nominated for testing by a teacher or parent and were selected in third and fifth grades only. Now, Baltimore County will move to a universal screening process. And, rather than limit enrichment and acceleration to a predetermined group, Dance wants to allow for more flexible grouping, so that a student who needs "advanced academics" in just one subject or for a period of time can get it.

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What Do Teachers Need to Truly Challenge Every Kid in the Classroom? | KQED

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The authors studied statewide results on the Smarter Balanced tests in Wisconsin and California; statewide results on the Florida Standards Assessment; data from 33 states on the NWEA MAP test; and data from the National Assessment of Educational Progress, known as the " Nation's Report Card."

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Students classified as " committed underachievers" set low goals and resist accepting responsibility for their successes because they do not want to be expected to maintain higher levels of performance. Teachers can help encourage these student by:

Collaborating daily or weekly with the parents a report of the student's efforts or accomplishments. The parents can withhold or dispense privileges or other rewards contingent on the child's achievement of previously negotiated academic or behavioral goals (Brophy 118-119)

Implement Mandel and Marcus' (1988) confrontational strategy (Brophy 119)

Use peer and cross-age tutoring (Brophy 120)

Use counseling sessions designed to allow underachievers to vent their concerns while also pressuring them to accept responsibility for their performance and commit themselves to realistic goals (Brophy 120)

Require the student to make up missed homework assignments during recess or after school (Brophy 120)

Require the student to redo unacceptable work and complete unfinished work (Brophy 120)

Utilize small-group cooperative learning methods in which each individual has a unique function to perform, thus putting peer pressure on underachievers to do their part (Brophy 120)

Use the class period effectively and monitor these students closely and checking back with them frequently to make sure they stay on task during work times (Brophy 120)

Teach them study habits and self-regulation skills (Brophy 120)

Make their work as interesting as possible and help them see its current or future application potential, but make it clear that they are responsible for applying themselves to accomplishing all curricular goals (Brophy 120)

Let them do extra credit work in areas of interest (Brophy 120)

Discuss their occupational plans and help them see how academic skills are required for those occupations (Brophy 120)

Solicit their suggestions about how you might be helpful to them and follow through on those suggestions that are feasible (Brophy 120)

Increase work production gradually through escalating contracts and use descriptive praise when students accomplish their goals (Brophy 120)

Avoid lecturing, nagging, or threatening, but communicate high expectations (Brophy 120)

Reinforce and build on current accomplishments rather than emphasizing past faults and failures (Brophy 120)

Structure the students' work by providing clear instructions and identifying specific goals (Brophy 120)

Teach students to see benefit in school work and take pride in their efforts and successes (Brophy 120-121)

Use tests to create a positive mindset by making tests at the beginning of the year "impossible to fail," and gradually increasing the difficulty of the assessments

Call on underachievers (make sure they have a positive experience "That's a good start. Who can add to it?")

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Students classified as " committed underachievers" set low goals and resist accepting responsibility for their successes because they do not want to be expected to maintain higher levels of performance. Teachers can help encourage these student by: Collaborating daily or weekly with the parents a report of the student's efforts or accomplishments.

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Culturally Responsive Teaching & the Brain

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Hey. Thanks for stopping by my blog. You might have found your way here through a number of possible paths. Maybe you heard about my book, Culturally Responsive Teaching and the Brain. Or, maybe you typed in www.ready4rigor.com and those shadowy internet puppeteers redirected you here. Maybe you ended up here because you were doing a Google search for culturally responsive teaching practices

Or maybe your school is reading Culturally Responsive Teaching and the Brain in a book study and you wanted to know more about this Zaretta Hammond chick who wrote it.

It doesn't matter how you got here. What's important is that you and I are now connected.

Since you are an equity-minded educator like me, you are probably waging your own private movement to bust the myths behind student engagement (or the lack of) among low performing students of color, poor students, and English learners.

Well, you are in the right place. This is a blog where we can get answers to our collective and individual questions about how we can help students become confident and competent learners. In this space, I want to highlight what I am learning from being out in schools and classrooms with teachers who are successful with diverse students. I want to focus on how we can take everyday strategies and practices and put them to work in their classrooms to be more culturally responsive.

So, again, welcome!

Just to let you know, on average, I publish a new post every other week - two times per month at the least (sometimes a few more). That gives me time to be in schools and to write. If you don't want to miss updates on what I am seeing and learning, sign up for my newsletter by pushing that button below.

Binge-worthy Posts and Podcasts

Books are good, but sometimes you want your knowledge in bite-sized doses. That's what I like to deliver: consumable, usable, and entertaining food for thought (and action). Here are some of the most popular blog posts and guest podcast interviews to sample.

About Zaretta Hammond

It's funny. These days a lot of folks are calling me "Dr. Hammond" since the book has become required reading in many teacher education programs and school districts. Well, to set the record straight, I am not a PhD. I do have a Master's degree, but I consider myself a "boots on the ground" teacher. I call myself a former writing teacher turned equity freedom fighter. My heart is forever with children and teachers in the classroom, not in an ivory tower, even if these days most of my "students" are new leaders and pre-service teachers. [ A quick note: Not throwing any shade at all the PhDs out there doing the work.]

When I was in the classroom back in the day, I taught composition (expository writing). It was where I started to understand how important literacy was to equity, and how neuroscience and culture should inform our instructional practice.

Since leaving the classroom, I have done work as a curriculum designer and professional developer at organizations such as the National Equity Project and the Annenberg-funded Bay Area School Reform Collaborative (BASRC) in the San Francisco-Bay Area. I am a trained facilitator in anti-bias processes and have facilitated groups focused on learning to talk about issues of racial politics and privilege.

My primary work has been linking instruction, equity, and literacy. I have spent time as an adjunct instructor at Saint Mary's College in Norther California where I taught Adolescent Literacy and trained tutors and parents in reading support strategies for struggling students of color.

As an undergraduate, I attended University of California, Berkley before finishing up my degree at New York University where I majored in English Literature with a minor in Writing. I completed my Masters in Secondary English Education, with a Concentration in Writing Instruction at University of Colorado, Boulder where I simultaneously did my teacher certification program (starting three months after the birth of my son. I do not recommend this).

For the past 25 years, I've maintained a small, independent education consulting practice from which I do my research and writing as well as support schools doing deep instructionally-focused equity work.

Stay in touch

I hope this blog inspires, motivates, and challenges you to try some new practices that move you toward being more culturally responsive. If it does, send me a note. I'd love to hear from you. The best way to keep in touch with me is to sign up for free email updates (where you get all kinds of exclusive goodies).

Other Ways to Connect

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About - Culturally Responsive Teaching & the Brain

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Hey. Thanks for stopping by my blog. You might have found your way here through a number of possible paths. Maybe you heard about my book, Culturally Responsive Teaching and the Brain. Or, maybe you typed in www.ready4rigor.com and those shadowy internet puppeteers redirected you here.

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Zaretta Hammond is a teacher educator and the author of Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students . She has a passion for books and teaching reading. She blogs at www.ready4rigor.com.

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Zaretta Hammond | PBL World 2020 Keynote (Day 2)

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As educators, it's our duty to explain to our students that everyone has roots in other countries. But trying to explain the melting-pot concept to elementary-age children can be tough! My colleagues and I decided to add an entire multicultural theme to our curriculum in order to embrace diversity. Here are a few of my favorite activities for studying cultures in your classroom in a way that's educational and fun.
Further Reading: How Pen Pals Expanded the World for My Students
Say Hello

I like to begin every morning with a multicultural greeting to my students. Every month, I choose a simple phrase from a new language and greet my class with it. Repeating these phrases for the month is a fun way for students to learn a bit of a foreign language.

September: "Hello" (English)

October: "Buenos dias" (Spanish)

November: "Bonjour" (French)

December: "Shalom" (Hebrew)

January: "Jambo" (Swahili)

February: "Huanying" (Chinese)

March: "Guten tag" (German)

April: "Konnichiwa" (Japanese)

May: "G'Day mate" (Australian English)

June: "Goed dag" (Dutch)

Travel around the World

Make daily use of a globe or flat map to help your class realize how big the world is. Take inspiration from Jules Verne's Around the World in Eighty Days and invite your class on a pretend trip to several places on the planet. Discuss the various landforms you'd have to travel across in order to reach each destination, and build a thematic unit around every country "visited." Because Around the World in Eighty Days is a long, advanced book, it may not be the most appropriate story for younger children, but your school's librarian can suggest a variety of age-appropriate travel books for your class. The important part is to get your students curious about exploring the world and its many cultures.

Indulge in Different Cuisines

To encourage cultural awareness and experimentation with food, consider serving different kinds of breads as a snack in your classroom. This is an easy beginning to global food study. As you munch on croissants, pitas, tortillas, matzo, and dark breads, have a class discussion about who eats these breads and the countries where they're most popular. Next, have parents assist you in putting together a globally influenced potluck lunch. Have students bring a food or dessert that represents their heritage. As you engage in this feast, discuss where each dish originated. After the potluck, collect the recipes from each family, compile them, and send a multicultural cookbook home with each child.

Make Diverse Art

Introduce your students to other cultures through hands-on, creative activities. Using my own Greek heritage for inspiration, I taught my class how to make worry beads. The Greek people traditionally used worry beads as a relaxation technique to diffuse their concerns; when they had a problem, they reached for their string of beads, placed it behind their back, and counted the beads two by two. To make our own worry beads, we took about 24 inches of yarn and folded it in half. Then we tied up five pieces of yarn (about four inches long) to make a fringe at the halfway mark on the long strand. Beginning at one end, students strung different colored plastic beads for about five inches, then tied the beads off with a knot. This process was repeated on the other side, and we finished by tying together the long strand to make a continuous loop.

My class also made tissue-paper flowers to honor Mexican culture. These flowers are traditionally used to decorate streets, houses, and churches during festivals and holidays. For this craft, each student needs tissue paper in a variety of colors and a green pipe cleaner. Have your class draw round scalloped flower shapes in different sizes on the paper. After cutting them out, have them stack the flowers from largest to smallest and help them punch a hole in the center. Then thread the pipe cleaner through the holes and twist it to form a stem. To give the flowers a natural look, fluff all the layers.
Further Reading: The 3 Cs for Creating an Engaged and Positive Classroom Culture
These are just a few ways to learn about cultures in your classroom. You can use specific holidays, music, games, and dances as inspiration for your lessons. Leverage your experience, research, and imagination to think of other authentic ways to introduce children to the magical diversity of our world's population.

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Exploring Cultures in Your Classroom: Fun Activities to Try

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You can celebrate diversity, and engage students in the study of different cultures, with these interactive activities.

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Multiculturalism and Diversity | Scholastic

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Resources that foucs on the topic of multiculturalism and diversity. Includes professional articles and resources, lesson plans, and activities.

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Physical Education and Adapted PE for Students with Disabilities - Wrightslaw

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The Individuals with Disabilities Act (IDEA) requires schools to provide physical education / adapted physical education to students with disabilities as part of the student's special education program.

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PE Central: Adapted Physical Education Web Sites

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PE Central is a web site that provides information about developmentatally appropriate physical education practices and programs.

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Dover High School in New Hampshire has developed a novel inclusion program in its physical education curriculum so that students with and without intellectual disabilities do all physical education activities together. This had a transformative effect on all students, beyond the gym into all settings of the school and into the community.

These resources were developed by the National Fitness Foundation and Health Resources in Action through an Inclusive Health Innovation Grant from Special Olympics International, and aim to support physical education teachers nationwide to empower ALL students to be fit for life. Read the press release here.

Supporting All Students to be Fit for Life

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Dover High School in New Hampshire has developed a novel inclusion program in its physical education curriculum so that students with and without intellectual disabilities do all physical education activities together. This had a transformative effect on all students, beyond the gym into all...

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3 Big Misconceptions About Inclusion
Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

Inclusion
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.

4 Things to Know About Successful Inclusive Schools
In order for inclusion to be successful, it must exist at all levels of education: the community, the school, the classroom, and the lesson. This brief overview describes what inclusion looks like at each level.

5 Signs That a Classroom Is Inclusive
Find out what to look for in a classroom that supports inclusion. Features include how the students are grouped, social skills programs, and use of multi-modal learning aids and assistive technology.

Q&A with Dr. Cathy Pratt
Autism expert Dr. Cathy Pratt talks about the goals of true inclusion, how teachers can support the sensory, executive functioning, and academic needs of their students with autism, the role of peer and whole-school support in helping kids with ASD succeed, sources for evidence-based teaching resources, and more.

Bringing inclusion into your classroom

10 Easy Changes Teachers Can Make to Facilitate Inclusion
From changing the classroom space to adjusting groupings and lesson delivery, find ten practical ways to make changes in your classroom so that students with different abilities can learn and succeed.

5 Essential Classroom Management Strategies to Keep Your Inclusive Class Running Smoothly
In an inclusive class, plans must be responsive to students with learning differences, physical challenges, or social/emotional needs. An expert in inclusion shares some of her successful classroom management ideas, including use of color coding, student planners, and the morning "sponge."

15 Strategies for Managing Attention Problems
Here are 15 tactics that may help children enhance attention and manage attention problems.

New Year, New Goals
Inclusion expert Paula Kluth shares her graphic organizer for goal setting for the new year, including goals for inclusion, learning, classroom climate, collaboration, differentiated instruction, and UDL.

Flex Your Groupings
In most instances, educators will be using assessment data and classroom observations to create flexible groupings in the classroom. Other times, however, teachers may want to group or pair students randomly. This type of grouping works well for many different types of lessons including community-building activities, idea sharing, small-group discussions, or the exploration of materials.

Pick a Stick, Any Stick
In any effective and student-centered classroom, the voices of learners should be heard often; they should be asking and answering questions, sharing ideas, and expressing their thoughts. Some students, however, struggle to engage in some or all of these behaviors. They may need models for asking appropriate questions or adding relevant comments. Get ideas for moving the tasks of talking and sharing from teacher to student, as well as some support for learners who need to eavesdrop on others to learn new communication skills.

Supporting Students with Autism: 10 Ideas for Inclusive Classrooms
Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

A Teacher's Brief Guide to Teaching Students with High-Functioning Autism
Learn more about talents and challenges in children with high-functioning autism. Get tips on how to make your classroom welcoming and supportive, including lots of ideas for creating physical and instruictional supports, and how to use specific interests to jumpstart learning adventures with other subjects.

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3 Big Misconceptions About Inclusion Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.

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by TeachThought Staff

The best lessons, books, and materials in the world won't get students excited about learning and willing to work hard if they're not motivated.

Motivation, both intrinsic and extrinsic, is a key factor in the success of students at all stages of their education, and teachers can play a pivotal role in providing and encouraging that motivation in their students. Of course, that's easier said than done, as all students are motivated differently and it takes time and a lot of effort to learn to get a classroom full of kids enthusiastic about learning, working hard, and pushing themselves to excel.

Even the most well-intentioned and educated teachers sometimes can find it difficult to keep kids on track, so whether you're a new teacher or an experienced one, try using these methods to improve student motivation and to encourage them to live up to their true potential.

1. Give students a sense of control

While guidance from a teacher is important to keeping kids on task and motivated, allowing students to have some choice and control over what happens in the classroom is actually one of the best ways to keep them engaged. For example, allowing students to choose the type of assignment they do or which problems to work on can give them a sense of control that may just motivate them to do more.

2. Be clear about learning objectives

It can be very frustrating for students to complete an assignment or even to behave in class if there aren't clearly defined objectives. Students want and need to know what is expected of them in order to stay motivated to work. At the beginning of the year, lay out clear objectives, rules, and expectations of students so that there is no confusion and students have goals to work towards.

3. Create a threat-free environment

While students do need to understand that there are consequences to their actions, far more motivating for students than threats are positive reinforcements. When teachers create a safe, supportive environment for students, affirming their belief in a student's abilities rather than laying out the consequences of not doing things, students are much more likely to get and stay motivated to do their work.

At the end of the day, students will fulfill the expectations that the adults around them communicate, so focus on can, not can't.

See also 60 Non-Threatening Formative Assessment Techniques

4. Change your scenery

A classroom is a great place for learning, but sitting at a desk day in and day out can make school start to seem a bit dull for some students. To renew interest in the subject matter or just in learning in general, give your students a chance to get out of the classroom. Take field trips, bring in speakers, or even just head to the library for some research. The brain loves novelty and a new setting can be just what some students need to stay motivated to learn.

5. Offer varied experiences.

Not all students will respond to lessons in the same way. For some, hands-on experiences may be the best. Others may love to read books quietly or to work in groups. In order to keep all students motivated, mix up your lessons so that students with different preferences will each get time focused on the things they like best. Doing so will help students stay engaged and pay attention.

6. Use positive competition

Competition in the classroom isn't always a bad thing, and in some cases can motivate students to try harder and work to excel. Work to foster a friendly spirit of competition in your classroom, perhaps through group games related to the material or other opportunities for students to 'show off' their knowledge or skills.

7. Offer rewards

Everyone likes getting rewards, and offering your students the chance to earn them is an excellent source of motivation. Things like pizza parties, watching movies, or even something as simple as a sticker on a paper can make students work harder and really aim to achieve. Consider the personalities and needs of your students to determine appropriate rewards for your class.

8. Give students responsibility

Assigning students classroom jobs is a great way to build a community and to give students a sense of motivation. Most students will see classroom jobs as a privilege rather than a burden and will work hard to ensure that they, and other students, are meeting expectations. It can also be useful to allow students to take turns leading activities or helping out so that each feels important and valued.

9. Allow students to work together

While not all students will jump at the chance to work in groups, many will find it fun to try to solve problems, do experiments, and work on projects with other students. Social interaction can get them excited about things in the classroom and students can motivate one another to reach a goal. Teachers need to ensure that groups are balanced and fair, however, so that some students aren't doing more work than others.

10. Give praise when earned

There may be no other form of motivation that works quite as well as encouragement. Even as adults we crave recognition and praise, and students at any age are no exception. Teachers can give students a bounty of motivation by rewarding success publicly, giving praise for a job well done, and sharing exemplary work.

11. Encourage self-reflection

Most kids want to succeed, they just need help figuring out what they need to do in order to get there. One way to motivate your students is to get them to take a hard look at themselves and determine their own strengths and weaknesses. Students are often more motivated by creating these kinds of critiques of themselves than by having a teacher do it for them, as it makes them feel in charge of creating their own objectives and goals. See Metacognitive Prompts For Students To Reflect On Their Learning.

12. Model enthusiasm for learning!

One of the best ways to get your students motivated is to share your enthusiasm. When you're excited about teaching, they'll be much more excited about learning. It's that simple.

13. Know your students

Getting to know your students is about more than just memorizing their names. Students need to know that their teacher has a genuine interest in them and cares about them and their success. When students feel appreciated it creates a safe learning environment and motivates them to work harder, as they want to get praise and good feedback from someone they feel knows and respects them as individuals.

14. Harness student interests

Knowing your students also has some other benefits, namely that it allows you to relate classroom material to things that students are interested in or have experienced. Teachers can use these interests to make things more interesting and relatable to students, keeping students motivated for longer.

15. Help students find intrinsic motivation

It can be great to help students get motivated, but at the end of the day, they need to be able to generate their own motivation. Helping students find their own personal reasons for doing classwork and working hard, whether because they find material interesting, want to go to college, or just love to learn, is one of the most powerful gifts you can give them to improve student motivation.

16. Manage student anxiety

Some students find the prospect of not doing well so anxiety-inducing that it becomes a self-fulfilling prophecy. For these students, teachers may find that they are most motivated by learning that struggling with a subject isn't the end of the world. Offer support no matter what the end result is and ensure that students don't feel so overwhelmed by expectations that they just give up.

17. Make goals high but attainable

If you're not pushing your students to do more than the bare minimum, most won't seek to push themselves on their own. Students like to be challenged and will work to achieve high expectations so long as they believe those goals to be within their reach, so don't be afraid to push students to get more out of them.

18. Give learning feedback and offer chances to improve

Students who struggle with classwork can sometimes feel frustrated and get down on themselves, draining motivation. In these situations, it's critical that teachers provide effective learning feedback to help students to learn exactly where they went wrong and how they can improve next time. Figuring out a method to get where students want to be can also help them to stay motivated to work hard.

19. Track progress

It can be hard for students to see just how far they've come, especially with subjects that are difficult for them. Tracking can come in handy in the classroom, not only for teachers but also for students. Teachers can use this as a way to improve student motivation, allowing them to see visually just how much they are learning and improving as the year goes on.

20. Make things fun

Not all classwork needs to be a game or a good time, but students who see school as a place where they can have fun will be more motivated to pay attention and do the work that's required of them than those who regard it as a chore. Adding fun activities into your school day can help students who struggle to stay engaged and make the classroom a much more friendly place for all students.

21. Provide opportunities for success

Students, even the best ones, can become frustrated and demotivated when they feel like they're struggling or not getting the recognition that other students are. Make sure that all students get a chance to play to their strengths and feel included and valued. It can make a world of difference and improve student motivation.

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21 Simple Ideas To Improve Student Motivation

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While guidance from a teacher is important, allowing students to have choice and control is a useful strategy to improve student motivation.

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Teachers spend years of hard work and thousands of dollars to become experts in their content areas, with degrees and teaching certification to prove it. We develop curriculum maps and teaching calendars to be sure to cover the appropriate standards. We endure hours of professional development so that we are well versed in all the current educational pedagogy. We collaborate with colleagues so that we are all using best practices in the classroom. We develop assessments for students so that we can track their progress. When all this doesn't work, we have intentional interventions aimed at getting students back on track.

And students are still failing.

The problem is that many students are not motivated to learn. Even with the perfect lesson plan in place, an unmotivated student will not learn. Some teachers claim that motivating students is not their job. It is a teacher's job to know the content and to teach it well; the student must take responsibility for his or her learning and find his or her own motivation. This old-fashioned idea is what limits many teachers to being average. A great teacher recognizes that student motivation is necessary for success in learning and that teachers are in the perfect position to improve student motivation. Here are some strategies that can be used in the classroom to help motivate students:
1. Promote growth mindset over fixed mindset.
In her book, Mindset, Carol Dweck argues that students have an underlying belief about learning: either a fixed mindset or a growth mindset. A fixed mindset belief suggests that people are born with or without certain abilities and talents, and that abilities cannot be changed. Fixed mindset learners try to prove themselves and will often shy away from challenges because they do not want to appear to be struggling. A growth mindset learner, on the other hand, believes that abilities and talents can be cultivated and improved through hard work. Growth mindset students enjoy a challenge and see struggles and failures as necessary parts of growth. Learners with a growth mindset are certainly more motivated to work hard.

How do we foster a growth mindset in the classroom?

One of the most powerful elements of feedback for our learners is to praise them for their efforts and hard work. "I can tell that you have been practicing your reading," or "The practice is paying off on your times tables," tells learners that they have the power to improve their academic success. That said, we must stop praising ability: "Wow, you are such a smart math student," or "You are such an incredible reader." Praise for abilities over efforts reinforces the fixed mindset that students have the ability or they don't and no amount of hard work on the learner's part can change the outcome. We are all learners, and should be encouraged as such.

Throughout a learning cycle, teachers assess student progress by incorporating formative and summative assessments. The purpose of formative assessment is to pinpoint the learning needed for ultimate success on a later summative assessment. Formative assessment informs teachers and students about student and classroom needs for improvement so both can act accordingly to improve performance on the final assessment. Some formative assessments are: a thumbs up/thumbs down check for understanding, a quiz in small groups, or an exit slip at the end of a lesson. What is important is that students get timely and descriptive feedback from the assessment so that they can move forward in their learning. This cycle of learning will improve results on a later summative assessment.

As teachers, we can model the growth mindset. Have courage! Ask students for feedback about your teaching and be willing to make necessary changes. Be dedicated! Work hard for students and share how hard work and dedication translates to success and growth. This feedback shows that we, too, are learners. It also invites our students to continue on the learning journey alongside us. Students are always willing to work hard for a teacher that is reciprocating that hard work.
2. Develop meaningful and respectful relationships with your students.
If we are going to truly inspire and motivate all of our students, we should know each of them on a personal level. We need to know their interests and hobbies, who they hang out with, their family situations, and what gets them excited. Each student is going to require different motivational strategies, and we have to know them to be able to predict what strategies might work.

In order to begin that "knowing," try allowing for five minutes where students may share "Good News." For example, student A shares, "I am a new uncle! My sister had a new baby boy this weekend!" This is an opportunity for us to learn about our students as people and to let them know that we care about them individually. This also provides an avenue for teachers to share some details about their lives outside of school. When teachers are willing to share personally and become vulnerable, students are more likely to do the same. When learners see one another as whole people, they are more willing to take risks, and ask the questions they need to ask in order to obtain success.

We all learn differently. In each classroom several types of learners exist: visual, tactile, verbal and more reserved. We can see it as our responsibility to discover this by knowing them and endeavor to teach them accordingly. This work results in our ability to know our students which leads to a more cohesive, open learning community.
3. Grow a community of learners in your classroom.
Students need a classroom environment that is safe, where they are willing to take risks and struggle. To achieve this goal, the students and teacher must work together towards common collective goals. Students must be willing to work with and assist other students in class. Struggle should be acceptable and encouraged as a part of the learning process.

Traditional teaching consists of teachers lecturing and learners taking notes, followed by the learners doing independent work to check for understanding. Transforming this outdated model to include more time where students are talking to students brings about true community. Collaborative group work should be the activity between the teacher lecture and the independent work. This is the time when students can digest information and ask questions collectively. Learners participate in what could be considered the "problem solving" phase of their development with new ideas, and together they come to new learnings. This gradual release of responsibility from teacher to student encourages deeper understanding of lesson rather than rote memorization; thus the students are participants in their own learning, rather than witnesses to the instructor's knowledge.

Student work should be proudly displayed throughout the classroom. This sends a message to students that they are active participants in creating the knowledge in the classroom. The teacher is not the sole holder of knowledge. Additionally, teachers can use language that promotes the community of learners - including the teacher - rather than a room full of individual learners. Using the words "we" and "our" rather than "I" and "you" has a significant impact on classroom culture, and how students function as interdependent learners.
4. Establish high expectations and establish clear goals.
Setting high expectations and supporting students as they struggle allows learners to rise to meet those expectations. When expectations are transparent, students know where their learning is headed and are motivated to get there because it seems possible: the path is visible. Working towards daily, weekly, and yearly goals gives students a purpose and a meaning for the hard work that they do.

Daily learning goals (learning targets, or "I can" statements) should be posted, visible and referenced on a daily basis. Establishing the "goal of the day" at the start of the lesson gives students a purpose for their learning. Students can also formatively assess themselves at the end of each lesson by checking to be sure they have met the learning goals.

Maintaining high expectations for academics is tantamount to learning, but high standards for behavior, academic language, group work, and even the length and format of individual work is also necessary for deep learning. We cannot assume that students know these expectations. They must be clearly outlined. If we expect students to interact in a certain way together, we need to teach them how, and hold them accountable. If we want an assignment displayed in a certain format, we need to model it and expect it. Once the routines to support expectations are established and clear to the learning community, learning becomes the most important action in the classroom.
5. Be inspirational.
Most adults can recall a specific teacher from their childhood who had a lasting impact. These are the teachers that have inspired, challenged, and motivated students enough to be memorable years later.

What makes these teachers inspirational?

Inspirational teachers represent success to their students. Teacher success might be: completing a 10K race, owning a small business, or receiving a teaching award. We each have successes to share. Through our triumphs, students can learn what success looks like and go after it. Once our students decide that they want success, they pay close attention to the behaviors and choices and even sacrifices that led us to our success. These behaviors include hard work, willingness to struggle, and ability to learn from our mistakes. Students internalize our behaviors and strategies as a way to accomplish their own goals. We give them an opportunity to do so in our everyday routines, assignments and encounters with them.

A huge thank you to Tracey Kooy for helping me develop as a writer.

What might be some other strategies we can use to intrinsically motivate students to learn?
This blog originally appeared on Luke Wilcox's website.

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Top 5 Strategies for Motivating Students - NBPTS

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Teachers spend years of hard work and thousands of dollars to become experts in their content areas, with degrees and teaching certification to prove it. We develop curriculum maps and teaching calendars to be sure to cover the appropriate standards. We endure hours of professional development so that we are well versed in all the current educational pedagogy.

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how to motivate students for more online learning - cnn

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How to remotivate kids for more distance learning

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Motivating kids to do schoolwork was hard enough in pre-pandemic times. For many parents heading into another pandemic semester online, it's more than they can handle. Here are ways to motivate your children (and yourself).

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How to manage your time more effectively (according to machines) - Brian Christian

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Key Strategies

1. Help families keep their emergency contact information updated. This step can make the difference in whether a child goes home with a known caregiver if a family member is detained. Remind all families to update their contact information regularly.

2. Ensure all staff understand immigrant students' rights. All K-12 staff have an obligation to protect students' privacy and civil rights, as well as their access to an education, regardless of immigration status. This is critical for staff working in the front office and on enrollment.

3. Let all students and families know that they are welcome. A welcoming environment that celebrates students' cultures and encourages family leadership creates a strong foundation for relationships, as well as for identifying and addressing challenges.

4. Create different channels for communication in families' languages. Schools must communicate in families' preferred language. Identifying families' preferred means of contact can also help schools communicate more effectively and efficiently.

5. Become familiar with relevant immigration policies so that you can answer questions. This may include "sensitive locations guidance" (which directs immigration enforcement to avoid activity in certain public spaces like schools and early childhood centers), district policies on immigration enforcement, discipline policies, and other related program/local/state policies. Ideally, all staff should understand these policies and protocols.

6. Connect families with resources and provide opportunities for them to ask questions. It is critical to hear from your families about their questions and concerns before determining what kind of support will be most useful. At that point, educators, schools, and/or districts can identify which resources will be appropriate to share in ways that follow district guidelines.

7. Reach out to community organizations that represent and serve your families. Community partners can provide valuable support and insight regarding immigrant families - as well as volunteers! They can be especially helpful on issues related to meeting students' basic needs and connecting families to legal resources.

8. Learn how stress, anxiety, and trauma impact students of all ages. The impacts of these stressors will vary based on students' ages. Learn how different kinds of stressors affect students in your age group; become familiar with age-appropriate forms of self-expression and social-emotional support; and take steps to prevent and address bullying.

9. Learn more about the ways immigration issues impact students. Immigration policies affect students in complex ways that students may not discuss openly. Learn more about the immigration issues that may impact your students and families, and how to extend that conversation to your school, program, or community.

10. Provide opportunities for staff to collaborate, debrief, and recharge. Collaboration gives staff the chance to draw upon different perspectives and expertise - which leads to more effective support for students and families. In addition, providing social-emotional support for staff working on challenging issues (or who are impacted by those issues themselves) can help the team sustain their work throughout the year.

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

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Ten Strategies for Supporting Immigrant Students and Families

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Help families keep their emergency contact information updated. This step can make the difference in whether a child goes home with a known caregiver if a family member is detained. Remind all families to update their contact information regularly. Ensure all staff understand immigrant students' rights.