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# 5 - Be very clear on materials needed 

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# 5 - Be very clear on materials needed 

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According to Bailey (2019), having the proper materials in the classroom, especially one supporting a student with a learning disability like dyslexia is important. These materials include changes in the environment as well such as a quiet area, posting information that will be needed or used often around the room, and incorporate multi-sensory lessons. Student with a learning disability should have their own space to keep needed materials handy to help support their self-confidence and self-esteem.

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A dyslexia friendly classroom begins with a dyslexia friendly teacher. The first step toward making your classroom a welcoming learning environment for students with dyslexia is to learn about it. Understand how dyslexia impacts a child's ability to learn and what the main symptoms are. Unfortunately, dyslexia is still misunderstood. Many people believe that dyslexia is when children ​ reverse letters and while this can be a sign of dyslexia in young children, there is much more to this language-based learning disabilities. The more you know about dyslexia, the better you can help your students.

As a teacher, you may worry about neglecting the rest of your class as you institute changes for one or two students with dyslexia. It is estimated that 10 percent to 15 percent of students have dyslexia. That means you probably have at least one student with dyslexia and possibly there are additional students that have never been diagnosed. The strategies you implement in your classroom for students with dyslexia will benefit all of your students. When you makes changes to help students with dyslexia, you are making positive changes for the entire class.

Changes You Can Make in the Physical Environment

Have an area of the room designated as a quiet area. Carpeting this area will help keep down noise. Minimize distractions to allow students with dyslexia to have an area they can read or concentrate on class work. For students with dyslexia who are showing signs of anxiety, this can be a time-out area when they are feeling very nervous, upset or frustrated.

Place analog and digital clocks on the wall, right next to each other. This will help students see both ways of showing time, connecting the digital time with how it looks on a clock.

Set aside several areas of the board for daily information. Write down the day and date each morning and post the day's homework assignments each morning. Use the same spot each day and make your writing large enough for them to easily see it from their seats. Large writing helps students with dyslexia find their place when copying information into their notebooks.

Post high-frequency words and information that is used often around the room. For younger children, this could be the alphabet, for elementary age children it could be the days of the week, for older children it could be word walls of vocabulary words. Strips with this information can be taped to the student's desk as well. This helps to reduce memory work and lets children with dyslexia focus on other skills. For younger children, add pictures to the words to help them connect the written word with the object.

Have children with dyslexia sit near the teacher. This doesn't necessarily mean they must sit in the first seat but they should be able to easily see the teacher using peripheral vision. Students should also be seated away from talkative children to minimize distractions.

Teaching Methods

Use slower speech and simple sentences. Students with dyslexia may need a longer time to process information, use pauses when speaking to give them time. Integrate examples and visual representations in lessons to help aid in comprehension.

Provide worksheets for organizing information for writing assignments. Have templates with different types of writing frames and mind maps that students can choose from when preparing a writing assignment.

Do not require a student with dyslexia to read aloud in class. If the student volunteers, let him read. You might want to offer a student the opportunity to read aloud and give her a few paragraphs to read and practice at home before speaking out loud.

Integrate different ways for students to show their knowledge of a subject. Use visual presentations, powerpoint projects, poster boards and discussions to help a child participate without feeling embarrassed or fearing failure.

Use multi-sensory lessons. Students with dyslexia have been found to learn better when more than one sense is activated. Use art projects, skits, and hands-on activities to reinforce lessons.

Assessments and Grading

Allow students with dyslexia to use electronic helpers when completing class work or tests. Examples include an electronic dictionary, speller or thesaurus, computers and talking calculators.

Do not take off points for spelling. If you mark spelling errors, do so separately and create a list of words frequently misspelled for students to refer to during writing assignments.

Offer oral testing and extended time for formal assessments.

Working Individually with Students

In the beginning of the school year, work closely with a student to assess their knowledge of phonics and set up a plan and specific practice sessions to help strengthen weak areas.

Assess a student's strengths and weaknesses. Use teaching methods to help build on strengths. Children with dyslexia may have strong reasoning and problem-solving skills. Use these as building blocks.

Praise a child's achievements, no matter how small.

Use positive reinforcement programs, instituting rewards and consequences to help a child learn to cope with symptoms of dyslexia.

Supply a schedule of the school day. For younger children include pictures.

Above all, remember that students with dyslexia are not stupid or lazy.

References:

Creating a Dyslexia-Friendly Classroom, 2009, Bernadette McLean, BarringtonStoke, Helen Arke Dyslexia Center

The Dyslexia-Friendly Classroom, LearningMatters.co.uk

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19 Tips for a Dyslexia-Friendly Classroom

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Here are some small but significant changes teachers can do to create a dyslexia-friendly classroom to help students succeed.

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# 4 - Take time to review previous lessons 

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# 4 - Take time to review previous lessons 

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The website MindTools.com (n.d.) shared that review strategies can help boost classroom learning. They suggest that this review should be done often and regularly. This review on a regular basis should be scheduled within the the classroom activities as often as possible since repetition helps students remember. They also suggest gamification with websites such as quizlet, studystack, or kahoot.

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How to Review Effectively

Use these seven strategies to review and remember information more effectively:

1. Review Your Information Immediately

Spend a few minutes reviewing new information as soon as you've learned it. Look through the material again and add to any notes that you've already made. It can also help to explain any key points out loud.

This first review is a good way of checking that you've got everything you need, and that you've understood it. It will also avoid you having to "relearn" it completely when you review it again later.

2. Schedule Further Reviews

Remember, it takes repeated effort to move information into your long-term memory. So it's vital to review material frequently. Otherwise, key details will inevitably slip away.

Memory expert and psychologist Hermann Ebbinghaus' most famous discovery - the "Forgetting Curve" - shows how new information can fade from memory over time, unless you take the time to review it. Ebbinghaus' research also revealed that each time you review information, you can wait a little longer before doing so again.

Try to revisit your learning at regular intervals. For example, after your initial review, schedule another one after a day or two, then after a week, two weeks, a month - and at increasing intervals after that.

Organization is crucial here. Try scheduling time for your reviews by adding them to your To-Do List or Action Program. Alternatively, create calendar reminders or set your mobile device to notify you when it's time for your next review.

3. Test Yourself

Every time you review something, include an element of testing. This will uncover any gaps in your knowledge, highlight key areas that you need to focus on, and reinforce your learning.

For example, you could cover up the original material and see how much of it you can write or speak about from memory. Even better, get a friend or colleague to test you on your knowledge!

Alternatively, use a review app for testing yourself. Quizlet, for instance, allows you to take quizzes on various subjects or create your own quizzes, while FlashCards+ enables you to add images to your quiz cards, increasing the range of information you can review. Another app, Studystack, lets you play games with your review notes.

4. Rewrite Your Notes

Rather than simply making notes once and hoping that they sink in, review them regularly - and improve or add to them each time. This is a great way to keep information fresh and clear.

You can do this quickly with keywords and bullet points. Or, if you want to explore the material in more depth, try transferring it into a flow chart or a labeled diagram, such as a Mind Map®. This will provide you with a colorful representation of your notes, which can help to give you an overview of the subject and the key areas within it.

5. Teach Someone Else

One of the most powerful ways to embed learning is to teach it to someone else. Find a willing "pupil," and explain to him or her what you've been learning.

This has several benefits:

It quickly reveals any aspects that you don't understand or can't remember, pinpointing where your knowledge is weakest.

It can boost your confidence to use and apply your knowledge.

Your "pupil" may ask you questions, which will test your knowledge even more deeply - and, in the process, strengthen your grasp of the subject.

6. Put Your Learning Into Action

Simply rereading your notes is unlikely to help you to remember them in the long term. Instead, try to apply what you've learned.

In some instances, this will happen naturally. For example, if you're trying to master a new software application, you'll likely need to go through it a few times before it's fixed in your mind.

Other material might be harder to apply practically. If this is the case, the following tips can reinforce what you've learned:

Make an infographic to summarize a chapter from a textbook.

If you want to remember people's names, try doing a quick sketch of their faces, with their names written below each one.

After a presentation, use your cell phone to record a brief account of what was said.

If you're preparing for an exam, write yourself a quiz (with answers!) to test your knowledge later.

7. Know When to Take a Break

Finally, make sure that you don't overdo it! It can be tempting to "cram" when revising for an exam, but unless you take regular breaks, you may risk burnout.

Research shows that sleep plays an important role in creating long-term memories. [1] And it's not just because you concentrate better when you feel fresh. Sleep is an active part of the learning process, helping to sort and transfer information from short-term to long-term memory.

How to Encourage Others to Review and Retain Knowledge

If you are the one passing on information to others - for instance, if you're hosting a workshop or giving a presentation - there are several things that you can do to help them to retain that knowledge:

Provide a clear summary of what you've told them at the end of the workshop or presentation. This will prompt people to review the information immediately.

Encourage people to ask questions to reinforce their understanding and encourage engagement with your ideas.

Don't relay information only once. Instead, return to it - even if only briefly - in future communications, such as emails or subsequent presentations. Try to present it in a slightly different way each time, to keep people interested and engaged.

When the information is particularly important or complex, encourage people to review it regularly, particularly at key moments - before a meeting, for example, or while doing prep work for an upcoming project.

Encourage your people to discuss the things that they've learned, and help them to find ways to put their new knowledge and skills into practice.

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Review Strategies - Boosting Long-Term Learning

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Move new knowledge and skills from short- to long-term memory using a range of review strategies that will help you reinforce your learning.

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Cox, writing for Teachhub.com (2020) shared that advance organizers support students' learning because they can be a visual guide that can help a student organize their learning. There are different types of organizers to guide the different needs of students.

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What is a Graphic Organizer and How to Use it Effectively - TeachHUB

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Graphic organizers can be valuable tools in a teacher's toolbox. Learn about what a graphic organizer is and how to use it effectively in your classroom.

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Project IDEAL (n.d.) shared four principles for planning classroom expectations and included some questions to ask. One important question to ask when having students help to establish learning expectations is a good reason why the expectation exists. Students can also brain-storm ways to signal the teacher that they need some more help.

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# 1 - Prepare students for upcoming lessons

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# 1 - Prepare students for upcoming lessons

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The website, Differentiated Teaching (n.d.) shared that planning and prepareation is part of classroom management. This would include a backup plan for when students are statying with the assignment, and communicating what will come next whether later in the day or tomorrow. Reviewing and helping student retain what was taught earlier helps manage their behavior as well.

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The planning and lesson preparation stages are so often overlooked and result in frustration and stress when challenging behaviors occur. Classroom management is not just about having rules and following through with them. In fact, purposeful lesson planning is a key piece of having a strong classroom community where behavior doesn't interfere with learning.

At the beginning of the year, there is a learning curve for this process. However, as the school year progresses, you know your students well. You know what will set them off and what they can handle. By planning you can avoid these antecedents or (if they are unavoidable) have a plan to support and encourage positive behavior when they occur.
What's one of the most forgotten steps in classroom management?
Taking the time to plan how you will address issues when they arise. Now, I know that not every issue can be anticipated, but as you start to get to know your students and their behaviors and triggers, you can create a plan for addressing them.

Tips On Lesson Preparation With Students Behavior In Mind

Those Who Fail to Plan, Plan to Fail

Think about the child who has been pushing the limits when you're doing lesson preparation and planning assignments,

and determine your end goal as you plan. In other words, what do you really need to know about that student's proficiency?

If you are trying to assess computational fluency in two-digit addition, for example, then there is no need to push the kid to complete 20 problems if he is going to begin throwing things and yelling after 10 of them.

If your goal is to truly determine what he knows, then lesson preparation should be done accordingly. Similarly, if you know a child needs extra support, then start by providing it. Don't let him or her reach frustration before you step in.

Having a plan in place before the student begins engaging in challenging behavior can make it easier to stay calm in the situation. Of course, you don't use your plan unless the behavior begins, just like I don't use my fire extinguisher unless there is a fire...but I still keep it in the house, just in case.

Plan for One-on-One Instruction

Plan a few minutes to meet with that one student as he or she begins independent work. Review your expectations one-on-one, answer any questions, and stay with the child while they complete the first one or two.

Many times planning this time and working to avoid other interruptions can save a ton of issues later because it ensures the student feels cared for and that they understand the material before they ever begin work.

The Power of a Plan B

Knowing the skill you are trying to teach, you can easily have a backup plan in place for the student who refuses to work on a regular basis. You need a grade on something with fact and opinion, but Jane won't do it? Let her pick between the assignment everyone else is doing and another one.

As we talked about above, our goal is to know she is competent in the skill. Yes, we want compliance, but we already know that is her area to grow. That being said, be sure to document if you give her a different assignment! Write "alternative assignment" at the top of the page, record it in your grade record, write a note to attach...whatever you do to keep track.

This will help you immensely come conferences, report cards, and if a referral comes into play for behavior.
Related Posts: Why Building Relationships Is the Key to Classroom Management Easy Ways to Grow Your Classroom Management Skills 3 Teacher Must Dos for the First Day after Spring Break
There are today's three tips on lesson preparation and planning when you are working on classroom behavior management and supporting children exhibiting challenging behaviors. In this case, the ounce of prevention you are taking by planning will save you a ton of frustration later.

Many times we get flustered during the year with the impending tests, but by focusing on content and concept mastery, we can help build a child's stamina and cooperation. Together that will breed success.

What strategies do you use to plan instruction with classroom management in mind? Let me know in the comments below!

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Tips On Lesson Preparation With Students Behavior In Mind

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Lesson preparation and having a plan for how you'll address challenging behaviors is a make-or-break practice required for good classroom management. These simple tips will help you make an airtight plan and make classroom management a breeze.

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# 5 - Teach conflict resolution strategies

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# 5 - Teach conflict resolution strategies

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According to Resilient Educator (2018), using strategies to help students deal with conflict is important. A teacher can use role-playing, observing and tracking conflict situations over time to be shared and find solutions, teaching and rewarding good listening skills, or keeping journals and sharing if students so wish.

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4 Effective Conflict Resolution Strategies in the Classroom | Resilient Educator

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In your classroom, you’re bound to come across conflict—it’s virtually unavoidable. Here’s how to resolve them effectively.

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Education World's website (n.d.) shares that using reward systems works in the classroom. They shared that student's know they can earn rewards and how they can earn them, and this makes a difference. They also share that rewards can be immediate or students may bank their rewards for bigger things!

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Reward Systems That Work: What to Give and When to Give It!

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Four teachers share reward systems that work. Plus 35 reasonable rewards!

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# 3 - Establish clear expectations for students

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# 3 - Establish clear expectations for students

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According to Project IDEAL (n.d.), it is important to involve the students in creating expectations. This helps the students feel invested in the classroom, the classroom's instructional goals, and the school's expectations.

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Once a teacher has developed a philosophy for classroom management, has created a plan for how the classroom should operate, has investigated the make-up of the class, and has secured information about school expectations, then the process of establishing classroom expectations can begin. Expectations communicate specific standards of behavior for the classroom. Expectations generally communicate how students treat each other as opposed to procedures that communicate how students operate in the classroom (Evertson & Emmer, 2009). Expectations describe behaviors that make the classroom a good place to live and learn for all students (Weinstein, 2003). Expectations communicate general standards or expectations with a single rule encompassing a wide range of behaviors. Research has shown that designing and implementing expectations at school, and at home, significantly influence behavior and learning. Expectations clearly communicate that school is a place for learning and will give students a structure to help them feel that school is a safe and a predictable place to learn (Marzano et al., 2005).

Research indicates that expectations should not be forced on students, but developed with students. Student involvement increases the sense of ownership and the likelihood that students make the expectations their own. Teachers might ask themselves the following questions related to developing classroom expectations:

1. What kinds of expectations do you usually set in the classroom? (For pre-service teachers, this is usually based on experiences in student teaching or on personal experiences as a student). Additionally, effective teachers take the time to explain the reasons for expectations.

2. What are some reasons for setting expectations?

3. How might the classroom expectations differ in the elementary classroom and in the secondary classroom?

4. Should students be involved in developing the expectations? If so, how are students involved?

5. Setting student expectations is not usually a topic that students see as "fun." Think about interesting and creative ways to include students in the process.

6. Think of a time when a classroom seemed well-managed. What characteristics were observed?

7. Creating too many expectations or too few expectations can create a situation where the classroom is about expectations, not learning. How can a teacher create balance?

8. Posting the expectations is one way to help students remember them. What are other ways of helping students remember them? (Marzano et al., 2005).

As a teacher reflects on expectations for the classroom, four basic principles are offered for consideration (Weinstein & Mignano, 2003).

Principle of Expectations

Questions to Think About

1. Expectations are reasonable and necessary.

2. Expectations are clear and understandable.

3. Expectations are consistent with instructional goals and what is known about how people learn.

4. Classroom expectations are consistent with school expectations.

What expectations are appropriate for this grade level?
Is there a good reason for this expectation?
Is the expectation too abstract for students to comprehend?
To what extent do I want my students to participate in the decision-making process?
Will this expectation facilitate or hinder my students' learning?
What are the school expectations?
Are particular behaviors required in the halls, during assemblies, in the cafeteria, etc.?

One approach is to have students write a class pledge or a class promise to share expectations for how they treat each other. This strategy helps to create responsibility for the classroom, respect for self and others, and an understanding of the culture of the learner. It is a way to reinforce student responsibility in the classroom and a way to secure student buy-in. A class pledge or promise further increases how students are expected to treat each other and further enhances understanding of the class expectations. An example might include:

Every day, in every way, I will do everything I can to learn the skills I need to be a success in any job that I choose. I will respect others and myself. I will do my best.

Another approach that involves students in developing classroom expectations is to have students write or draw expectations for the classroom. Allow students to brainstorm ideas and accept all ideas that are worded positively or negatively. Transfer the ideas or drawings to chart paper. Older students can complete the process by meeting in groups and combining responses. Work with students to combine their ideas into three to five expectations for how they should be treated and how they should treat each other. Make sure that the expectations are appropriate to the level of the students. Daniel Meier, who describes his experiences as a first grade teacher in Learning in Small Moments: Life in an Urban Classroom, writes about the process of how he and his co-teacher, John Sierra, introduced rules to first graders (Weinstein & Mignano, 2003).

Secure student attention and say "Students, this is your class and I want us to work together to set our own expectations for our classroom so that we can all get along together this year". Ask if students have any ideas for expectations that are necessary for the classroom.

Establishing expectations together is common practice in classrooms where the goal is pro-social behavior and creating a high level of student involvement. Most students will take their cue and eagerly participate in listing a variety of expectations. Record all ideas and suggestions on chart paper, on a transparency, or the smart board. Students suggestions are recorded in their own words:

Don't hit people.

Don't bother people.

Don't tease people.

Be nice.

No stealing.

Don't kick.

No karate.

No kicking.

Stay out of trouble.

Take care of school property.

Help each other.

Don't say bad things about people.

After students' ideas are listed, comment that the rules are very good, but the list is so long that there are too many to remember. Comment that there are some expectations that seem to be the same. Ask students if the ideas could be grouped into fewer headings. Suggest that expectations like hitting, and kicking could hurt people physically. Circle or mark these ideas in blue. Other expectations like teasing and saying things could hurt people's feelings. Mark or circle these ideas in red. Look at the ideas written in positive terms. How should they be circled? Look at the ideas dealing with school property. Could this be a separate category?

Work with the students to crystallize a final list if expectation. The expectations might include:

1. Respect others.

2. Respect personal property of others and of the school.

3. Do your best every day in everything.

Post the expectations and attach the ideas from the students to the appropriate expectations.

Post the expectations and add ideas as necessary to the posted expectations (Weinstein & Mignano, 2003).

Whether the teacher involves students in developing the rules or whether pre-written expectations are presented, a teacher who establishes reasonable expectations, who provides an understandable rationale, and who enforces the expectations consistently will find that students are willing to follow them (Evertson & Emmer, 2009).

After a class has expectations in place, the teachers should treat expectations like any other academic subject by developing a plan for teaching the expectations. This plan could include listing the expectations on the board and transferring students' ideas from the chart to the expectations on the chart. This should include discussions and role playing of how expectations look when students follow them; how expectations sound as students follow them; and how students feel as they demonstrate them. This process requires more than one class period and may take place over the first week of school. When students start to ignore the expectations, teachers should revisit them and re-teach them. As a preventive process, effective classroom managers review the rules weekly, monthly, or by six week periods.

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Developing Classroom Expectations - Project IDEAL

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Setting classroom expectations for both the student and the teacher and how they should treat each other.

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According to Shardlow (2015), mindfulness can be integrated into a classroom's curriculum. Some techniques shared were through breathing exercises, calming music to relax, imagination with closed eyes and guided relaxation, and movement similar to using yoga.

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Integrating Mindfulness in Your Classroom Curriculum

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Make mindfulness a part of classroom learning by integrating it into curriculum-themed activities through exercises in breathing, sensory experience, guided imagery, and movement.

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# 1 - Management - positive relationships 

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# 1 - Management - positive relationships 

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Research shared that creating high expectations, rules and expectations help develop positive relationships in classrooms. Getting to really know and show you care about your student's lives helps with this as well. In addition, it is important to hold classroom meetings to show that a mutual relationship exists (McKillop, 2021).

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Tara brings passion and a deep understanding of service learning, rooted in years of experience, to her training. Her training builds bridges from theory to implementation while generously sharing her resources and knowledge to ensure our success. Tara works with the whole school (administration, teachers, students, and SL leaders) to build a sustainable program that is embedded in the curriculum and tied to the mission. She energized a faculty on a Friday afternoon, no easy feat, leaving them with a desire to learn more about SL and to become more involved. I cannot recommend Tara highly enough.

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Relationships for Classroom Management and Learning - Serve Learn

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Tara brings passion and a deep understanding of service learning, rooted in years of experience, to her training. Her training builds bridges from theory to implementation while generously sharing her resources and knowledge to ensure our success.

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Bailey, E. (2019). Creating a dyslexia-friendly classroom. Thoughtco.Com. https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082

Cox, J. (2020). What is a graphic organizer and how to use it effectively. Teachhub.Com. https://www.teachhub.com/classroom-management/2020/09/what-is-a-graphic-organizer-and-how-to-use-it-effectively/

Differentiated Teaching. (n.d.). How to plan instruction with classroom management in mind. https://www.differentiatedteaching.com/designing-lesson-plans-to-engage/

Education World. (n.d.). Reward systems that work: What to give and when to give it!. https://www.educationworld.com/a_curr/curr301.shtml

Learning Disabilities Association of American. (n.d.). Social skills and learning disabilities. https://ldaamerica.org/info/social-skills-and-learning-disabilities/

McKillop, L. (2021). Tips for proactive classroom management. Teachhub.com. https://www.teachhub.com/classroom-management/2021/05/tips-for-proactive-classroom-management/

McLesky, J., Rosenberg, M.S, & Westling, D.L. (2018). Inclusion: Effective practices for all students (3rd ed). Pearson.

Mindtools.com. (n.d.). Review strategies: Boosting long-term learning. https://www.mindtools.com/pages/article/newISS_05.htm

National Association of Special Education Teachers (NASET). (n.d.a). NASET ld report # 6. NASET.org. https://www.naset.org/publications/ld-report

National Association of Special Education Teachers (NASET). (n.d.b). NASET ld report # 3. NASET.org. https://www.naset.org/publications/ld-report

Project IDEAL. (n.d.) Developing classroom expectations. http://www.projectidealonline.org/v/developing-classroom-expectations/

Shardlow, G. (2015). Integrating mindfulness in your classroom curriculum. Edutopia.Org. https://www.edutopia.org/blog/integrating-mindfulness-in-classroom-curriculum-giselle-shardlowhttps://www.edutopia.org/blog/integrating-mindfulness-in-classroom-curriculum-giselle-shardlow

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Five Teaching Stategies for Students with a Learning Disability 

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Five Teaching Stategies for Students with a Learning Disability 

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The National Association of Special Education Teachers website (n.d.) shared strategies for teaching students with a learning disability. Some strategies were "prepare students for the upcoming lessons, discuss and establish learning expectations, offer an advance organizer, take time out to go over and review previous lessons, and be very clear on materials needed" (para 3-8).

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Welcome to The NASET LD Report, NASET ' s e-publication on the latest information on learning disabilities. Individuals with learning disabilities represent approximately 50% of all students receiving special education services. Therefore, it is inevitable that special education professionals will be working with students with LD throughout their entire careers. The NASET LD Report is a monthly education resource that provides NASET members with a comprehensive overview of learning disabilities. The NASET LD Report will cover many areas of study in the field of LD. It will focus on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

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The National Association of Special Education Teachers-national membership org for teachers, professors, and college students involved in special education

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Five Universal Behavior Characteristics for Students with a Learning Disability 

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Five Universal Behavior Characteristics for Students with a Learning Disability 

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According to the Learning Disabilities Association of America (n.d.), learning disabilities cross boundaries of school, home, friends, sports, self-esteem, and self-confidence" (para 1). Just a few of the common behavior characteristics of a learning disability are "inability to interpret environment and social cues, poor judgment, poor impulse control, need for immediate gratification, and inability to set realistic priorities and goals" (para 3).

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Five Strategies for Proactive Classroom Management 

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Five Strategies for Proactive Classroom Management 

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McKillop, writing for the web resource TeachHub.com (2021) shared strategies for proactive classroom management. She suggests that teachers "establish  positive relationships, practice mindfulness techniques, establish clear expectations for students, use a positive reward system,  teach conflict resolutions strategies, use visual cues and reminders, and be consistent" (para 2-7).

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Tips for Proactive Classroom Management - TeachHUB

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Teachers already know that prevention is easier than reacting when it comes to students. Check out our tips for proactive classroom management.

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Five Universal Learning Characteristics for Students with a Learning Disability 

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Five Universal Learning Characteristics for Students with a Learning Disability 

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The National Association of Special Education Teachers (NASET, n.d.) provided a report on characteristics of children with learning disabilities. These included "reading deficits, oral reading difficulties, reading comprehension deficits, problems with word recognition, and poor reading habits" (p 2-6).

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Children with learning disabilities may also exhibit behavior problems or have co-occurring behavior disorders. In some cases, learning disabilities can lead to behavior problems such as acting out, avoidance, and emotional outbursts.

In order to help kids succeed, it is important for parents to watch for signs that their child is struggling with learning and behavior. Interventions that account for both learning and behavior challenges can help improve academic achievement and outcomes.

Research suggests that between 24% and 52% of children with learning disabilities also exhibit signs of behavior problems.﻿﻿

How Learning Disabilities Affect Behavior

Learning disabilities can have an impact on a child's behavior. That can create a complex problem in which a child's learning disability and behavior problems make learning difficult.

One study published in the journal Pediatrics found that children with learning disabilities often experienced behavior problems related to reduced self-confidence and increased anxiety and stress.﻿﻿ Other symptoms such as aggressive behavior and social isolation were also common.

Learning Disabilities Cause Frustration

Young children, adolescents, and adults with learning disabilities often exhibit confusing and contradictory patterns of performance.﻿﻿ They perform certain tasks quite well while struggling considerably with other tasks.

For example, a child may be bright and interested in learning but struggle to behave appropriately when placed in a reading group with peers. They may frequently get overexcited and disruptive, causing the teacher to remove them from the group. The student might enjoy hearing the story read to the group, but then put their head down and kick their feet when asked to read aloud.

Behaviors Can Hide Learning Disabilities

In other cases, children may engage in certain behaviors to cover up a problem in school. Here are some examples of how children may inadvertently or purposefully misbehave in the classroom in order to disguise a learning disability:

A 10-year-old who finds multiplication difficult might become frustrated and throw a tantrum when asked to complete the problems.

A 13-year-old who has trouble focusing in class might have an outburst by slamming their book shut and saying that they can't read because there are too many distractions.

A 16-year-old who reads at a fourth-grade level might frequently skip school. They appear bored when they do attend class. When asked to read aloud, the child throws a book on the floor, calls the reading "stupid," and refuses to read the passage.

Such behaviors can offer clues into the deeper-rooted, underlying causes of defiant behavior in children with learning disabilities. Kids who exhibit these behaviors are sometimes seen as troublemakers, which can lead to their learning problems going unrecognized.

Other behavior problems that can mask a learning disability include impulsivity, inattention, not following directions, mood swings, disorganization, temper tantrums, and defiance.

Signs of Learning Disabilities

A child's learning disability may result in an emotional battering that impacts their everyday interactions with teachers and peers at school, with parents at home, and others in the community.﻿﻿ Warning signs of learning disabilities include:

Anxiety or depression

Blaming teachers for bad grades

Bullying their peers

Physical ailments, such as stomach aches or headaches

Not doing homework assignments

Not wanting to go to school

Not wanting to show parents homework

Self-derogatory or self-critical comments

Refusing to communicate to avoid confrontation

Refusing to do an in-class assignment or task

Refusing to follow classroom rules

Saying the work is too difficult

Skipping class

In some cases, children will intentionally engage in behaviors that are intended to force their removal from the classroom. By acting out, they are excluded from the class and do not have to engage in the learning activities that are a source of frustration.

Learning disabilities and behavioral problems can have a significant impact on a child's life, especially if these issues are not diagnosed and treated. This can cause kids to miss more school, struggle to engage with peers, and have more academic difficulties.

Kids with learning disabilities and behavioral issues are also at a much greater risk of suspension. According to the U.S. Department of Education, two-thirds of disciplinary school removals involving children with an Individualized Education Program (IEP) involved children who had a learning disability or other health impairment.

Damage to Self-Esteem

A learning disability can not only affect a child's learning and behaviors; it can also have a devastating effect on their self-esteem. Some of the ways that learning disabilities and behavioral problems can affect a child's self-esteem and confidence include:

Children with learning disabilities often have difficulty asking for help with peer-related situations.

They may be lacking the social and emotional skills necessary to handle peer pressure.

They may be subjected to bullying from peers or may bully others as a way to cope with their emotions.

They may have trouble knowing how to interact appropriately with their teachers and peers.

They may struggle to understand the social cues of others.

Despite the efforts of parents and teachers toward a child's academic success, the repeated disappointments and lack of progress for many children with learning disabilities can result in what is known as learned helplessness.﻿﻿

These children may call themselves "stupid" and believe there is nothing they can do to become smarter, be liked by their peers, and be understood by teachers and other adults in the school community. When they are successful at a task, they often attribute it to luck rather than intelligence and hard work.

Parents and educators can help kids with learning disabilities who are struggling with low self-esteem and feelings of learned helplessness by pointing out their strengths. For example, while children with dyslexia may have difficulty decoding the phonologic components of words, they may have other strengths in reasoning, problem-solving, comprehension, concept formation, critical thinking, general knowledge, and vocabulary.

Getting Help

It is important to spot the signs of both behavioral problems and learning disabilities and recognize how the two may be related. If you suspect there is a problem, talk to your child's doctor in order to get a diagnosis and treatment plan.

When a child has symptoms of both a learning disability and a behavioral issue, it is important to determine the relationship. If the learning disability is causing behavioral problems, then treating the learning disability can help resolve many of the behavioral symptoms. If the behavioral issues are caused by a co-occurring behavioral disorder, then both the learning disability and behavioral condition will require treatment.

Functional Assessment

It may be necessary to complete what is known as a functional assessment of behavior. This involves a complete and objective problem-solving process for addressing student problem behavior. The assessment relies on techniques and strategies such as observing the child's behaviors objectively in different settings and during different types of activities.

It also involves input through surveys and meetings with school personnel. A major purpose of the assessment is to help IEP teams determine the appropriate interventions to be used to address the problem behavior.

It may be difficult to determine if a child's learning disability is directly contributing to or triggering these types of behaviors. Family-related stressors can also have a significant effect on behavior at school.

If a child is displaying hyperactive, impulsive, or distracted behaviors, it is also important to see a specialist in order to determine if a child has attention-related disorders such as ADHD or a psychiatric condition.

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Children With Learning Disabilities Can Also Have Behavior Problems

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Education has long considered the effects of behavior on learning. But what if a child lacks the necessary skills to perform expected tasks?

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According to McLesky, Rosenberg, and Westling (2018), a learning disability is when a student has difficulty making academic progress equal to peers in basic skills such as reading, writing, or math.

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual's life beyond academics and can impact relationships with family, friends and in the workplace.
Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of intellectual disability; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual's potential and actual achievement. This is why learning disabilities are referred to as "hidden disabilities": the person looks perfectly "normal" and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is "specific learning disability," one of 13 categories of disability under that law.

"Learning Disabilities" is an "umbrella" term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help below.

Types of Learning Disabilities

Related Disorders

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math.