How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic,…

Describes "two-point system: which rewards students for having read assigned material before class, but does not penalize those who have not. At the beginning of class, students critique in writing the reading assignment. For each successful critique they receive two points on their next exam. (KC)

A model of student learning processes is presented, based on the theory originally set forth by Benjamin Bloom that as much as three quarters of the differences in achievement among students is dependent on the attitudes, knowledge, and skills which students bring to a learning task. The model focuses on a specific learner approaching a specific…

Red Light-Green Light is a levels system providing immediate behavior modification feedback and varying privilege levels throughout the school day for primary students with behavior disorders. This article presents guidelines for implementation, covering development of classroom rules, classroom expectations, and system maintenance. Tips for…

Process reinforcement is proposed as a reinforcement method that is more comfortable, personal, comprehensive, and interactive than traditional behavior modification. Process reinforcement strengthens desired behaviors by engaging learners in a one-on-one examination of how they achieved correct responses and by practicing comfortable eye contact…

This article explains how to use constant time delay to teach multiplication facts to students who have learning disabilities. Specific techniques for using time delay on an individual or small group basis are outlined, a sample student data sheet is presented, and the role of reinforcement is addressed. (Author/JDD)

Coincidental teaching involves training parents to provide social skills instruction to their exceptional children in home and community environments. Teachers explain to parents the techniques of prompting and praising, help parents schedule times during their daily routine to carry out coincidental teaching, and provide lesson plans. (JDD)

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

This book describes a set of instructional methods called student-directed learning strategies, which combine effective instructional strategies to promote student learning in inclusive environments with a means to promote and enhance active student involvement in learning. The first chapter identifies student-directed learning strategies and…

This volume describes basic concepts and strategies for thinking about instructional classroom management and reviews general strategies for rethinking and reorganizing a classroom to reflect an instructional classroom management approach. Instructional classroom management approaches student behavior based on the premise that strategies for…

The paper addresses behavior management strategies for developing new behaviors in special needs learners, strategies for changing existing behaviors, and strategies for developing behavioral generalization. An introductory overview identifies five basic principles of behavior management. Fourteen behavioral terms are then defined (e.g.,…

Parents should realize the importance of being their child's first teacher and should project an attitude of respect in helping children acquire skills while maintaining self-esteem. The five basic tools necessary for teaching children include: nonjudgmental feedback, task analysis, starting with the last step first, prompting, and praise. (JDD)

This guide describes eight skills every teacher should learn that were derived from a study of 252 schools in 50 states, American territories and protectorates, and 14 foreign countries over a 16-year period (1980-1996). Interviews were conducted with 769 teachers, 253 administrators, and 23 other school personnel. The skills include: (1) the…

The Trust-Conflict Cycle conceptually organizes the tools and skills available to foster positive relationships between teachers and emotionally disturbed students. A menu of intervention tools to help teachers stay within the Trust Cycle and out of the Conflict Cycle includes appropriate responses, stress reduction, self-esteem/worldview,…

This report provides K-12 educators with instructional strategies that research shows have the greatest likelihood of positively affecting student learning. The 12 chapters include: (1) "Introduction"; (2) "Identifying Similarities and Differences (comparing, classifying, creating metaphors, and creating analogies); (3)…