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Either one of these things can lead to acting out. The students in her LD classroom are often grouped together during specific tasks, so they have others to talk to and work with. This helps them to be less frustrated and keeps them from feeling as though they are the only one who cannot understand a particular task. Sometimes, they can talk out their issues with a particular task with other students, and that lets them feel a sense of camaraderie and accomplishment. Keeping records can be more difficult this way, but scheduling these times of group interaction seems to keep the students interested, according to Williams (2009). These students are also more likely to pay attention to lesson plans and keep up with their homework because they know they are 'accountable' to their peers as well as their teacher. Williams (2009) believes grouping has made a big difference in her classroom.
Talking with Williams (2009) and seeing her in action really showed that there are many things that...
They do not have to be kept entirely away from the traditional student population, and they do not have to be segregated from one another, either. There will always be some issues when they work in groups, but that is true of even mainstream students -- not everyone gets along with everyone else, and adults experience these kinds of problems, as well. Watching the interactions, though, and seeing the way the teacher works to build self-esteem in the students is very important. It is also valuable to note that Williams (2009) did not lose her composure when students acted out, which helped to keep problems to a minimum. If students see that they are not getting anywhere by acting out, they will stop. This is something that can be hard to remember, but teaching is a lot more than just lesson plans and homework. It is also about caring for the children as people. That is the most important lesson.
Bibliography
Williams, Mary. (7…
Bibliography
Williams, Mary. (7 January, 2009). Personal Interview.
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