![]() ![]() Throughout the lesson, you will need to repeat the vocabulary or desired learning objective more times than during an average class as students may be challenged in some forms of learning and take longer to absorb the material. ![]() Learning just one word may be a big accomplishment for some students while for others that may be recognizing a picture of a word said in English. In the case of special needs students, five or six words - such as “six kinds of fruit” - is usually a good number that can be a fun and interesting challenge for the students. You can also follow a song by introducing the new words slowly. This means that within a 45-minute class you can include a song with some actions for the children to do with you (ideally related to the lesson topic), such as numbers. However, you will need to teach at the right pace for the differently-abled needs students. You can plan a class together with the JTE with the same focus as other classes. Often, the students are of different ages with distinct needs and interests, so it may be necessary to find a “happy medium” in which all the students are comfortable. If you can, try to find out the needs, restrictions and interests of each student. It’s best to directly approach the JTE in charge of the class beforehand to discuss the situation. This is where our earlier entry about building a good relationship with the Japanese teacher (JTE) comes into play. It’s difficult to say what it is going to be like or what you should do because each time is so very different.Īn initial reaction may be to wonder just how to meet the needs of the children as a teacher. Many ALTs who teach a special needs class or student will encounter a unique teaching experience that is very different from how a typical lesson is taught. Hopefully, this post can help as a resource if you’re having troubles engaging these particular students. In today’s ALT For ALTs we’ll discuss how teaching to students with special needs can be a unique, fun experience and not something to shy away from. However, there is one class in some schools that doesn’t fit into any specific category that contains a multi-faceted assortment of different students - the special needs class. When we find a system that works - we stick with it Through our experiences as teachers and by trying new things, we figure out the best approach to take with each lesson. That means that the way each class is taught is also a little different. No matter what, they are a little different. Even that rowdy period that you wish the homeroom teacher would do a little bit more to help them settle down. This avoids the notes getting lost in a sea of post it notes on my desk and staff wondering why I student hasn’t been picked up yet.As assistant languages teachers (ALTs), we hold in our hearts a soft spot for our classes, whether they are the brightest or the one that makes you smile no matter what. It becomes alot smaller and more appropriate for older students and follows the same left to right system!ĪNOTHER PLUS: I absolutely LOVE that I used my mobile whiteboard/ partition as my schedule board this year, I did not even think about the possibility of specialists leaving me notes RIGHT NEXT to their schedule. I always hope to move my students, as they get older and more independent, to a “take along” schedule system. ![]() RIGHT beside each students name is where they are or what they are working on- NO CONFUSION! This also helps with staff to quickly know where students are without their eyes having to scramble across all of the schedules. this student is currently all done getting off the van and doing the backpack routine and is now doing morning work. Here is another picture of how the schedule begins to look throughout the day. Everything in our world works left to right. Learning the system not only helps practice skills such as positional words, direction following but also builds student independence. I was surprised how quickly my students caught on to the method and how quickly it transfers to real life skills. Then the student moves UP the next schedule card to the top next to their name and completes that task. When they are ALL DONE with that task, they move it to the RIGHT to the “all done” column. The schedule card next to their name is where they are or what they are doing RIGHT NOW. This is how you read a book, how you complete a task box, and how you complete your schedule. I keep my schedules on a mobile white board divider- mainly because I don’t have a lot of wall space and it is kept by the door to block the exit for some bolters □Įverything in my classroom works on a left to right system. Since posting my classroom tour I have gotten a lot of requests about my students visual schedules- so I am going to go a bit more in detail! ![]()
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