Discipline/Motivation LD Students

Your post is a little unclear. The work assigned to them is not above their capacities … except for mainstream classes?

Is the work assigned in their mainstream classes above their capacities? If so, that’ s a big part of the problem. Students this age become easily discouraged and if too much is asked of them in some of their classes, they’re behind even before they get started.

They can’t ‘turn it on’ in one class when they’re defeated in another.

Another question would be -how much more work do you assign in your class on top of what they’re already given? Are you asking them to do your work and not the other work or assuming that they’ll do yours when they cannot do the rest?

That it seems like the whole group is doing the same thing is your explanation. If one or two were unable to step up to the plate, that would be one thing. That all these kids have learning differences and all are not able to perform tells you the problem lies in the design of the program.

Discipline or motivation are not the operative words. Support is. They either need more realistic expectations in their mainstream classes or more support for the assigned work there.

One of my students’ major motivators was the intense desire NOT to be in an LD class. I used regular textbooks and curriculum and modified it heavily — but they were learning the regular stuff. I also gave lots of immediate feedback — so they would get a grade for basically every possible step of the learning process. This meant if we took turns reading aloud they got a grade for it — I looked at the paragraph & gave them a number of mistakes to try to get under… and they got an A for every mistake they didn’t “use.” We did lots of review and practice of vocabulary and terms they saw in regular classes.

The other motivator for me was the constant reminders of how little background knowledge these guys had. I had a History class and they thought Fourth of July was when you celebrated… what, fireworks? Freedom, oh yes. That we fight for. And… oh, yes, freedom, so slavery ended.

So when I have a “study skills” class I don’t give lots of assorted unrelated “practice” in a study skill — I pick something that I really think they need to know adn they may end up doing a million different study skills or reading exercises about it — until they really know it and even then they’ll see it again. What shouldn’t have surprised me was that it really didn’t take long at all before they stopped whining and began to feel a little of the power of actually owning some knowledge.
One ninth grader observed that “gosh, we work now, we were terrible at the beginning of the year.” Now, the fact that the class was smaller by two who’d desperately needed a “more restrictive placement” had a lot to do with that, but these guys *had* started the year wiht absolutely no work habits and very bad attitudes.

I can certainly identify with your problems. My 8th grade LD students were very “ho hum” about reading class and I knew I had to do something just to get their interest at a higher level. After reading your note, I decided to share a simple strategy that has “turned on” my students to reading. As a group, we started reading the book, Holes, by Louis Sachar. Although I did most of the reading, the students were required to follow along as I read. As we got into the book, students didn’t want to go to Channel One. They didn’t want to stop reading. In fact, after we finished the book, my second grade reader, checked it out of the library so he could “read it again at home at night.” All I could say was “Wow!”

Rebecca wrote:
>
> I have a group of 8th Grade LD students that I am having a
> very difficult time with. They come into reading class
> unmotivated, with an unwillingness to work, complete
> homework, etc. I also have these same students for a Study
> Skills/Study Hall class and face even more issues with
> students not bringing work to class and not wanting to do
> anything. The work assigned to these students is not above
> their capabilities except for mainstreamed classes. I have
> tried several things, such as positive reinforcement, extra
> assignments for not completing work, not following rules,
> communicating with parents, write-ups to the office and there
> really hasn’t been any change. It’s almost like they work
> together as a group to act this way. I have had little
> successes, but nothing that seems to last. Any ideas or
> suggestions would be greatly appreciated.

Donna I used the same book to turn my three kids on too reading. I read it to them as a group and we discussed it as we went along. We agreed to read a chapter a night—but they had me read it to them in 3 days. When we were done they wanted to know what we would read next and then went to thier rooms to find a good book to read. Funny how this book has the effect.

Sara,

I’m sorry if my message was a little unclear. All my students are being taught at their own individual levels and any work assigned to them by me, is not above their capabilities. However, they are very unmotivated, and no matter what I have tried to do up to this point has not been the most successful. I was wondering if anyone had any ideas that have worked for them, things that I may not have thought of.

Study Skills is a class where other special education teachers in the building have made it more of a study hall/help session. However, students are not bringing work to class. My original plan for the school year (this is my first year at this position) was to make it a Study Skills class where they learn specific skills to help them with their mainstream classes (History, Science), but it never worked out that way. Their mainstream classes are modified extensively by another special education teacher, but they are still expected to do all worksheets given to them by the regular ed teacher. Again, motivation is lacking along with a positive attitude. Again, I was hoping for some tips that I may not have tried, to get the students motivated and to bring work to class. It is not a graded class, so it makes it difficult to get them to care about their achievement in class.

Sue,

I want to thank you so much for your response. Your ideas really helped me. This is something that I have thought about doing for some time now. These message boards have really sparked some new ideas within me that I am going to try. My problem with Study Skills has been the fact that it has been used in the past as more of a Study Hall with other special education teachers. 8th grade has done it this way for the past two years, why should it be different this year? Therefore, my ideas for this class have gone by the wayside because the other special ed teachers, a lot of times, let me know what stydents need to work on when they come to my class. I would like to do it differently, teaching various study skills along with your ideas. The other downside to this class is that the students don’t receive a grade, therefore motivation is more difficult.

It could also be beneficial to use Reading class as an opportunity to help them in mainstream classes. I like your idea about reading out loud and getting a grade for it.

Thanks again for your help.

Rebecca

Sue,

I want to thank you so much for your response. Your ideas really helped me. This is something that I have thought about doing for some time now. These message boards have really sparked some new ideas within me that I am going to try. My problem with Study Skills has been the fact that it has been used in the past as more of a Study Hall with other special education teachers. 8th grade has done it this way for the past two years, why should it be different this year? Therefore, my ideas for this class have gone by the wayside because the other special ed teachers, a lot of times, let me know what stydents need to work on when they come to my class. I would like to do it differently, teaching various study skills along with your ideas. The other downside to this class is that the students don’t receive a grade, therefore motivation is more difficult.

It could also be beneficial to use Reading class as an opportunity to help them in mainstream classes. I like your idea about reading out loud and getting a grade for it.

Thanks again for your help.

Rebecca

I have a 9th grade caseload this year with some very active students. I have a study hall with about 10 kids in it that could drive anyone crazy! They mainly work on their homework during this time and I incorporate as many study skills as I can into their content area assignments. Having the students feel successful is definitely a key with students that have faced so much failure in their lives. At the end of each period the students receive a grade out of 10 points. This includes 5 for behavior, some for being prepared to class etc. The grade is listed on the report card, but not counted in their averages. This has proved to be effective for many kids in many ways. 1. they receive immediate feedback on their period actions. 2. it can be the carrot over their heads to aim for a 10 that day. 3. if they are working,…… they see a good grade and aim to do better or repeat it. 4. if they grade is not so good, they ask why and we get into a discussion of expectations etc. 5. the principal sees the grades and knows that they are failing study hall then no wonder they are failing classes, or if the study hall grade is good, then he knows the kids are working hard, and struggling with the material. 6. It is also a nice documentation piece for the parents. I had a student today look at his folder and say “wow…..I’ve gotten 4 10’s in a row!” He was quite pleased. He also asked about the 2 from last week and agreed he was a real jerk that day!

I’ve also had to tap into readings and discussion of what the students care about. Maybe its on snowmobiles, cars or smoking pot…. If you tap into an interest, you might get alot from it.

Determine the “leader of the pack.” Getting them on your side first can help!

Good luck!