Methods for Regaining Control

Methods for Regaining Control

Methods for regaining control	Description	Age	Variations for special needs	When to use the method
Classroom arrangement	Arranging seats in rows is suitable for autistic learners, and children with ADHD should sit close to the teacher (Parsonson, 2012).	0 -10	ADHD and Autistic learners	This method is used when seeking to avoid distractions. Autistic learners feel distracted when their fellow learners sit very close to them (Burden & Byrd, 2019). ADHD learners, on the other hand, need constant watch from the teacher.
Post Classroom rules	The learners know the rules in advance and the consequences for disobedience (Parsonson, 2012).	5 – 12	ADHD learners	Used immediately before starting the class and when changing the learning environment. Prior knowledge of rules helps ADHD learners have a guide on what is expected of them.
Use simple and direct rules and instructions	Use instructions that are easy to understand and follow (Parsonson, 2012).	5 – 12	ADHD learners	Right at the beginning of the class or the first encounter with learners (Burden & Byrd, 2019). Class rules are useful in controlling learners, However long and complex rule can be confusing for these learners with attention challenges.
Use visual aid	Visual aids like charts and, most importantly, technologically aided visual aids should be used when teaching  (Parsonson, 2012).	3 – 12	Autistic and ADHD learners	This method is useful when teaching. Autistic learners love technology and will learn well through technology. For ADHD, visual aid helps to keep them attentive.
Peers as a role model	This is achieved when the teacher pairs compatible learners when they are undertaking projects or undertaking classroom activities (Parsonson, 2012).	5 – 12	Autistic learners	Best used when giving class projects or class tasks because the learners learn from each other during such activities.
Using predictable schedules	Create routines that are consistent and rarely change. However, the teacher can reveal to learners in advance if the schedule changes (Parsonson, 2012).	5 – 12	Autistic learners	Best used for everyday classroom activities because autistic learners love to stick to schedules and unchanging routines help them learn how to do things for themselves
Create room for breaks	The teacher can allow the learners to go out or they can take a break to sing or tell stories (Parsonson, 2012).	3 – 12	Autistic learners	Most applicable during lessons. Concentration for a longer time is a challenge to children and a more serious challenge to learners with special needs (Burden & Byrd, 2019). Hence, taking breaks to keep them alert and eliminate monotony.
Be aware of children’s strengths	The teacher should know what strengths the children have. For instance, a child who loves pictures and drawing can be directed using pictures and allowed to draw (Parsonson, 2012).	3 – 12	Autistic and ADHD learners	It is useful during class to increase concentration. Using learners’ strengths to help them learn is a very effective approach.
Identifying and eliminating environmental triggers	The teacher should eliminate noise and remove excessively bright light and other distractive elements in the learning environment (Parsonson, 2012).	3 – 12	Autistic and ADHD learners	Useful during class time when instructing them. environmental triggers are not good for all children
Computer-based programs.	The teacher can use computer games to teach learners (Parsonson, 2012).	3 -12	Autistic learners love working with computers.	Useful during class when teaching learners (Burden & Byrd, 2019).

References

Burden, P. R., & Byrd, D. M. (2019). Methods for effective teaching: Meeting the needs of all students. Pearson, NY.

Parsonson, B. S. (2012). Evidence-based Classroom Behaviour Management Strategies. Ministry of Education: Special Education, Hawkes Bay Region, 13(1).

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What are some skills that a teacher must possess in order to effectively lead a whole group activity/lesson with

young children; be sure that your response is at least 1 page in length.