Scenario

Students who
are
disorganized.

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3

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5
Students who
have illegible
writing.

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2

Strategies
Create a routine and stick with it. Daily routines help disorganized students feel less frustrated and give
them a sense of structure throughout the day. Provide students with a class schedule that they can
reference throughout the day. Place this schedule in their take home folder, tape it onto their desk, and
post it in the classroom. Making it accessible will lessen the student's confusion of what it expected of
them.
Minimize the clutter. Help them; help themselves keep their desk and binders clean and organized. This
can be done on a daily or weekly basis. Teach them how do store things appropriately and what they can
get rid of, so that they develop the skills to do this on their own.
Get parents on board to help keep their student organized. Parent-teacher communication is essential
when you are dealing with a student who has no organizational skills. Keep parents in the loop daily or
weekly by notifying them on their child's progress. Having parental support will show the student that you
mean business, and you are working together as a team to help them become self-sufficient
Provide and use a checklist. The checklist allow students to visually see what they need to complete and
helps them stay on task. Checklist can also help students prioritize what they need to complete, and mark
off the items they have already completed.
Label and color code everything. Specific colors for each subject helps them identify what they need
more easily and quickly.
Have students use a computer to type their assignments instead of handwriting the assignments. The
students are reaching the same goals, just through different paths. The use of spell checkers and
grammar checkers should also be made available to these struggling writers.
Have the student evaluated by a professional. Some students struggle from dysgraphia, which is, severe
difficulty in producing handwriting that is legible and written at an age appropriate speed. Often male
students experience this more than female students. Some students may qualify for special education if
the dysgraphia is bad enough. Sometimes an aid can be placed with the student to take notes and write
down their answers. If this is not an option teachers can give students notes that are already written and
have students answer questions orally instead of written.
Students can complete small exercises before starting their writing to "warm up" their hands. Such as
playing with a kooshball or stretching a rubber band. Another successful tool that have been used as

Students who
refuse to do
their work.

2
3

assistive technology for students who suffer dysgraphia would be the use of pencil grippers. There are
many different kinds out there for use, so finding the one that best fits the student could be very
beneficial to his or her writing.
Reducing the amount of writing required for that student. Instead of asking them do write a paragraph
have them write 2 strong sentences. While writing the sentences have the student focus on their actual
handwriting as much as they ideas they answer is portraying. They should be focusing on writing neatly
as much as they are focusing on giving a well developed answer.
Have a program available to students where they can work on their handwriting and writing fluency. A
known handwriting program currently is Handwriting Without Tears. Students who can practice and work
on their handwriting using a program that correctly teaches them could be very beneficial to the
student. For middle level students it is essential that they are developing these skills as they will use
them the rest of their life. One way this option could be implemented is while the class is working on
spelling or independent reading, the struggling student could work on the program.
Classroom Atmosphere matters. Create a classroom atmosphere that focuses on achievement rather than
accuracy. This will encourage students to take risks and try new things. When students feel they can be
successful they are more willing to try. Make sure that the student's spot in the classroom is optimal for
their learning.
Chunk tasks and assignments. This can help students from feeling overwhelmed who may shut down.
Start each chunk with the student and when you feel that they are understanding the task allow them to
progress with the task and finish that chunk on their own.
Offer the student help with the assignment while the other students are working. Find out if they are
refusing to do the assignment because he or she is struggling with the content or process. Sit beside that
student, use a caring attitude, and complete a few problems together so her or she can feel successful in
their work. Make sure that he or she understands the assignment before continuing the assignment on
their own.
Have clear expectations and repercussions established in your classroom. Expectations in your classroom
should clearly be communicated with students from the beginning. Participation on all assignments
should be one of those expectations. When those expectations are not met, the repercussions should be
clearly outlined for the students. If they are refusing to work, the repercussions should be followed. Such

Students who
are not
reading on
grade level.

3
4

as, if they are not completing their work during class time then they will stay in during their lunch and
complete the work. If one of the repercussions are there will be a phone call home, the teacher must
follow through and call home.
Try presenting the material in a different way. If the child is refusing to complete the work there is a
chance that the material may be too hard or too easy for them, leaving them unmotivated to do the
work. If you can determine if the work is too easy or too hard by some questions about why they don't
want to do the work, you can figure out how to modify the assignment to meet their needs. If they
assignment is to hard, give them some support such as an equation sheet in math. If it is too easy, give
them the content and ask them to create their own real life problem and solve it.
Read aloud to the student(s) or class. Reading aloud gives students the opportunity to experience the
written language and story without having to decode the words, as they would if they were reading
independently. Students are then more able to focus on the ideas and words used in the story. The
more exposure they have to this higher level text, even through listening, the better prepared they will be
to take on the same level of text on their own.
For reading done independently, give students reading material that is at their reading level that covers
the same content. Determine their reading level through reading assessments given by the teacher or
use a program such as STARS. By giving the student reading material at their level they are able to
understand the words and ideas on their own, while still receiving the same content.
Complete a reading assessment on your student to know what are their weaknesses and strengths. Once
you know this you will be more able to guide instructions for that individual student. Coach them in
decoding and comprehension strategies.
Help foster and develop phonological awareness. Most struggling readers struggle with phonological
awareness, which is why is it important to focus on these skills. Teach these skills to older students is
different from teaching them to younger students, but still as essential. Approach teaching this to older
students as a linguistic class, using more adult terminology such as the word "phoneme" instead of the
word "sound".
Implement vocabulary study in the classroom. Have students use the "new words" in conversations with
each other. Teach students how to break down the words into parts to derive meaning. The words that
the teacher uses for vocabulary study should be related to class content. This is mostly benefit your

Students who
does not
listen or
follow verbal
directions.

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3

Students who
talk out of
turn.

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3

struggling readers, but it will also help all the students in your classroom.
Give directions before passing out worksheets, manipulative, or other materials. This will minimize
distractions for students while they should be listening to instruction.
Provide a checklist of the directions or steps. This eliminates students asking, "What are we suppose to
do?" or "What do I do now?" if they did not listen to the given directions.
Use a motion or cue to let students know when it is time to listen. Wait until you have the attention of
every student before you deliver directions or instructions. This becomes a class accountability tool. If the
whole class is silent and one student is still talking and not paying attention, ask that student, "_____ we
are waiting for you to please stop talking so that we can move on."
Say the directions once. If students know that you will repeat the directions multiple times then it
becomes unnecessary for them to listen to you the first time. Let the students know from the beginning of
the year that you will not repeat directions. For students who were distracted during the time when the
directions were being delivered use the "ask 3 then ask me" method. They can ask 3 people near them to
tell them the directions and then if they are still confused they can ask me directions.
Pay attention, Pause, and Paraphrase. Students should be paying attention when the directions are being
delivered. Then have them take a moment to have them think the directions over by themselves. Have
them repeat the directions with their elbow partner. The teacher then asks for a group to paraphrase the
directions to the class. Then any questions will be clarified.
Take some class time and have a class discussion about why it is important to raise our hands to
speak. Make the message clear that as a class we need to respect each other and when we raise our
hands to speak it is really being respectful to everyone in the class. When we speak out and over each
other it is disrespectful and taking the chance to learn from our classmates. To get respect from our
classmates we must first respect each other.
Use proximity. When calling on students to answer questions or give ideas, stand near the student who
calls out. If you have a feeling or know that the student is about to talk out of turn, signal to them to
raise their hand so that you call on him or her.
When the student calls out, ignore him or her. Follow ignoring them with calling on a student who has his
or her hand up on compliment that student by saying, "______ I like the way you are raising your hand to
answer." This puts positive attention on the student acting correctly rather than negative attention on the

Students who
are
aggressive.

student who is talking out of turn.

Take time to teach the student how to self-monitor. This could happen during specials time, lunch, SSR,
or even after school during a parent-teacher meeting to discuss the problem. Have the student track how
often they talk out of turn on an index card on their desk with a checkmark. Each week the student will
get a new index card. Each week that the student improves, the student is rewarded with something
small like a new pencil, candy bar, etc.
Find out why the student feels the need to blurt out all the time. In some instances it could be because
the student feels like they need to be heard and no one is listening to them. This problem could be in
relation to school, at home, or with friends. Talk to the student about why his or her behavior is
unacceptable in the classroom, but validate their feelings on not being heard. Set aside time each day to
talk to that student or start using a daily journal with him or her. Be sure to stay consistent in
communicating with them so that he or she is feeling heard. If the student has something to say and
doesn't want to forget suggest to them to write it down so they can remember it for later.
Respond calmly, but firmly to an aggressive student. Be aware of not only what you are saying, but what
your body language is saying to the student. Stay calm and give firm directions to the student on how to
redirect their attitude or behavior showing them that you will not deal with any nonsense. If the student
does not calm down, send them to the hall to count to 50 to cool down and then return to the classroom.
When the student calms down from a fit, talk to the student privately. Listen to what he or she has to say
and respond to him or her in a positive manner. Listen to what is angering them without
interrupting. When they are finished, offer the student strategies on how to deal with their anger in
alternative ways. An example strategy I would give it to ignore what is making them mad, and then
during recess run it out.
Make the student apologize. Whether they were being aggressive with another student, a teacher, or an
object, make them apologize. This will help amend hurt feelings and hopefully prevent future conflicts
between the aggressor and victim. It also makes it clear to the rest of the class that the behavior is not
acceptable.
Have the student complete a behavior sheet. Have them fill in what triggered the conflict, how they
behaved, and what they could have done differently. Discuss the behavior sheet when completed. If
more than the usual "aggressor" is involved in the conflict make sure to be objective in the situation and

Students who
are not
accepted by
other
students.

have all involved students complete the behavior sheet and discussion it afterwards. This gives time to
calm down, to think over what happened, and to think about it could have been handled differently.
Make sure that the student does not sit near or work with other students who seem to trigger the
aggressor. This will help minimize the aggressor's outbreaks and keeps other students from being victims
of the aggressor. Talk to the aggressive student and find out why these students trigger him or
her. Offer the student coping strategies on how to manage their feelings when they can feel they're
getting upset. Offer the students that seem to trigger the other students strategies on how to keep their
distance from the aggressive student and on how defuse a situation if it were to occur.
Start with kid watching. Observe the student during different parts of the days and see if you can pick up
on why they are being socially isolated. Contact the previous year's teacher(s) to see if this problem was
happening the previous year. If there is a student in the classroom who is trustworthy, ask the student in
confidence why no one plays or eats lunch with so-and-so. This will give you insight from the students'
perspective on why they are not including the student of interest. If it's because of something like
hygiene talk to that student privately about how to take better care of him or herself.
Teach the student social skills on how to interact with his or her classmates. Give the student a bank of
ice breakers to start conversations with classmates. Talk about topics that the other students have
interest in so that they can approach the other students and talk about the topic confidently. You can role
play with the student on how to use the ice breakers or topics to start a conversation so that they student
feels comfortable in approaching classmates.
Set up social interactions for that student with nice students in the class. One way to do this is to use
assigned partners in the class and pair the unaccepted student with another student who is nice and you
think they might have common interest with. The pair might start a friendship that wouldn't have
occurred if they had not been paired together. You could also implement a "buddy of the week" program
pairing students with each other on a weekly basis to work on things with so that they have an extended
amount of time to get to know each other.
Send the unaccepted student on an errand and have a class discussion. Let the class know that the
classroom is a community where everyone belongs and is accepted. They are currently letting you down
because they are not being accepting of everyone in the class. Point out that you have noticed they are
out casting a certain student and you have not seen anyone in the class take the time to get to know that

student and it is unacceptable. Point out something really awesome about the outcasted student to make
that student seem awesome.
5 Encourage the parents of the outcasted student to foster peer interactions. Have them sign their child up
for sports teams, after school clubs, and community activities. The more time the student spends with
classmates outside of school and develops commonalities with his or her classmates, the more accepted
he or she will become. If the student has made a friend at school, encourage the parents to invite the
friend over or to do something like go to the zoo. This will help developing friendships grow.
Students who
bother other
students who
are trying to
work.

1 Teach the class how to tell someone to stop in a positive manner if someone is bothering them
while they are trying to work. I would model this as a whole class strategy at the beginning of
the year. I would be at the front of the class and ask for a volunteer to come up and talk to me
and poke me while writing on the board. I would then model for them how to stop what I am
doing and tell the person bothering me, "I am trying to do my work and would really appreciate if
you would stop and leave me alone." This should hopefully defuse the problem. If the situation
progresses the students should tell the teacher and the student who is bothering working
students will be moved to an isolated desk or table where they cannot bother anyone who is
working.
2 Have a one on one talk with the student. Take them out into the hallway to have a private
conversation. Ask the student to explain why he or she is behaving in such a manner. Explain to
the student how his or her behavior is unacceptable and disrespectful to the classmate that was
trying to work. Communicate with the student that such behavior can make other students really
upset and they may not want to be friends with him or her. Suggest how the student can gain
positive attention from classmates, such as helping classmates pick up.
3 Move the students desk to restrict their physical contact with other students. If the student
cannot control themselves and learn to leave other students alone, their desk will be moved to a
spot where they can still be educationally acceptable, but isolated from other students. A reward
would be if the student has been well behaved in line with other students and can prove that he
or she can control him or herself, then the student will be rewarded by getting to move their desk

into a group with other students. If the student cannot handle the reward, they will be moved
out of the group again.
4 Have a clear consequence system in place. By bothering other students who are trying to work,
the student is not following class expectations of treating each other with respect or keeping
hands to ourself. The consequences should always be enforced. A warning would be the first
consequence. The second consequence would be 5 minutes of recess lost. The last consequence
would be the student has to call home. If those consequences do not impact the student, find
one that will and stick to it. The behavior should subside since they will not want the
consequence to happen.
5 Give the student a different outlet for their energy, that doesn't involve bothering other
students. Offer the student silly putty or a koosh ball to play with in their hands while they should
be working or to mess around with when they are finished with their work. These manipulative
will serve as something to keep the student busy physically and mentally that won't bother or
distract other students.
Students who
won't stay in
their seats.

1. Give the student the option to stand at their desk. Part of why they are constantly out of their seat is that
the chair is uncomfortable. By allowing students to complete their work while standing they can be more
comfortable. It would be an expectation that while they are standing to complete their work, they must
stay at their desk and not wander around the classroom. If they do not follow this expectation then they
lose the privilege of completing their work standing.
2. Ask the student to do things for you that involve them getting out of their seat, so that while they are
working they will stay in their seat. Such as, ask the student to pass out papers for you, take a note to
another teacher, or staple papers for you.
3. Make sure that the student is getting physical activity daily. If a student who is constantly out of their
seat is also losing recess privileges the student will be more prone to getting out of their seat more
often. Make sure students who are in need of physical activity are getting multiple opportunities to get
out of their seat during the day. Recess, bathroom trips, switching classes, and brain breaks are a few
times to meet the needs of this student.
4. Plan instruction that involves movement. If you are lesson plans include getting students out of their seat

then they will be more likely to stay in their seat during times of instruction. Have a conversation with the
student so that he or she knows that you want to make sure that you are meeting their needs of getting
to move around, but you need them to sit still sometimes so that you can get to the activities where they
can move.
5. Incorporate movement into class activities where they normally would just be sitting in their
desk. Instead of regular class discussions, have students toss a ball to one another for the chance to talk
and share their ideas. Make the requirement that each student must have the ball once before anyone
may have it a second time to ensure everyone is involved. This will be fun for the entire class, but meet
the needs of the student who needs movement and struggles to stay in their seat.