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JoAnn’s qualifications in specific subjects below.
Over my many years in education, I have worked with numerous students who have had many levels of ADD and ADHD. Their needs have varied and the techniques to keep them cued into teaching sometimes are the same but can vary. I have had more students with hyperactivity than ADD. I have always given them a space to move inside and cues to redirect them to their work. They are a wonderful group of children who are often paying close attention when they are moving about their space. A lot of patience is required along with understanding. I have learned much from my students over the years...at all age and grade levels.
Symptoms of ADHD and ADD include difficulty staying focused and paying attention. ADHD children have difficulty controlling behavior, and being overly active. These children have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities. Sometimes these children have associated disorders such as a learning disability or anxiety and depression among others. Some are on medication to help them be more attentive in class.
Students need help with organization, both at home and at school. They also need review of prior lessons, setting of expectations for both behavior and learning(as needed), simplifying as well as rewording of instructions and a more hands-on approach to teaching.
These children also often need a quieter learning environment, dividing work into smaller sections, and a checklist to physically mark off success as they complete each portion or assignments. Key points should be highlighted and tests/work should be untimed or the time extended. Games and manipulatives are also a way to engage and teach these students, both individually, in small groups or with assistive technology.
Each child is an individual and accommodations should be made accordingly. There are numerous other techniques that can be applied on an as needed basis.
I have 38 years' teaching in grades K-9 with a Master's degree in Learning Disabilities. I believe children with dyslexia can be taught to read. I have worked with many children who have varying degrees of dyslexia. They have all improved their reading ability through hard work and their desire to learn. I use varying reading tools to find the combination that works best for each student. A good phonetic foundation, improvement of listening skills, and early intervention increase the chances of faster reading growth, although older students can still learn to read. We work on the basics first, consonant and vowel sounds, using them to sound out small words to give success. Sight words are taught with association to what is relevant to the student. Each word can be made into puzzles to spell the word, read the word, then use the word in a simple sentence the student can read. Once the necessary sight words have been learned, then blends are introduced, always with simple words at first that can be sounded out and "smoothed out". A student sometimes makes their own story and illustrates it to give him/her best recall. Rhyming words are also utilized to improve the student's listening and memory skills. Students are also required to read nonsense words utilizing the sounds they have mastered.
Comprehension is also difficult for these students since they expend so much energy reading the words. I encourage them to read short passages and to reread if they do not understand what they read. They are given someone to read it to them if necessary especially in the content areas.
I find that children with dyslexia have difficulty learning to read yet are intelligent, motivated and have received an appropriate education. They often excel at problem solving and thinking outside the box and are therefore good in math and science. All these attributes can be utilized with the best combination of skill training to help them learn to read, even if they are older. I have found that students often develop their own ways to cope and hide their dyslexia. With my help, they can overcome their reading difficulty and be successful at school and in life.
I have over 30 years of experience in multiple grade levels and have taught in elementary K-6th for most of my teaching career; therefore, I know the curriculum in all the grades. I know several different reading methods and integrate them to make the best fit for your child. Teaching math using manipulatives is basic to the younger child and explaining it in different ways until a child understands is essential. I work on building self-esteem as it's a critical part of being a successful student.
I have extensive experience teaching elementary school math to grades Kindergarten through 7th grade. I know the groundwork that has to be there to understand and build on for each grade level. Working with a student's learning style helps them to understand what was difficult.
I have taught over 30 years and the last 18 were in Fairfax County, VA. I have a master's degree in Special Education - Learning Disabilities. I have taught grades K - 9 over the years and last year worked with 3rd and 4th graders mostly in reading and math. I have taught using many different reading programs and often use a combination of two or more ... whatever works best for the child. I am certified in a number of reading programs and have a current VA teaching license.
Phonics refers to a method for teaching speakers of English to read and write that language. Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, ck, ch, or q spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.
Phonics is a widely used method of teaching to read and decode words. Children begin learning to read using phonics usually around the age of 5. Teaching English reading using phonics requires students to learn the connections between letter patterns and the sounds they represent. Phonics instruction requires the teacher to provide students with a core body of information about phonics rules, or patterns.
There are words that do not follow these phonics rules, such as were, who, and you. They are often called "sight words" because they are memorized by sight with the whole language approach.
Phonics instruction is an effective method of teaching reading for students from kindergarten through 6th grade, and for all children who are having difficulty learning to read. It also benefits all ages in learning to spell.
There are many different reading methods available and an experienced teacher can find the best method after working with a child especially in a tutoring environment.
Special needs includes a full range of educational challenges for students from autism, learning disabilities to the intellectually challenged. It also includes physically handicapped, developmentally delayed and so much more such as ADHD.
Support is determined by the disability and the student's ability level. It is very individualized.
I have spent 38 years teaching children with all of these handicaps and finding the teaching methods suitable for each.
I have tutored and taught study skills throughout my over 30 years as a teacher. Study skills vary according to the student's needs. The basics are written below. I have taught students in the lower grades how to manage their time and create better study habits. Older students needed time management involving long-term projects and assignments such as research papers. All grades have needed better ways to study and retain information for tests, all of which I have worked on with my students.
Study skills involves helping students organize their subjects and materials. It also helps students learn how to best study for tests and prepare for assignments. Time management and preparation for tasks are also a part of working with students on study skills.
Note-taking skills is important - how to take notes when organizing key academic concepts that he or she has learned, perhaps with the use of a program or simple demonstration by the teacher/tutor. Choosing key words or concepts may need to be taught.
The teacher/parent should provide the child with a checklist that identifies categories of items needed for homework assignments (e.g., books, pencils, and homework assignment sheets). This should in an uncluttered workspace. For example, instruct the child to clear away unnecessary books or other materials before beginning his or her school work.
Before a reading assignment, the students should identify their purpose for reading. They need to decide if they are reading for a high level of comprehension, trying to get a general idea about what they are reading, or looking for specific information. Then use the reading style that is appropriate for their reading purpose.
Many students have difficulty concentrating while studying. Being able to concentrate while you are studying is essential to doing well in class and on tests.
Make a study schedule that shows what tasks need to be accomplished and when they plan to accomplish each task. This will provide the student with the structure you need for effective studying.
Students should take breaks whenever they feel tired but set a time limit for that break so they will return to complete their work.
There are many more examples of study skills. They are individual as required by each student and what works best for them.