Nonverbal Learning Disorders
According to experts we use of non-verbal language 65% of the time.
Nonverbal learning disorders (NLD) are also called right-hemisphere learning disorders. NLD is a neurological based learning disorder. This is a complicated learning disorder because it's hard to identify, it often remains undiagnosed, and the children who have it, tend to be misdiagnosed.
Children with NLD possess strong skills particularly in the area of language development and rote memory. However, because of the child's inability to interpret non-verbal cues in his environment, it is very difficult for him to understand and respond appropriately.
Children who have NLD exhibit delays in the following areas:
1. Motor--difficulties in coordination and balance.
2. Visual--spatial-organizational-difficulties in visual-spatial recall and perceptions.
3. Social--difficulties in recognizing non-verbal cues and nuances, the inability to interact at an age-appropriate social level, and immature reactions and judgments in comparison to peers.
4. Coping--difficulties in assimilating to new concepts and environments.
Hands-On
Hands-on - Make students active participants in learning.
Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See "Leading a Discussion," "Supplements and Alternatives to Lecturing," and "Collaborative Learning" for methods that stress active participation. (Source: Lucas, 1990)
It is also noted that student who less academic incline tends to learn better with their "hands". Therefore, in our lesson delivery we can incorporate more hands-on portion for this group of students. Careful planning, designing and structuring of of lesson will have them motivated to learn.
Behavior Modification in the Classroom
Came across an article on behaviour modification, very interesting and applicable in our daily classroom management.
By: N. Mather and Sam Goldstein (2001)
Behavior modification assumes that observable and measurable behaviors are good targets for change. All behavior follows a set of consistent rules. Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions. Behavior modification techniques never fail. Rather, they are either applied inefficiently or inconsistently, which leads to less than desired change. All behavior is maintained, changed, or shaped by the consequences of that behavior. Although there are certain limits, such as temperamental or emotional influences related to ADHD or depression, all children function more effectively under the right set of consequences. Reinforcers are consequences that strengthen behavior. Punishments are consequences that weaken behavior. Students' behaviors are managed and changed by the consequences of classroom behavior. To manage behavior through consequences, use this multi-step process:
The problem must be defined, usually by count or description.
1. Design a way to change the behavior.
2. Identify an effective reinforcer.
3. Apply the reinforcer consistently to shape or change behavior.
4. Consequences of behavior are directly related to the events that either come immediately before or after them.
What are some reasons a child might be underachieving?
1. Sibling rivalry
2. Cultural expectations
3. Family programming
4. Fear of Success
5. Fear of social isolation
7. Undiagnosed anxiety or depression.
8. Boredom from unchallenging school work, or acting out because the work is too hard and frustrating
9. Family environment
Here are some tips to try: 1. Set small, attainable goals instead of big and overwhelming ones.
2. Don’t use bullying, nagging or shame tactics as motivators. Instead, consistently use praise and positive reinforcement as work improves and goals are met.
3. Make any “criticism” constructive and solution oriented. Don’t withdraw attention, affection, or become sour in your communication because your child isn’t meeting your expectations. For example:
If your child does poorly on a spelling test, say, “This is a little better than your last score, and I am proud you improved, but we need to do a some more work on this lesson. Let’s try some more practice after I wash the dishes.” 4. Don’t set up a competitive atmosphere between siblings. Encourage cooperation when studying and doing homework.
5. Try to incorporate your child’s interests into their learning experience.
Is your son, an avid baseball fan, having trouble with percentages, averages, and decimals? Give him practice problems involving the stats of his favorite players. Is your cookie loving daughter struggling with fractions? Get her to halve, double, and triple a recipe for your grandmother’s prize winning, taste bud tickling, double chocolate chunk cookie dough!
6. Capitalize on your child’s strengths and interests, instead of dwelling on their weaker subjects and trying to force them to like subjects they don’t.
If your child loves history, but hates English composition, praise her history grades and admire her projects in that subject. Once her motivation is high, you can use that momentum to encourage improvement in the weaker areas. Or you could try combining the two areas. Writing a composition about medieval fashions and beauty tips might inspire a greater effort to do well in content, organization and grammar in a writing assignment.
7. If you can, redirect your child’s academic focus towards areas which match her skills and interests.
Does your daughter hate geometry and algebra, but have a talent for facts and figures? Encourage her to study accounting, tax preparation, or small business management where she will have a good chance of success.
8. Don’t set arbitrary rules, a rigid structure, or tedious practices for your child to follow. They only serve to dampen enthusiasm, create stress, and cause resentment.
The above is a small extract from the article:
Make Your Kid A Genius!
How to Awaken Your Child's Innate Intelligence
May 2003 Issue #17
Irene Helen Zundel, Editor, artwhiz@greenepa.net
