Vision Boards and how they can engage and build excitement for students

 

Fostering student motivation is a difficult but a necessary aspect of teaching that teachers must consider. Many may have led classes where students are engaged, motivated, and excited to learn, but have also led classes where students are distracted, disinterested, and reluctant to engage and, probably, have led classes that are a mix.

Most educators assume that graded assessments and marked assignments can motivate students enough towards making them more responsible and excited for their future.

Goal setting is an important life skill that is never too early to start developing. Learning to set goals teaches children to take responsibility for themselves. They learn that their actions determine whether they fail or succeed.

Goal setting also builds self-confidence. When children reach their goals, they learn to believe in their abilities and are more likely to set new goals for themselves in the future.

So, before we talk about the advantages of a vision board and how to make one and more, let’s find out what a vision board really is.

A vision board is a visualization tool that gets students thinking about what they want to accomplish either academically or personally. With a vision board, students create visual representations of goals through a collage of pictures and words.

The board serves as a daily reminder of what students want to achieve and helps motivate them to make their vision a reality.

As far as making a vision board is concerned, there are no set rules that you must follow, it is not a formal assignment nor does it have to be, a vision board can be as simple as a sticky note on a calendar or even a marked date with a written note on it, all It has to do is to remind you of a certain goal that you have set. It should be a call to action towards a goal that you have set, or it can be as creative as much as you prefer with a primary reason to remind you that you must achieve a certain goal.

Speaking of a goal, there are a few things to keep in mind while making a goal which can help you developing a better vision board.

Your goal should be realistic, concise, time bounded and achievable. What it means is that your goal needs to be something that can be achieved, it should be real, if you say I want to climb mount Everest, that is not goal that should be discouraged, however adding more steps to know how you will get there -- it should tell at what age, month or year you want to go there, why is it important to you, and are you capable of climbing the most unforgiving incline on earth, and lastly it should have a cutoff time. A point where you must call it done or you can state a deadline in which you should be able to complete your goal. It helps with better planning and gives you a milestone to hit and devise your goal into bite size pieces that are easier to achieve by which each step takes you closer and closer to your final goal.

This does not have to be on your vision board per-say but it does help with achieving your goals easily.

Teaching your students how they can create a vision board for themselves. First, explain to your students the purpose of vision boards and explain what they are not. For example, if a student wants to become the president of the United States, simply pasting pictures of past presidents onto the board is not the answer. It needs to be a bit more involved. The student would have to include steps on their board of what previous presidents did to get there, campaigning, working hard, going to college, and being willing to socialize with thousands of people throughout their careers.

There’s nothing wrong with dreaming big, but vision boards for students need to be highly detailed, and those details need to have deep significance to the student who made the board.

Explain to your students that vision boards don’t work simply by being made. Once all the image searching, cutting, and pasting have been done, they’ll need to understand that vision boards are most effective when seen every day. Teach your students to have clear intentions for what they want to achieve, and explain that if specific goals change, they can always edit their boards to include new images and words or phrases to symbolize these new dreams.

Once your students have completed their vision boards, it’s important that they be placed where they can be visually accessed by your students every day, even multiple times a day. If you are in a traditional classroom, consider hanging their boards all around your classroom, and make them a regular part of your planning and teaching day. If you are in a virtual classroom, have your students hang their boards in their bedrooms, or even better, behind wherever they sit during class so everyone can see what their goals are every day during class.

Vision boards for students are a great way to introduce all kinds of new—or existing—material into classroom discussions about everything, from geography to history to science to language arts. That’s because each of your students will have different dreams and thoughts displayed on their boards, and these are sure to cover much ground in all these different areas.

For example, a student who wants to be a doctor might want to lead a classroom conversation about anatomy, or a student interested in becoming the mayor may want to help open a discussion about local history. Use these various interests to your advantage in creating classroom conversations, which will also make students feel more seen, understood, and special.

Vision boards for students are also a great way to encourage shorter-term goal setting for the semester or school year. If these are the kinds of vision boards, you'd like to see your kids make, have them think about where they would like to be in the next 12 months rather than where they'd like to see themselves as adults.

Have them include pictures and phrases for their boards that suggest success where they might be struggling in school or where they would like to see themselves do better academically. You can even encourage your shy students to become more outspoken by including pictures of their favorite singers, actors, and other outspoken figures.

The important thing is that you be there for your students as they work on their boards, encouraging them to research what they want to accomplish over a given period. This process will help you get to know your students, too, so creating vision boards at the beginning of the school year or semester is both fun and informative for you as an educator. Vision boards are also an excellent way for students to get to know each other, because it shows them who is interested in what, and what they might all have in common.

A vision board has several benefits, each incredibly important or valuable in their own way. A vision board creates an emotional connection that motivates you, this works especially well if you make your vision board more than just pictures. Make it also about the emotions connected with your vision and the sensory experience of it all. What sounds, smells, and sights are associated with a particular aspect of your vision? What emotions? Relief, wonder, or joy?

A vision board is only as beneficial as the work you’re willing to put into it, so dig in and make it as thorough, exciting, and detailed as possible. A vision board makes real the dream in your mind, so you begin to believe it’s possible.

When you make something clearer and concrete in your mind, it feels more real and attainable. You start to believe that, hey, I just might be able to make this happen.

That’s one of the most powerful benefits of a vision board. No matter what you believe about yourself, no matter how much self-doubt you have, a vision board done right will slowly begin to transform your inner belief system into one which is more confident, certain, and self-motivated.

A vision board helps you clarify what you want out of your life because it forces you to put something down as you reflect on your vision board each day, certain things pull on you and others become increasingly tiresome.

Go in the direction of those things that pull you and don’t be afraid of modifying your vision over time. One of the most important benefits one can get from their vision boards is that there are no limits. You can be, do and have anything you want. You can live in a big castle by the cliff or drive a Lamborghini, you can visit the most exotic places on earth and travel first class. In other words, my friend, you are not bound by the restrictions of your physical world, instead, you can freely think whatever possibility you want.

This limitless thinking will make you unleash your inner greatness to achieve something that you truly want deep within you. The Wright brothers invented the airplane many years ago because they visualized and imagined that humans can fly in their head before they made it real.

Section 504

504 plans get their name from Section 504 of the Rehabilitation Act of 1973, a broad civil rights law that prohibits discrimination against individuals with disabilities in any agency, school, or institution receiving federal funds.

Section 504 requires schools to eliminate barriers that would prevent a student from participating fully in the programs and services offered in the general curriculum by providing reasonable accommodations. Those accommodations may be documented in a plan called a 504 plan.

Having learning or physical disabilities is no one’s choice but it is their right to have access to the quality of life that everyone else enjoys, and to ensure there is no discrimination for challenged individuals, 504 plans provide protection and adequate coverage so they can perform as normal individuals.

So, if you haven't had much experience with these plans, you may be wondering what qualifies for a 504 Plan in your classroom. Legally, children with special needs can receive a 504 Plan if they meet one of the following criteria:

1:        Have a physical or mental disability that limits one or more life activities.

2:        Have a record of a disability.

3:        Being regarded as having a disability.

In other words, the student must have or be perceived as having a disability that limits one or more significant areas of life – like communication, self-care, vision, breathing, learning, or working.

While Section 504 doesn't list all the qualifying disabilities that would require a plan, it provides examples. This includes things like cerebral palsy, epilepsy, cancer, diabetes, anxiety, depression, learning disabilities, ADHD, allergies, asthma, and more.

The most important consideration is how these impairments limit the student's ability to perform compared to the typical learner in your classroom.

To qualify for special education, students with disabilities must need specialized instruction to make progress in the general education curriculum. Some students with disabilities don’t meet the eligibility criteria for an IEP. But they may need support to have “equal access” and learn alongside their peers in general education. That’s what a 504 plan is for.

To qualify for a 504 plan, a student needs to have “a physical or mental impairment that substantially limits one or more major life activities.” Life activities can include everyday activities like walking and breathing. But they can also include learning, concentrating, thinking, and communicating.

For parents it is important to know that, if your child’s teachers see a reason for a 504 evaluation, the school doesn’t need your permission. They just need to let you know that they are doing the evaluation and its results.

You can also ask for a Section 504 evaluation for your child. To get one, write to your school district’s 504 contact person. You can call your child’s school to find out who this person is.

In some school districts, you can also ask the school counselor for this evaluation.

If your child is approved for 504 services, your child’s school will work with you to create a 504 plan for your child. This plan is similar to an Individualized Education Program (IEP) and is specific to your child’s needs.

If your request for evaluation and testing is not approved, the school must tell you about their reasons in writing and let you know what you can do to appeal their decision. Or, if you disagree with the school’s evaluation and testing results, you can ask for a “due process hearing” or file a complaint with the federal Office for Civil Rights on the OCR Complaint Assessment System web page. Ask the school administration for a copy of the Notice of Parent and Student Rights Under Section 504 of the Rehabilitation Act of 1973.

Accommodations and modifications under Section 504 include many different things, and we’ve listed some examples below.

Examples of accommodations are:

• Physical changes to the school that are necessary for your child to be able to use the school building, such as installing a wheelchair ramp, handrails, or motorized doors. The school could also adjust your child’s schedule, so all their classes are on a single floor.
• Changes in rules, policies, or procedures to let your child have the same chances to participate in school activities as their peers without disabilities. An example is letting a child with diabetes have a snack in the classroom or letting a child with ADHD stand up when needed during class.
• Learning aids, like time with a literacy specialist, using a calculator on a math test, or typing an essay instead of writing it out by hand.
• Examples of modifications are: Shortening your child’s day to help them manage their anxiety.
• Changing gym class requirements for a child with asthma or another physical disability.

Examples of testing (both classroom and standardized tests) accommodations are:

• Different test formats, such as test printed in Braille or a large print test booklet and answer sheet.
• Having someone read test questions aloud to a student who has trouble reading.
• Letting students who cannot write say their answers aloud to a person who writes them down.
• Increasing the amount of time, a student is given to complete the test or assignment – or giving them extra breaks.

Your child can also get accommodations for college entrance tests, such as the SAT or ACT. They will have to send in a letter from their doctor or school as proof that they need accommodations. The process often takes a long time, so be sure to plan ahead.

Some students who receive special education services under IDEA or Section 504 can take the State of Texas Assessments of Academic Readiness Alternate 2 (also known as the STAAR-Alt) instead of the STAAR test. These are the state-mandated standardized tests for public school students. If your child needs to take the STAAR-Alt, it needs to be written in their IEP or Section 504 plan.

The STAAR-Alt is individualized for each student’s needs and is given over a period of time that meets the child’s unique abilities and attention to tasks.

Some parents have their children opt out of STAAR testing. You might be told by your child’s school that you are not allowed to opt out, and that your child won’t move to the next grade if they don’t take the test. Some organizations say that this is not a legal choice.

While some suggest a 504 is better than an IEP, the rules around 504 plans are much looser than they are for IEPs. For that reason, parents can miss or misunderstand some of the key steps in the process.

As a teacher you will want to make sure that your parents know the common pitfalls that they may run into.

Here are five common pitfalls parents run into.

Number 1:    Schools sometimes skim over the details of what a 504 plan can include. They may not explain that it can provide, and special services like those in an IEP. Prepare in advance by learning as much you can about your options. You can then use that knowledge to ask that specific kinds of help become part of your child’s 504 plan.

Number 2:    The law doesn’t guarantee parents the right to attend their child’s 504 plan meetings. However, many schools are happy to include parents. But it’s best not to wait for an invitation. If the school tells you they’re evaluating your child for a 504 plan, let them know that you want to be part of any meetings where your child’s needs will be discussed.

Once your child has a 504 plan, stay proactive. Ask for a copy of the 504 plan. Make sure your child’s annual 504 plan meeting doesn’t take place without you. Contact your child’s 504 committee leader or principal early in the school year to get the meeting on your calendar—and theirs.

Number 3:    Some schools present parents with a standard 504 plan for students with a certain disability. They claim, “It has helped many children like yours.” However, the needs of kids with the same disability can vary. That means a standard 504 plan for any other disability isn’t very useful.

You might get some ideas from a standard 504 plan, but your child’s plan needs to be tailored to meet his individual needs. It may help if you come prepared to discuss your child’s specific areas of weakness, along with ideas of some accommodations you think might be useful.

Number 4:    After jumping through hoops to get your child’s 504 plan in place, it’s natural to take a breather. Don’t let go completely! Make sure your child’s 504 plan is followed. Talk with your child about school and monitor homework and test scores. Is the school providing the promised accommodations, modifications, and services? Take any concerns to your child’s teacher or 504 committee leader.

Number 5:    The 504 committee should review and revise your child’s 504 plan every year. As your child moves through school, he’ll master some skills but struggle with new ones. The academic load will also increase. You’ll want his 504-plan updated to document his changing needs and the accommodations, modifications, and services he’ll need to succeed.

How to Create an Effective Writer's Workshop

A blank page. A sharp pencil. A venue for wild thoughts and creative wonderings. What better way is there to foster a love of writing than to give students the opportunity to put pencil to paper on a regular basis. And while we believe that any time spent writing is good, focused time spent writing is one of the best tools teachers have in their repertoire. With that in mind, we will take time to discuss in detail the proven tips to make your students good writers and readers.

You know, I always told my students that we will only write on days that end in Y. They got a big kick out of it.

Well, It has been proven if you want to improve your writing the most effective way to achieve that goal is to write, and write a lot, writing gives your inner voice a gateway to come out and it helps you refine your thoughts and manner of saying what you wish to say. Writing focuses students on phonics, comprehension, mechanics, developing their voice or perspective, and communicating this perspective to others. Gone are the days of diagramming sentences.

Balanced Literacy focuses on developing the many skills that good readers and writers possess, in an authentic method of communication. Writing makes for better readers and improves comprehension and critical thinking.

Once a teacher understands what is involved in becoming a better writer, they can focus on teaching their students to write.

To effectively foster a community of budding young writers, teachers need to create an environment that is safe, encourages risk, and provides the support for learning the skills essential to the craft of writing. Balanced Literacy provides the teacher with many opportunities to model writing for their students, thereby infusing the skills necessary for their students to develop.

The first step is always to observe the writer and his or her writing. From there, teachers can comment on success, note a teaching point, guide content, and for more advanced writers offer examples of good writing so that the student can apply what is appropriate.

Stages of Writing Development:

People experience predictable stages of development while gaining skills. Before you learned to drive, you had to learn about the parts of the car, what the gas and brake pedals were for, and how to start the engine. It took much practice, first on empty streets or parking lots, then on quiet roads before you were ready to drive in traffic.

Language development also occurs in predictable stages. Babies coo, mimic sounds, learn one-word identifiers for what they want, and eventually put it all together to form coherent words and sentences. Conversely, writers begin with scribbles, evolve to picture, and eventually begin to use letters to represent sounds. From these basic skills, they can later create words, sentences, stories — there is no limit.

It is vital for teachers to understand the stages of writing so they can help their students advance to higher levels. It is a rare class that contains students who are all on the same functional level. Balanced literacy allows teachers to bring students to a higher level, no matter where on the continuum they are.

The writing process is a cycle repeated many times. It is a process that teachers must master themselves before passing their knowledge along to students.

Pre-writing is the first stage, and this happens consciously or unconsciously. Knowing that you have to compose a document, you will probably mull over ideas in your head before you ever set pen to paper. Students may need guidance in formulating ideas, and this stage of the process is designed to stimulate thoughts. This can be an extensive process, sometimes taking more time than the actual writing.

The first draft gets ideas on paper without much concern for the mechanics. It is the starting point from which all future versions will flow. After looking over a draft or sharing it with another reader, a writer will begin to revise by checking for content, organization, and clarity. The next phase is editing, where the mechanics of writing are reviewed. Sentence structure, spelling, punctuation, and grammar are considered.

With these challenges in mind, asking your students to write without teaching them the essentials of writing will lead to nowhere, after all writing is a skill that can be learned and like every other skill some individuals will learn it much more swiftly than others, some might struggle and some will not be interested in learning writing at all, we all observe life from our individual perspective from a very early age.

Now that we communicate using email and other electronic ways, it is well worth to learn the art of effective writing as early in life as possible.

1. Keep writing tools handy.

Give your students the tools for success in writer’s workshop by making the resources they need available in a central location. Have a set place in class to store the students’ works-in-progress folders, along with sharp pencils, erasers, and reference books.

Start with a read-aloud.

Great writing often starts with reading great literature, [as they are reciprocal operations of each other] so inspire your students to excel in the writing workshop by reading aloud a favorite short story or poem that acts as a springboard to that day’s mini-lesson. (I usually kept my mini-lessons at 10 to 15 minutes but no more than that!)

2. Keep the timer going.

It’s natural that some kids write more quickly than others. So, while one may be adding the finishing touches to their piece, another will still be brainstorming. Set the expectations that the purpose of writer’s workshop is to write for a specific amount of time, not until a piece is done. If someone isn’t finished when the timer dings, just set the work aside to finish during another workshop.

3. Have a routine.

Set clear expectations about how you expect writer’s workshop to work, for example, start with a mini lesson and finish with a peer critique. Keep that routine consistent so kids can focus on what matters: putting pencil to paper.

4. Model the writing process first.

Some kids struggle with understanding what it takes to write. One of the best tools you can give your students is to model the writing process by thinking aloud as you compose a piece from brainstorming to final edits. This process of modeling may take some time, but it gives your students an invaluable glimpse into how a writing mind works.

5. Allow for flexibility.

Writer’s workshop is an innately flexible activity—capitalize on that by allowing your kids to process their writing in the way that naturally works for them. If one kid outlines first while another skips all of the prewriting steps and immediately starts drafting, don’t worry about stringent rules but instead praise the individuality of each child’s process.

6.  Have some fun.

Try having your students write about their messy rooms, the plight of homework or what they would do in a zombie attack. Indulging a fun aspect in writing allows students to unleash their creativity. They should never feel forced to follow a set path while maintaining the goals of the workshop.

8. Switch up your objectives. One day have your students write with the purpose of practicing organization, and then next have them write for word choice. That way kids get specific practice focusing on a variety of writing skills.

7. Never skip peer feedback. 

There is a temptation to skip small group feedback or critique in order to save time. But this is one of the most valuable components of the writer’s workshop process. Always make sure that your students have the opportunity to work in small groups to critique and hone their work.

8. Give teacher feedback, too.

Always spend time reading your students’ work and giving them feedback. There’s value in writing, but even more value in learning from the mistakes and accomplishments of the writing process.

9. Keep inspiration handy.

Always keep a variety of writing samples available for your kids to read and use for inspiration if they get stuck. Like Sharing examples of your OWN writing makes for a great mini lesson!

10. Write across the curriculum.

Try facilitating a writer’s workshop during science or math class and have your students write about what they are learning or respond to an assignment or concept.

11. Turn writer’s workshop into a classroom discussion.

Writing is a great segue into meaningful conversation. Always plan a thematic writer’s workshop the day before you plan to have a classroom discussion on the same topic. That way, the students have already processed and organized their thoughts and are ready to think deeply as the class converses.

12. Always give your students a choice.

While it’s essential that a teacher guides student writing for example: have you ever tried to tell your classroom to “just write something?”, it’s also essential that kids have choice in their writing. Provide a group of writing prompts that center on a theme and allow your kids to decide which direction to run with their words.

13. Host a “coffee shop” celebration of writing.

Allow your aspiring authors to share their work with the entire class if they desire. Pull up a special chair and allow the featured authors to share what they wrote.

14. Keep work to show growth.

Many teachers keep their students’ writing either in a journal or a folder. Either way, make sure you keep all work together in one place so your students can measure their own writing progress and go back and read old pieces for comments and ideas.

15. Demonstrate your love of writing.

Show your students how much you love writing by choosing to spend the writer’s workshop time journaling or writing for yourself. Be sure to read your work aloud, too!

16. Don’t stop at writer’s workshop.

It’s easy to separate writer’s workshop from the rest of instruction but this is a waste of precious instructional resources. it’s key to explain to students that writing doesn’t end at writer’s workshop, it only begins there.

Individualized Education Plan

Teachers know that none of their students are equal in the ability to understand and perform in an educational setting, being a teacher, a student’s ability to understand a subject, can be a matter of psychological constraints. However, it does not have to be a matter of distress for children or the educator. Such students do not need the subject explained in a simple way rather they need a special educational plan which is an Individualized Educational Plan—or IEP.

This is going to be a different subject for some people especially who have never had an experience with a student with special needs to educate them.

To start with let us discuss the purpose of an IEP before learning the traditional definition.

The purpose of an IEP is to provide a plan to help a student meet individual outcomes or goals beyond his or her current skills. For this reason, an understanding of what a student can and cannot do is essential to the individual education planning process. Each IEP is individual to the student for whom it is designed. As members of an IEP team, parents should be part of the individual planning process and sign the IEP for their child.

Talking about the traditional definition of the term, The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.

This is not the only way of educating students with special needs in fact, a 504 plan is considered an effective way to teach children that seems to struggle with the mainstream syllabus which is described as a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

Let us start with the IEP which can be implemented by teachers and parents who should take equal part in the process of education anyways. Technically, the IEP itself is a legal document which outlines exactly how the public school system is going to provide appropriate education to a student with disabilities. 

Federal and state laws are in place to guide the process and ensure each child receives equitable support services. Working closely with the school district, parents play an important role in helping shape the IEP, ensuring your student gets the best support possible.

The concept of Individual Education Plans began in 1975 as a part of the Education of All Handicapped Children’s Act (EHA). This law mandates that public schools provide students with disabilities a “free appropriate public education” in the least restrictive environment. Since 1975, EHA has been expanded and renamed several times.

In 1990, the EHA was amended and renamed the “Individuals with Disabilities Education Act” (IDEA). This change requires schools to include children ages 3-5, and that parents have the right to participate in the development of IEPs for their special needs children.

In 2004 the law was again modified by the Individuals with Disabilities Education Improvement Act (IDEIA) and it was further expanded to include new regulations regarding the criteria used to determine if a child has specific learning disabilities.

Today, IDEA is a detailed statute comprising 8 subparts and more than 800 subsections which dictate precisely what is required of the public education system when it comes to serving students with disabilities.  Understanding what the law requires is important for parents who are new to the world of special education.

Now let us learn about the differences between IEPs and 504 Plans and then we will move forward to learn about the implementation strategies of an IEP.

Often an IEP is confused with a “504 Plan”. While these two plans can be similar in many ways, it is important to know there are key differences between them. One difference is that IEPs fall under the IDEA statute, which is an education law. 504 plans fall under the Rehabilitation Act, which is an anti-discrimination law. IEPs are intended to address special education needs, while 504 plans are intended to provide services, accommodations, and changes to the learning environment to allow students to remain in general education classrooms.

Qualifying for and acquiring an IEP is often a more involved process than acquiring a 504 plan. Developing an IEP is a collaborative and ongoing process. Successful IEPs are the result of strong working partnerships between parents and school district administrations to identify the best possible supports for the student. 

What Qualifies a Student for an IEP?

A thorough evaluation of a student’s progress or academic abilities must be assessed before an effective IEP can be developed so a student can receive special education and related services. Parents, a teacher, an administrator, or even a doctor can request a special needs evaluation through the public school district, free of charge.  It is often a teacher who first notices the signs of a learning disability and initiates the process.

Based on the results of a child’s evaluation, an eligibility determination will be made. If your student is eligible for additional supports, the IEP process will begin. The school district, the parent, and the student are important team members in the developing of the IEP. Depending on the district or school system, specialized service providers like ChanceLight Education may provide expert consultants or special education professionals who specialize in IEP services.

The objective of the IEP process is to help the student maximize their learning potential. When conducted as intended, the IEP process leads to establishing and documenting a plan that facilitates effective teaching, learning, and the best possible results for the individual student. 

Creating an Individual Education Plan is a fairly formal process.  To begin with an IEP Team is formed.  The team must consist of the child’s parents or legal guardian, a general education teacher, a special education teacher, a school administrator, and any individuals having knowledge or expertise regarding the child who are invited by the parents.

During the IEP meeting, the team is required to take into consideration: the child’s strengths, the parents’ feedback, the child’s most recent evaluation, the specific needs of the child, and any special factors.  With these considerations in mind, the child’s IEP is formally put into writing.

Now I’m going to discuss 8 specific things that go into an IEP

Number 1:                Current Skill Level

Every IEP must include a description of your child's current performance and skills in all areas of concern. It should explain how their disability affects their progress in the general education curriculum. It will also assess their "functional performance" in non-academic areas like motor skills, behavior, and interpersonal relationships.

IEP teams typically use formal assessments to determine how your child is doing and establish a baseline of performance. The team may also use anecdotal information and feedback from teachers to further describe their skills.

Number 2:                Annual Goals

The IEP must contain information about your child's goals, which need to be updated at least once a year. Depending on what challenges your child faces, goals can relate to academic performance, behavior, improving their physical mobility in navigating between classes, and more.

Each objective should be measurable. With the help of regular evaluations, teachers and parents should be able to see how close a child has come to reaching their goals by the end of a school year.

Number 3:                Progress Tracking

The IEP must explain exactly how progress toward your child's goals will be measured, whether it's regular testing or feedback reports from teachers. This gives you a clear idea of how your child is being evaluated throughout the year, and also provides reassurance that you will be kept in the loop about your child's achievements and setbacks.

Number 4:                Special Education Services

The IEP must clearly describe the student's special education program and how it's been designed to suit their particular needs. This provides details like separate instruction time, the use of one-on-one aides, and even special faculty training to help teachers learn more about how to best support your child.

Number 5:                Duration of Services

The IEP must include a projected beginning and end date of any services the IEP team proposes. This includes details on the frequency of the services and where they will be delivered. The intent is to ensure that everyone understands exactly when and where your child's individual program will take place.

Number 6:                Participation in Mainstream Classrooms

This section ensures that supportive staff and faculty are doing all they can to keep your child in the "least restrictive environment" as possible. With an aim of inclusion, this part of the IEP will detail how the child can join the general, mainstream classroom environment whenever it's appropriate.

Number 7:                Testing Adaptations

The IEP must explain if your child will participate in state and local achievement tests that other kids at their school take. If they will, it's important that the IEP specifies what types of testing accommodations will be used for them. Testing accommodations might include extra time, distraction-free rooms, and wheelchair-accessible tests.

If you and teachers decide it's best that your child take modified or different tests to assess achievement, the rationale for that decision must be included in the IEP.

Number 8:                Transitional Goals and Services

An IEP is designed to help your child succeed in the here and now, but also prepare them for the next phase of their education. For that reason, starting around a child's 14th birthday, an IEP must include plans for transitioning a child beyond grade school.

Transitional goals and services focus on instruction and support services needed to help your child move from the school environment and into a job, vocational program, or another program designed to promote independent living. If your child aspires to go to college, the IEP should also include steps to help prepare them for advocating themselves in that environment.

Parents are usually asked to sign the IEP document. In some states, signing the IEP constitutes consent for the plan, while in other states it simply acknowledges that the parents were present for the IEP meeting. Either way, parents are not required to sign unless they choose to do so.

IEP rights, laws, and regulations can differ widely from state to state. Reading the most up-to-date information for your state on IEPs will help you know what to expect and how to prepare for the process.

Working through "Oppositional Defiant" behaviors in students

Even the best-behaved students occasionally can be difficult. But kids and teens who display a continual pattern of tantrums, arguing, and angry or disruptive behavior toward teachers, parents, or other authority figures may have oppositional defiant disorder (ODD).

Students with ODD can be so uncooperative and combative that their behavior affects their ability to learn and get along with classmates and teachers. It can lead to poor school performance, anti-social behaviors, and poor impulse control.

ODD is more common in boys than girls. Signs of ODD generally develop during preschool years and are almost always present before early teens.

It may be called a disorder but here is nothing that can’t be fixed with the right choices, consistency, and proven methods to turn the lives of these children to help them with this issue.

Most children will, at times, argue and test limits. Yet some kids are defiant and hostile to a degree that interferes with their daily lives—behavior that’s sometimes diagnosed as Oppositional Defiant Disorder.

Students with ODD disrupt their own lives and often the lives of everyone nearby they push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often. According to the American Academy of Child & Adolescent Psychiatry, kids with ODD exhibit an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the child’s day-to-day functioning, for six months or more. Six or eight, even a month is enough for a person to develop the habit and it can get much worse with time if left unattended.

Symptoms like frequent temper tantrums, excessive arguing with adults, and mean and hateful speech when upset, are usually seen across multiple settings, but especially at home or school. While a direct cause remains unclear, biological, psychological, and social factors may have a role. Up to 16 percent of children may have the disorder, and children with ADHD are especially prone. Though a teacher’s first reaction to ODD might be to react defensively, this can backfire and create a power struggle with the student, say experts. Instead, teachers who’ve worked with students with ODD recommend a set of strategies that will address challenging behavior, and help you start building relationships with hard-to-reach students.

We all have the capacity to learn, change, and grow, writes special education teacher Nina Parrish. When given the right tools and environment, students with problematic behavior can learn more productive strategies that will help them have positive and effective interactions with others.

Alright, picking up from where we left off, According to the Diagnostic and Statistical Manual of Mental Disorders (5th edition), ODD is characterized by “a pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least six months”. It also includes arguing with authority figures, such as teachers, and refusing to comply with school rules.

ODD is reported to affect between two and 16 per cent of children and adolescents in the general population and is more common in boys. Studies show that at least 40 per cent of children with attention deficit hyperactivity disorder (ADHD) have co-existing ODD, according to the UK’s Learning Assessment and Neurocare Centre. In fact, in their own studies the figure was as high as 50 per cent for co-existence with ADHD.

Children can develop ODD at any time, and if left untreated, the condition can lead to more serious issues such as drug misuse, crime, and serious mental illness. This is not a simple case of a child learning how to be independent – rather, ODD is a serious disorder that requires medical intervention.

The cause of ODD is thought to be environmental, genetic and/or biological/medical in nature. Often, children are from dysfunctional families, have little support, or sometimes have demanding parents who micromanage their children’s learning. Additionally, there is often a history of mental illness in other family members. Genetically, there may be defects in certain areas of the brain. No definitive cause has been determined, however.

There is no known cure for ODD, although there are several treatments for the disorder once it has been diagnosed, including medication, behavior modification, psychotherapy, parent management training, family therapy, and skills training.

Seasoned teachers who have experience of teaching multiple levels have often developed strategies that works best for them, they might not even follow a set guide to navigate these surprise issues in their classrooms. The new teachers find it hard to deal with these issues and can be over whelming if it is your first year on the job as a teacher. However, like I said, anything can be fixed, you just need the right skill and tools to fix this issue as well.

The goal of every teacher is to keep students engaged in their own learning. The reality, however, is that defiance is inevitable to some degree.

As teachers invest time into building rapport, teaching their content, and assigning tasks, some students won’t comply as easily as others. All teachers will face defiant students who test the limits of their patience.

Most teachers try to manage a classroom sprinkled with students of various ability levels and backgrounds. Within that mix are students with ADHD and oppositional defiant disorder (ODD), which is often undiagnosed.

The struggle is real. So, how can teachers do their job while handling students who defy the rules and exhibit hostile behavior in the classroom?

Effective communication is the key. 

 Let us discuss 7 techniques that you as a new teacher can use to deal with Defiant students.

1.                 Preparation is everything:

There is no stronger classroom management technique than preparation. Without it, you are surrendering to the will of the students.

Students crave structure. And this is especially important for students with attention or behavioral issues. Establishing routines for how students enter the room, ask questions, turn in their work, and communicate in the classroom is the first step to effective teaching. Without these norms in place, even your most creative lesson will fail.

Taking extra time to prepare lessons and making sure you fill the entire class period with instruction, activities, and group work may seem like a lot of work. But that extra effort upfront will make teaching and maintaining discipline much easier.

2.                 Remain Calm:

This sounds easy enough. But when you’re faced with a defiant child, it’s easy to lose your cool. Knowing these behaviors will occur and planning your response in advance will help you maintain your composure.

It’s important for your students to see their teacher as the adult in the room. Even when you feel frustrated and angry, try to avoid an emotional response.

Don’t rush towards a student or invade their personal space. Keep your voice low and your hands by your side.

Maintaining your composure during a defiant episode is the best way to diffuse a tense situation and get learning back on track.

3.                 Your Words Matter:

When a student is angry and noncompliant, teachers often point out their behavior with a “You” statement and a firm command. For example, “You, never listen! Sit down and be quiet!”

This puts the student on display. And more than likely, they will counter with more defiant behavior. Try rephrasing your thoughts with calm “I” statements instead.

For example, “I want all of my students to hear what I’m saying so they understand what to do next.” This is less judgmental.

Since you are speaking to everyone, the defiant student is less likely to offer a negative response. Remember to keep your directions specific and deliver them in both words and writing whenever possible.

4.                 Praise Positive Behavior:

Children who act out in defiance are seeking negative attention. And they may have been exhibiting these behaviors for years.

These students may not receive any positive affirmation at school or at home. In fact, some kids are so used to being criticized that they feel insecure about any form of praise.

When you see them on task, helping someone, or sitting quietly, praise them for it. Some kids may react in a defensive way if you praise them in front of others.

Try whispering a word of praise, handing them a note, or talking to them privately instead.

5.                 Let Them Know You Care:

Most defiant students are acting out for a reason. Rather than taking their behavior personally, try to get to know them one-on-one.

Defiance is often a call for help. They may have a difficult situation at home or have experienced trauma in the past.

Sure, some students act out to upset the teacher, but you don’t want to ignore a true call for help.

Let the student know you see them and give them some of your time.

Find out what they like to do. Let them know you like them and see their potential. Remind them there are many people at school who love them and want the best for them. Making a personal connection with a student helps develop mutual respect and can transform negative behaviors.

6.                 Give Them an Incentive:

When a student is resisting your requests, give them a real reason to comply. Many defiant students dig in their heels and refuse to comply when faced with a demand.

Try giving them an incentive to make the right choice. For example: “Johnny, go ahead and read your assignment. I want to make sure you get to move on to the group activity.”

This helps the student feel like they’re making the decision that benefits them instead of just following a teacher’s demand. Making eye contact and using the student’s name in a direct, kind way removes the adversarial nature of a sharp demand.

7.                 Ask for Help:

Sometimes classroom situations get out of hand, no matter how good a teacher’s intentions. It’s not a sign of failure to ask for help.

Teachers who reach out and seek help, demonstrate the desire to help their students, and improve their classroom management strategies. Depending on your school, a counselor, behavior specialist, or special education teacher may be able to help.

They have specialized training for working with defiant children. They may be able to offer another perspective or even work one-on-one with the student while you tend to your class.