The document discusses strategies for managing a classroom of students achieving below grade level. It emphasizes the importance of continually reinforcing rules and procedures throughout the year to help struggling students succeed. Specific situations described include dealing with a disruptive student and preparing a student with autism for changes in routine. The best approaches focus on supporting students' individual needs through clear expectations, positive reinforcement, and addressing behaviors promptly and respectfully.

1. Classroom Management You are teaching a remedial class. The characteristics of your students are that they are usually achieving two or more grade levels below the average students in that grade. They often feel discouraged and may choose to believe that school is not important to them. These students may often be late or tardy for class because they are not doing well in school, of course the absences only make this worse causing them to fall further behind and continuing this cycle. This isn’t to say that all the students are the same and there will usually be a wide range of achievement levels, learning disabilities, goals, other talents, and family background. Move to slide 2.

4. Students seem to be adjusting well to your rules and procedures. When you often monitor behavior by scanning the room students are generally on task. Good Job. Move to slide 6

11. Some Students are upset that you contacted their parents. Go back to start.

17. The student becomes discouraged about being singled out or separated from his peers. Go back to the beginning.

21. With some crucial modifications it is possible for students who are deaf or hard-of-hearing to function in the regular classroom. On a sheet of paper please list your ideas for ways to help insure the success of these students. Move to slide 22. You can write directly on this page if you want. Lights Simple Sign Language ASL Interpreter Continually face the student-Important for lip-reading Speak clearly

24. I know that it is common to have these kind of reactions to NCLB but they need to remain internal thoughts. Go Back To Start.

25. After the initial resistance the student begins to develop a good relationship with the content mastery teacher and begins to have better performance in class. Move to slide 18.

26. The student with an emotional disorder is having more success in not having outbursts. Move to slide 19