Some students may experience frustration due to social or academic triggers which may be temporary or ongoing. Classroom management and careful lesson planning may assist the student to undertake class work without undue stress.
Include checklists for completing tasks and assignments.
Break tasks into smaller, sequential steps.
Include space for students to write questions for you to address.
Provide work in advance for preview and pre-teaching.
Reduce the number of expectations- promote quality over quantity.
Post visual checklists on classroom noticeboards.
Teach outlining and main idea concepts.
Start with activities and tasks the student can do without help.
Provide instructions in written and verbal form. Repeat and re-phrase as necessary
Provide recommended time limits for each section of the lesson to keep effort proportionate to expectation.
Include a variety of presentation methods and teaching styles.
Allow students to re-submit work after feedback has been given.
Increase the frequency of positive reinforcements.
Allow students to submit smaller parts of assignments with staggered due dates.
Be flexible with due dates. Provide individual support.
Provide specific feedback and encourage students to self-monitor.
Designate a quiet area of the classroom for individual work.
Teach phrases or signals to use when frustrated.
Minimise distractions – background noise and movement outside the classroom.
Address student questions promptly to reduce ‘wait time’.
Designate ‘study buddies’ for each stage of a task or assignment.
Provide examples of peer work for assignments.
Encourage peers to share notes so that students stay up to date.
Considered preferential seating near teacher or peer role models?
Developed a behaviour plan in consultation with the Learning Support Team?
Displayed unit outlines, objectives and schedules in the classroom?
Established a reward system and method for students to self-monitor progress?
Matched cognitive demands to ability?