In Part 1 your heart should have been warming to the social issues faced by the youth of today. Here's a follow up, which you might like to think about when you're at home with a teen in your life.
Tips to try at home
Although you may not recognise it, your teenager will look to you for positive responses to their negativity. Better still, make it easy for your teenager to do the right thing and therefore please you. Here are some tips.
Motivating your teenager
Have you wondered what happened to your child, with that lovely beaming smile and helpful disposition long-ago remembered? If you’ve arrived in Teenage-land with a bump and wonder how you got there, have a look at the facts.
Teenagers get a bad press
If you believe everything you read in the press about teenagers you’d be forgiven for thinking that they are unmanageable and disengaged.
Look at your teenagers and tick off their positive points from the following. Does your teenager:
If you can tick 4 out of the 6 points above, you should be pleased.
Don’t focus on the negatives
On the other hand, you might think that you have lost touch with your teenager and that they are...
I recently came across a really interesting blog: Differentiation without extra handouts. Sometimes we all find it time consuming to fill the gap before the end of the lesson for learners who have completed their work.
I came across this site while researching learning activities, and found it so simple to follow the tips I thought I'd share.
The blog is by Joanne Miles (Consulting) http://joannemilesconsulting.wordpress.com/ and it's really worth a visit as she has some great ideas.
But back to my original point. Here's a section from an entry in August 2012 entitled "Differentiation without extra handouts: Tips for stretching and challenging learners".
When you plan your lesson, think up two or three meaty questions that consolidate the learning from different stages of the lesson. Note them on your lesson plan or on slips of paper to give to students who finish activities early, or who need additional challenge.
If computers are in...
BESD in Post-16 Mainstream Education
You wouldn’t send someone into a risky environment without proper health & safety training would you? Yet every day we ask staff in Further Education to work with students who have a variety of behaviour disorders without the proper preparation. It’s barmy!
FE classrooms can be a risky environment. Learners moving ‘up’ at age 16 are not required to disclose any SEN (although the majority usually do). However if a learner has a BESD it is highly probable that they will conceal their chequered educational past, in the belief that revealing this could harm their educational prospects.
Specialist ADHD researcher Russell Barkley states:
35% of ADD/ADHD teenagers get suspended from school
35% of ADD/ADHD teenagers drop out of school
Students in Further Education who received support from School Action Plus or intensive SEN intervention (or those who have been through the PRU system) in their previous school careers, continue to...
I meet a lot of teachers in FE who shy away from group work because of the carrolling and shepherding that's needed. In some lessons it's just blimmin' hard work and there's not enough time, right? You've got a MOUNTAIN of stuff to do and it's better if everyone just gets on with it. But research has shown conclusively that group work in class significantly raises co-operation, increases engagement and improves learning. So what does that have to do with Egg Timers....?
If you have time constraints, use whatever it takes to keep on track. Each working group could have their own egg timer on the table. Nominate a time keeper for each group. When there's only 5 minutes left for the activity to be completed, the nominated time keeper turns over the egg timer and counts down.
Another use for an egg timer is to have times for absolute quiet in the class. ...