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Aligning Next Year's Teacher
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<blockquote data-quote="Christy" data-source="post: 154678" data-attributes="member: 225"><p>Definitely get a 504 plan in place before switching schools. Also, try to email or meet with the teacher directly. Maybe, if the material is challenging enough, difficult child will be motivated and have an easier time focusing. </p><p></p><p>As for the calling out, some kids just can't help it. Maybe she can find a way to keep it to a minimum. One teacher I worked with would give a student with this issue three chips at the beginning of the lesson. Each time he spoke out of turn, he used a chip and placed it on a chart on his desk. After he used all his chips, he was no longer allowed to call out but could raise his hand to speak when appropriate. It served as a great visual reminder to keep impulsive kids from calling out. She took it one step further and would collect the leftover chips at the end of the lesson. After he had a certain number of unused chips, he got a reward such as extra computer time or lunch with the teacher and two of his friends. </p><p></p><p>Another teacher at our school who had a reputation of being no nonsencse (actually most of us thought of here as mean) was remarkablely successful with difficult children. I'm not sure why but most kids responded well to her??? Go figure.</p><p></p><p>I know it's a tough decision but if this program is best for your child then I say go for it and work with the teacher to develop a plan. Having the 504 in place before will definitely work in your favor.</p><p></p><p>Good</p><p>Luck!</p><p>Christy</p></blockquote><p></p>
[QUOTE="Christy, post: 154678, member: 225"] Definitely get a 504 plan in place before switching schools. Also, try to email or meet with the teacher directly. Maybe, if the material is challenging enough, difficult child will be motivated and have an easier time focusing. As for the calling out, some kids just can't help it. Maybe she can find a way to keep it to a minimum. One teacher I worked with would give a student with this issue three chips at the beginning of the lesson. Each time he spoke out of turn, he used a chip and placed it on a chart on his desk. After he used all his chips, he was no longer allowed to call out but could raise his hand to speak when appropriate. It served as a great visual reminder to keep impulsive kids from calling out. She took it one step further and would collect the leftover chips at the end of the lesson. After he had a certain number of unused chips, he got a reward such as extra computer time or lunch with the teacher and two of his friends. Another teacher at our school who had a reputation of being no nonsencse (actually most of us thought of here as mean) was remarkablely successful with difficult children. I'm not sure why but most kids responded well to her??? Go figure. I know it's a tough decision but if this program is best for your child then I say go for it and work with the teacher to develop a plan. Having the 504 in place before will definitely work in your favor. Good Luck! Christy [/QUOTE]
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