Classroom Management Techniques for Learning Disabled Students

Jody Gray June 23, 1997

The question I addressed through the inquiry process was "Will the incorporation of specific classroom management techniques facilitate academic success, group cohesion, and regular attendance?"

Lack of group cohesion and sporadic attendance were two pervasive issues in my classroom which I felt were intertwined and wished to remediate through the implementation of new classroom management techniques. These techniques were derived from two sources. One set of strategies was designed to facilitate learning for learning disabled students. The second group of methods was aimed at developing a sense of togetherness. It was my hypotheses that the combination of these methods and strategies would simultaneously increase academic success, a social bonding between participants and self esteem. I theorized that success in these areas would lead to increased timeliness and attendance as students would be motivated by academic and social achievements to attend class regularly.

Research

To begin the inquiry process, I first investigated classroom management techniques in professional texts and journals authored by the leading researchers in the field of learning disabilities, including Edward Hallowell, Mel Levine, and Jean Abbott. I also discussed strategies with other adult education practitoners. From these sources several common strategies emerged which I felt would benefit my classroom, such as:

• Fostering a sense of connectedness - ensuring that students are actively engaged in the learning process
  
• Keeping directions clear and brief Actively eliciting student responses to avoid passive listening
  
• Frequent eye contact
  
• Using touch, such as a hand on the shoulder, to keep learner on task
  
• Using learners names to keep them focused on the task at hand
  
• Discussion of strengths and weaknesses in simple terms
  
• Encouraging high levels of informal interaction Setting clearly defined limits for classroom behavior
  
• Modeling new ideas and concepts
  
• Introducing new material with old as not to over stimulate
  
• Breaking larger tasks into smaller tasks
  
• Providing a structured and constant learning environment
  
• Keeping a predictable lesson format
  
• Multi-sensory structured instruction
  
• Constant repetition of concepts
  
• Minimizing outside distractions

Through discussion with adult education practitioners the suggestion was made to pair learners together for group work to foster non-threatening interaction. The class was held from 12:00 to 1:00 and previously I had observed that sometimes students did not have lunch before coming to class and thus were not able to focus. In response, I extended the class time from 11:30 to 1:00 and asked the students to come a half hour earlier to work on their homework together and have refreshments on a volunteer basis.

• Fostering a sense of connectedness - ensuring that students are actively engaged in the learning process
• Keeping directions clear and brief Actively eliciting student responses to avoid passive listening
• Frequent eye contact
• Using touch, such as a hand on the shoulder, to keep learner on task
• Using learners names to keep them focused on the task at hand
• Discussion of strengths and weaknesses in simple terms
• Encouraging high levels of informal interaction
• Setting clearly defined limits for classroom behavior
  

I also explored methods designed to develop a sense of togetherness between learners in professional texts and journals. However, I did not find any appropriate suggestions to utilize in an adult classroom setting. Additionally, I observed another teacher's class which had bonded together socially. Through discussion with this teacher and other adult education practitioners the suggestion was made to pair learners together for group work to foster non-threatening interaction. I also felt the time of the class, 12:00 - 1:00, might be interfering with learning. I periodically observed students not having lunch before coming to class and thus were not able to focus. In response, I extended the class time from 11:30 to 1:00 and asked the students to come a half hour earlier to work on their homework together and have refreshments on a volunteer basis.

Implementation

I incorporated the above mentioned classroom strategies on April 14th as well as introducing group homework sessions prior to class. Within a few sessions I observed all learners coming earlier to class in order to work together. One student forgot an item at home but decided he'd rather come to class early and review his homework with the others than arrive at 12:00. Previously, he often arrived late for class. Soon learners began arriving before 11:30. As more sessions passed I noticed an overall increase in attendance. Students also began to phone if ********************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************my Wilson Language System Trainer, Robin Carlo. She was so impressed by the supportive environment they created for each other that she asked if she could video the class to show other teachers as a training tool.

With this increase in attendance and social unity, I observed students taking more "risks" during the lessons. For instance, one learner who was particularly self conscious in front of the group was comfortable enough to "teach" a segment of the class for the first time. A task she previously refused. I felt this academic success was a direct result of her increased comfort level within the group setting.

Evaluation

Academically - All students showed an increase in literacy skills, advancing an average of one reading level. All reported transferring their skills outside of the classroom.

Socially - All learners reported an increase in comfort levels in areas such as asking questions, reading aloud, writing on the board and reviewing homework with others.

Attendance - All learners either maintained or increased their attendance level.

Increases in academic success were measured by post testing each participant at the end of June, keeping copies of homework on file, and charting reading progress on a bi-weekly basis. Post testing showed the following results: (See charts)

Paul: Sounds +13 Real Words +2 Nonsense +8 Spelling +3 Reading Level same Pat: Sounds +29 Real Words +1 Nonsense +8 Spelling +4 Reading Level +2 Rhonda: Sounds +17 Real Words +3 Nonsense +10 Spelling +5 Reading Level +1 Sue: Sounds +9 Real Words +7 Nonsense +8 Spelling +3 Reading Level +1

As a whole, the class increased 15 points in sounds, 3 points in real words, 9 points in nonsense words, 1 point in spelling, and advanced an average of 1 reading level. (See chart)

There was an increase in completed homework since the introduction of group work. There was not a significant increase in reading progress as evidenced by number of reading errors, charted on a bi-weekly basis.

Prior to the implementation of new methods, an oral questionnaire was administered to each student, gauging comfort levels in areas such as asking questions, reading aloud, writing on the board, and reviewing their homework with the group Changes in group dynamics and self esteem were assessed in June by orally administering a second questionnaire as to their comfort levels in the same areas, and as to whether they were transferring their new literacy skills outside the classroom. (See attached questionnaire).

Results showed that each participant increased their comfort levels in asking questions, reading aloud, writing on the board and reviewing homework with the group. ( See attached charts for individual breakdown) Students reported that they were transferring their new literacy skills to their everyday lives with success. One student is now reading nightly bedtime stories to her daughter, another is better able to read coupons and food labels and write his grocery list, while another is noticing a better ability to segment words in her GED Social Studies book, while one used her new skills to better fill out a job application (attached) - a job which she was hired for. All students felt they had improved their reading and writing skills and wished to continue in the class. Increases in timeliness and attendance were recorded and charted for each class session and were compared to attendance charts prior to the incorporation of new classroom management strategies. Results showed: (See charts)

Paul's attendance increased from 83% to 92% Pat's attendance increased from 89% to 92% Rhonda's attendance remained the same at 71% Sue's attendance increased from 65% to 80% Overall, the class attendance increased from 77% to 84%.

Charts of timeliness were not kept prior to the implementation of new classroom strategies, thus there is no baseline to compare data to. However, I can anecdotally report an increase in timeliness for all participants. As previously mentioned, some students began arriving before 11:30.

Conclusions

Altogether, I feel the results of this inquiry project support the theory that the incorporation of specific classroom management techniques will facilitate academic success, group cohesion, and regular attendance. As I was already using some key instructional techniques specific to learning disabled students it is difficult to say how much impact the new techniques had on academic success. I do feel the group came together as a result of increased opportunity for socialization. This seemed to increase their self-esteem and comfort levels within the group. I theorize that this increase in confidence enabled them to flourish academically in the classroom. I feel that it is a combination of these academic and social successes which led to the increase in attendance and timeliness, which, in turn, reinforced learning.

Of equal importance is the knowledge I gained through the inquiry process. Even if the classroom management techniques that I gained were not solely responsible for the learners academic success, they increased my awareness of how to engage students more actively in the learning process. This self-awareness only serves to benefit both myself and my students.

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