Teaching Handicapped Children with Attention Problems: Teacher Verbal Strategies Make a Difference

George, Pamela

doi:10.1177/004005998601800304

Cited by 4 publications

(5 citation statements)

References 8 publications

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“…Although lesson pace is important in maintaining student attention (George, 1986), too rapid a pace may not allow students time to consider the problem at hand. Additionally, difficulties with group discussion may have stemmed from developmental factors.…”

Section: Reasons For the Teachers' Instructional Approachesmentioning

confidence: 99%

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Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Berry

Kim

2008

The Journal of Educational Research

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The authors examined aspects of teacher talk during mathematics lessons in a 1st-grade inclusion classroom. Using content analytical coding methods, they analyzed 4 lessons-each taught by a different teacher in the classroom. Results showed that the patterns of teacher talk across all 4 teachers were chiefly recitational and lacking characteristics of talk consistent with the National Council of Teachers of Mathematics (NCTM) Communication Standard (2000b). Implications include that students with disabilities may benefit from instructional strategies that develop thinking and communication skills and that researchers and educators should identify and remove barriers to the provision of instruction congruent with the NCTMStandards for students with disabilities. • website: http://baywood.com phone (631) 691-1270 • fax (631) 691-1770 • toll-free orderline (800) 638-7819 Complimentary sample issue available online at http://baywood.com

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Section: Reasons For the Teachers' Instructional Approachesmentioning

confidence: 99%

“…Although educators and students have often considered recitation as stultifying, the benefits of recitation conducted at a lively pace include maintaining students' attention and increasing student response opportunities (George, 1986). Still, teachers must seek a balance between "evaluative" and "discoursive" follow-up (Cullen, 2002, p. 122).…”

mentioning

confidence: 99%

Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Berry

Kim

2008

The Journal of Educational Research

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“…In addition, a number of proactive verbal teaching strategies have been suggested as effective techniques with which to manage and foster appropriate classroom behavior (George, 1986;Martens & Kelly, 1993). These strategies include presenting lessons in a fast-paced manner, using signals or cues to alert the student to important information (e.g., "Listen.")…”

Section: Antecedent Manipulationsmentioning

confidence: 99%

“…For ex-ample, videos, overheads, posters, and models can assist in focusing and maintaining a student's attention. In addition, use a brisk instructional pace with sufficient time for practice (George, 1986). Also, try scheduling reinforcing activities (e.g., practicing spelling with a peer) after a nonpreferred activity (e.g., writing spelling words) to motivate students to finish the activity.…”

Section: Antecedent Manipulationsmentioning

confidence: 99%

Classroom Strategies for Managing Students with Attention-Deficit/Hyperactivity Disorder

Gardill

DuPaul

Kyle

1996

Intervention in School and Clinic

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“…Gall, 1970;Guzak, 1967;Korinek, 1985;Wilen, 1982). The functions attributed to the questions teachers ask students include initiating instructional interactions, focusing attention, provoking thought, assessing learner difficulties or background knowledge, determining recall, amplifying responses, managing behavior, reviewing content presentations, clarifying student responses, and reinforcing student learning (Crump, 1970;George, 1986;Hunkins, 1970;Wilen, 1982). Clearly, there is a wide range of possibilities for teacher feedback in relation to the questioning that goes on during effective instruction.…”

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confidence: 99%

Questioning Teacher Feedback Practices: What Goes on in Special Classes?

et al. 1987

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Teaching is the systematic presentation of content assumed necessary for successful progress in school. In recent years, professional understanding of the principles of successful teaching has substantially increased. Teacher feedback is among the variables identified as important in studies of effective teaching practices. Little is known about the characteristics of instruction provided in special education classrooms. The focus of this research was an analysis of teacher feedback provided in self-contained special education classes serving students classified as learning dsabled, emptionally handicapped, or mentally retarded. Forty teachers in self-contained special education classes were observed during various academic instructional periods. No differences were indicated in the extent to which different types of teachers provided feedback to their students. Questions about the appropriateness of categorical grouping of students for instruction are evident in the findings of this research.

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Teaching Handicapped Children with Attention Problems: Teacher Verbal Strategies Make a Difference

Cited by 4 publications

References 8 publications

Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Classroom Strategies for Managing Students with Attention-Deficit/Hyperactivity Disorder

Questioning Teacher Feedback Practices: What Goes on in Special Classes?

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