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How to work with learners with SEBD (social, emotional, and behavioural difficulties) in the classroom | Annette Igel

Where’s the turn off button?

Over the past couple of years, I have been working intensively with learners with SEBD, and it is not always the child with the most boisterous and loud behaviour that causes problems in the classroom.

Three cases

Take Katrin*, for example, who is a very quiet girl and she does not cause any problems in class. That is if she attends class at all or takes part while she is in the classroom. Over the last year her behaviour has changed dramatically. From being able to attend lessons without any major issues towards missing whole weeks of school. Due to severe anxiety she does not participate or come to school without her mother and stays in the classroom (or at least in the spare room attached to the classroom). She rarely sits at her place but might choose to sit at an extra table with her mother.  Towards her mother, she often uses quite an aggressive tone, as soon as her mother is out of sight, she descends into a meltdown.

Then there is Tom* who is at least two years behind his classmates in his social and behavioural development. His behaviour often resembles that of a pre-school learner though he is in 4th grade. If he puts his mind to a task, he can focus and work quite well, and his knowledge of vocabulary is at the upper end of the class. Unfortunately, he cannot work well in pairs and groups over a period of time and often pulls himself out of activities and disturbs others, often together with Jim*.

Jim has been officially diagnosed with SEBD and needs to spend several weeks a year in the children’s psychiatric ward. He is a learner with a very short concentration span who only works one-on-one with a teacher as he needs strong emotional support. Then he shows the ability to at least work on tasks even if slower than most other learners. In situations where the learners role play, mingle activities, and other free tasks, he withdraws himself and starts playing around, disturbing others, often together with Tylor*. The other learners are very reluctant to have him in their groups.

These are just three children I have in my English classes at a primary school in Hamburg, Germany.  

They are all in the same class and of course there are other learners with similar issues in the other classes, as all schools in Hamburg are supposed to follow an inclusive approach.

But how can you as a teacher juggle all this, especially when you do not have an assistant teacher?

What is SEBD?

It is not easy to find an umbrella to cover the immense variation that occurs in SEBD as is obvious from the three cases described. Marie Delaney (2016) gives the following characteristics of problematic behaviour to differentiate it from misbehaviour.

‘We use SEBD to describe problematic behaviour which

  • is severe
  • isn’t age appropriate
  • happens frequently
  • occurs in different situations.’

Typical behaviour includes learners being disruptive, challenging (not only towards the teacher), hyperactive and restless, but also as the case of Katrin shows, withdrawn. This does not mean, however, that they are not able to cope in the classroom, as they have to learn strategies to cope with situations that might trigger their negative behaviour.

Recommended strategies

Strategies which can be used with all learners but are very useful when working with learners with SEBD:

  • Be positive, and do not take the child’s behaviour personally.
  • Praise positive behaviour to encourage them.
  • Have clear reminders you can use in class for each learner, such as a little note stuck on their desk.
  • Give them the opportunity to have some time out when it is getting too much.
  • Show a real interest in the learners.
  • Get all stakeholders on board, including other teachers, parents, classmates, the child of course, and an assistant or special education teacher if you have one.
  • Decide together with the child what strategies can be followed when they feel stressed, anxious and when something triggers their slip into their negative behaviour.
  • Be supportive but also show them when they cross the borders.

How to cope with all of this when you are alone in the classroom

First of all, you are not the only teacher facing learners with SEBD. Talk to colleagues, support each other and think of strategies that you could use, when certain situations arise, and not only the ones that affect you. This also helps the individual learner as they can sense the system and will feel more supported and safer in the classroom.  There may come the moment when one of your learners actually comes up to you and says: ‘With you, I feel much safer.’ as happened at the end of a school year during which I had been working intensively with one boy with SEBD who had slowly learned to better control his anger and aggression.

That is when you know you have reached at least one of your struggling learners and that your efforts are rewarded.

*All names have been changed.


#MyEltoc19

ELTOC

Anette is running a webinar on this topic for OUP’s free English Language Teaching Online Conference in March 2019. Be the first to know when registration for this fantastic professional development opportunity opens by clicking here.

See you there!


Anette Igel

Now based in Hamburg, Anette previously worked as a DoS, Teacher-Trainer, and a teacher specialising in English and German at International House Brno, in the Czech Republic between 2003 and 2016.  She is currently an English and Inclusion teacher at a Hamburg Primary school, and is also a tutor for IHC in the local area.


Bibliography:

Delaney, M. (2016) Special Educational Needs – into the classroom, Oxford: OUP


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Learning difficulties in the ELT classroom: How to identify them and what to do

As an English Language teacher you may have students with unidentified additional learning needs in your classroom. Often these learning difficulties are ‘invisible’, not easy to recognise in class, or hidden behind other issues such as poor behaviour, and an apparent lack of motivation.

Identifying ‘invisible’ learning difficulties

Difficulties which have not been identified by any formal assessment can surface in a variety of ways. They may first appear in an English Language class because the focus is on activities that require students to communicate and interact with other students, using all four skills of listening, reading, writing and speaking.

Although it is not the teacher’s job to diagnose learning difficulties, it’s important to know how to recognise when a student might be struggling because of a learning difficulty.

General indicators

Indicators that students might be experiencing difficulties greater than expected for their age and level include:

  • having problems understanding and following instructions
  • finding it difficult to concentrate and being easily distracted
  • having difficulty with tasks which require fine or gross motor skills
  • being able to speak much more fluently than they can write
  • finding it difficult to start tasks or never managing to finish them
  • avoiding doing tasks
  • having problems participating in whole-class or group activities
  • appearing not to listen, or not responding to questions or instructions
  • having problems making friends and maintaining relationships.

These indicators reflect three main issues : Behavioural, Communication, Social Skills

Behavioural   

Learning difficulties often first present themselves in classes through poor behaviour and non-compliance or non-completion of tasks. Many of these issues relate to impaired working memory. Working memory is the part of your brain which holds information long enough to act on it. When working memory is impaired, students find it difficult to remember and act upon instructions, to copy things down correctly from the board, to remember what they have just read in a reading text. This shows up in class as

  • Not writing things down properly or avoiding writing down from the board
  • Not following instructions or continually asking what they should do
  • Appearing to switch off when reading longer texts and losing focus very quickly
  • Appearing disorganised and forgetful

Communication issues

Learning difficulties can also show up as communication issues. They can occur in receptive language (understanding) and/or expressive language (producing). Students find it difficult to understand what they have to do or to show what they know. It can lead to students having difficulties in communicating with the teacher and their peers. They may not want to work in groups, appearing withdrawn and isolated, sometimes not understanding humour or everyday conversation.

Social skills issues

Social skills issue can relate to language issues or social and emotional difficulties. Students may have problems taking turns, showing empathy, and understanding other students’ perspectives. As the language classroom operates on social interactions, lessons can present a real challenge to these students.

These indicators do not necessarily mean a student does not care about learning. They can be indicators of students with additional needs such as dyslexia, dyspraxia, attention deficit, speech, and language difficulties or ASC (autistic spectrum condition).

However, most students experience some of these difficulties from time to time. If you’re concerned about a student in your class, gather objective information about how often the problems occur and how serious they are. Consider:

  • Is the problem across all classes and at all times of day?
  • Is the problem in certain class groupings?
  • Where is the child sitting? Can they hear and see properly?
  • Who is the child sitting with? Does this make a difference?
  • What kinds of tasks can the child do?
  • When the child is engaged, what engages them?
  • Is the work too easy or too difficult? How do you know?
  • Does the work involve a lot of writing? Sitting still? Copying from the board?
  • Is the child only noticed for negative things? What are their strengths?
  • Does the child have trouble following instructions?
  • Does the child have trouble remembering visual and/or auditory information?

Teaching principles

The important thing to remember is that all students need to feel safe and valued in their class. Good teachers provide this for all their students by maintaining positive relationships, clear structure, routines, consistency and clarity.

Use a multi-sensory approach for teaching and checking understanding. For example,  give instructions with visuals, gestures and words, use different ways to check understanding such as mini whiteboards and traffic lights signals. Use visual icons on your board to show the order of teaching in your lesson.

Focus on developing positive relationships with your students. Notice if you are only interacting negatively with some students, those for example, who are always causing disruptions or are slow to respond. Get to know them as people, beyond any labels. Every student is unique and different and brings something important to the class. Avoid jumping to assumptions that they are ‘lazy’ or ‘don’t care’.

Use an assessment for learning approach, such as 2 stars and a wish, where you encourage students to focus on their own progress against specific criteria rather than on overall attainment levels.

Celebrate their strengths rather than focusing on their weaknesses. These can be academic or personal strengths, such as kindness, perseverance, and good humour.

Create an inclusive ethos in class. To do this, try using class contracts which are value driven rather than rules driven. ‘In this class we give people extra time if they need it’. ’In this class we help each other.’

Use the English class to develop social skills in all students. Try activities like ‘find 5 things in common with your partner, or ‘5 things which are different’, this creates a sense of belonging and allows students to celebrate difference.

Remember that it is not your job to diagnose. If you are concerned about a student, gather as much information as you can. Discuss with other teachers to determine whether the difficulties are only in English, or are also in other lessons. Find out whom in your school is responsible for additional learning needs, typically a school psychologist, special educational needs co-ordinator or manager responsible for learning should be there to talk through your concerns.

For more on identifying and working with students with learning difficulties, join me for my upcoming webinar on the 20th June 2018. After the webinar you’ll understand the most common signs of learning difficulties, and will know how you to best work with students affected by them.

webinar registration button


 

Marie Delaney is a teacher trainer, educational psychotherapist, and director of The Learning Harbour, educational consultancy, in Cork, Ireland. She worked for many years with students of all ages who have SEN, in particular in the area of behavioural difficulties. She has worked with Ministries of Education and trained teachers in several countries on inclusion policy, curriculum, and inclusive pedagogy. Her main interests are bringing therapeutic approaches into teaching and learning, supporting teachers in their dealings with challenging pupils and promoting inclusive education principles for all. Marie is the author of Special Educational Needs (Oxford University Press, 2016).


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How can we use assistive technology to support students with dyslexia?

shutterstock_198926996Sally Farley is a Teacher Trainer, Counsellor, Writer and SEN expert. She specializes in Inclusive Learning techniques and is currently researching into the qualities of a ‘good’ teacher from the dyslexic learner’s perspective. Assistive Technology and its value for supporting learners with SEN is another specialization, and Sally has recently completed a chapter on this subject for a new book on SEN in OUP’s Into The Classroom series.

Today, she previews her July 20th and 21st webinar ‘How can we use assistive technology to support students with dyslexia?’ in a short video blog explaining what you can expect when you attend this free session.

Assistive technology can make a real difference to students with dyslexia, helping them work more independently and overcome barriers to learning, like reading difficulties and memory problems.

This webinar looks at simple and effective ways you can include assistive technology in your teaching.

In this free-to-attend webinar, you can expect to –

  • Learn how to harness technology in a productive way to support literacy and language learning for students with dyslexia at all levels
  • Gain ideas for formative assessment using appropriate apps to monitor progress
  • Embrace learning technology in simple, easy ways – no matter your budget

If you’d like to attend the webinar or receive a recording of one of the sessions, simply register at the link below.

Register for the webinar


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Teaching Students with attention, concentration and hyperactivity difficulties – how to stop those spinning tops

Dice with different moods on each face

Image courtesy of Wikimedia Commons

Marie Delaney is a teacher, trainer, educational psychotherapist, and author of ‘Teaching the Unteachable’ (Worth). She will be hosting a webinar entitled “Teaching Students with attention, concentration and hyperactivity difficulties” on 11th and 14th March. Here, she explores some of the themes of the upcoming webinar.

Imagine being in a crowded shopping centre, music blaring, people shouting, laughing, talking excitedly all around you, traffic whizzing by, flashing neon signs, … and sitting in the middle of this chaos, trying to learn a foreign language.

This is what it is like for some learners in our classrooms. Information and ideas bombard their brains and they find it impossible to focus on one thing.

Joachim, a learner says.

It’s as if every room in my brain has the lights on, I don’t know which room to go into first, in case I miss something important in another room.”

Teaching these learners can make us feel quite agitated and stressed.

Agata, a teacher says

Teaching Maja gives me a headache, she is like a spinning top, never stopping. I lose my own focus when talking to her.”

The behaviour of these learners usually falls into one or more of the following categories:

Inattention

  • They are easily distracted
  • They cannot pay attention to detail
  • They do not seem to listen or follow instructions
  • They forget things all the time

Hyperactivity

  • They fidget and squirm
  • They constantly leave their seat
  • They seem constantly ‘on the go’ as if driven by a motor

Impulsivity

  • They shout out
  • They cannot wait their turn
  • They often express emotions inappropriately

Some of these learners might have been diagnosed with ADHD. However, there are many possible reasons for this type of behaviour. If we can try to understand the underlying reasons and identify the needs of the learner, we can find teaching strategies to support them.

Possible reasons for the behaviour

  • They might be tired or hungry
  • They might be preoccupied about outside worries or feel unsafe in class
  • They might lack confidence and be anxious about their ability to do the work
  • They might not understand the classroom rules
  • They might have difficulties with executive functioning – the part of the brain which we use to think and solve problems. This also includes the internal voice, the voice we use to self-regulate
  • They might have difficulties with working memory – holding information in our minds long enough to act on it

Identification of needs and teaching strategies

This leads us to the following learner needs and possible teaching strategies:

The need to feel safe and secure

  • Have a few clear classroom rules and remind learners of them
  • Have a clear reward system; involve the learners in the design
  • Set clear time limits for work; give warnings when time is nearly over
  • Have a worry box for learners to post their concerns to the teacher
  • Sit the learner near the teacher, away from distractions such as windows, heaters
  • Allow the learner to go to a designated quiet area if the classroom gets too stressful
  • Use visual prompts and timetables

The need to build self-esteem

  • Notice and praise when the learner is on-task and behaving appropriately
  • Focus on the learner’s strengths
  • Send home good reports
  • Encourage study buddies

The need for help with self-regulation

  • Use individual laminated whiteboards for learners to show their answers rather than shouting out
  • Allow the learner to work with headphones on or to imagine wearing headphones to cut out distractions

Above all, do not give up with these learners, they will benefit from your perseverance!

For other ideas on meeting the needs of these learners, particularly with regard to executive functioning and working memory, join my forthcoming webinar on 11th and 14th March entitled “Teaching Students with attention, concentration and hyperactivity difficulties“.


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Dyslexia – A Problem or a Gift? Part 2: Teaching Strategies

Teacher helping dyslexic studentMarie Delaney is a teacher, trainer, educational psychotherapist, and author of ‘Teaching the Unteachable’ (Worth). Following her first article on dyslexia, where she looked at what dyslexia really is, she now returns with strategies for teaching dyslexic learners.

In my previous article I looked at the problems learners with dyslexia might face in the English classroom. In this blog, I will share some teaching strategies which can help these learners in the key areas of sound/letter recognition, working memory and confidence.

Problems with recognition of sounds and letters

1. Think in colour

Learners with dyslexia have problems matching the sounds of English to the written word. Use different colours to show the patterns of words, to break down the sounds into manageable chunks. For example, boat, coat, moat.

Some learners will benefit from writing or reading in certain colours, or using certain colours of paper, or certain types of colour transparent overlays which can be put over the reading page. Encourage the learner to experiment to find a colour that works for them.

2. Hear it, see it, feel it

Multi-sensory teaching helps learners to consolidate sound and letter recognition. For example: 3D letter shapes can be used to practise keywords; letters can be traced in sand or clay; words can be made physical by making letters from the body.

Understanding time is a problem. It can help to get learners to stand in different places on a timeline to illustrate tenses and aspect.

3. Visualise

Teach learners how to visualise words. Learners with dyslexia need to develop their own internal visual dictionary. Encourage the learner to imagine the word up high, visualising it rather than sounding it out. They hold the word as a photo in their mind. Write new words on the learner’s right of your board, up high. This encourages learners to access their visual memory.

Problems with working memory

Working memory is the part of the brain which allows us to hold information recently given to us and to act upon it. Learners with dyslexia have problems with their working memory, they often say that words quite literally fall out of their heads.

1. Instructions, instructions, instructions

Remembering instructions is very difficult for some learners. We need to work on giving instructions in all senses, using visual cues and gestures. Check understanding of instructions by giving an example and getting an example back from learners.

2. Teach reading strategies

Learners with dyslexia find reading comprehension difficult because they quickly forget the paragraph they just read. Show them how to recognise topic sentences, how to use colour to highlight keywords, encourage them to stop regularly and ask themselves “What have I just read?”.

3. It can be fun

Use memory games to develop working memory. For example, put words on the board, rub one word out, ask learners what word has been rubbed out.

4. Draw it

Use mind maps – they give learners with dyslexia the big picture and help them to condense information in a meaningful way.

Problems with confidence and self-esteem

Despite our best teaching efforts, learners with dyslexia often lose confidence about learning. They can feel stupid and frustrated when their progress is slow.

We can work on this in class in different ways:

  • Teach learners how to access positive states for learning, e.g. remembering a time when they felt confident, keeping the confident feeling as they try their reading
  • Let the learners explain to the rest of the class what it is like to have dyslexia
  • Work with their strengths, for example, use activities where learners have to create new solutions to problems
  • Use audio recordings, encourage learners to record their answers
  • Mark work for content, not always for spelling
  • Don’t label their slow progress as being lazy
  • Praise skills other than literacy, for example, give a reward for the most creative learner
  • Use drama activities to help learners express their thoughts and show their creative ability

Above all, encourage your learners to view their dyslexia as a learning style rather than a learning handicap. Celebrate difference!