Strategies

Seat reluctant students close to students who remain focused throughout instruction

Stop often to summarize key elements in a lesson

Invite students to use their own words to summarize key points in a lesson to a partner

Alternate between passive and active instructional activities

Pause during instruction to ask questions and check students' levels of understanding or any misunderstandings of content 

Use Think-Pair-Share to give each student an opportunity to think prior to forming a response and to allow each student an opportunity to share ideas

Offer materials, tasks, and learning options at varied levels of difficulty

Use frequent monitoring to assess the progress and non-progress made by students so instruction can be adjusted in a timely manner 

Explain clearly each academic task and the specific criteria needed to successfully complete the task

Monitor student understanding continuously so misunderstandings can be clarified and corrected immediately

Reinforce memorization of steps using repetition in a variety of contexts where memory is required (e.g., oral, written, act it out) 

Work collaboratively on tasks with a student and gradually withdraw the support

Anchor new knowledge to previously learned knowledge

Provide a master set of notes, when notetaking is required, to improve student's notes

Integrate learning into a game-show format

Create and provide students an easy-to-follow visual that specifies problem-solving steps in a clear manner that students may reference as needed 

Display poster-size versions of problem-solving steps in the classroom, refer to the posters often, and encourage students to follow the steps 

Writing key points on the board

Providing visual aidsMaking sure directions are understood

Having student review key points orally

Include a variety of activities in each lesson

Giving frequent short quizzes, not long exams

Giving more objective items (fewer essay responses)

Giving extra time to complete tasks

Simplifying complex directions

Providing study skills training/learning strategies

Providing student with an assignment notebook

Design a signal on the desk (e.g., brightly colored index card folder like a tent)

Allow students opportunities to move about the room during instruction when appropriate

Providing frequent, immediate, positive feedback

Increasing the immediacy of rewards

Using nonverbal cues to stay on task

Praising specific behaviors

Allowing legitimate opportunity to move

Giving extra rewards and privileges

Implementing time-out procedures

Allowing short breaks between assignments

Setting short term goals for work organization

Avoiding distracting stimuli (high traffic area, windows, heat systems) 

Increasing the distance between desks

Seating student near teacher

Seating near a positive role model

Design a signal on the desk (e.g., brightly colored index card folder like a tent)

Use storytelling, theatrics, and props to capture and focus the attention of students as a new concept is introduced 

Activate prior student knowledge by promoting a discussion that enable a student to make connections to learned information/experiences prior to the introduction of a lesson

Send positive notes home  

Make eye contact with students before giving directions and have students repeat the directions (e.g., tum to a partner, individually)

Have earphones/earplugs available for students who have auditory distractibility

Use visual signals to attract and maintain focus of students (e.g., illustrations, raised hand, overhead timer)