21 Strategies to Help Students Who Have Trouble Realizing Their Academic Potential
Are you looking for strategies to help students who have trouble realizing their academic potential? If so, keep reading.
1. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.
2. Show ideas following the (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why outline.
3. Get the learner to teach a concept they have learned to another learner as reinforcement.
4. Give the learner an assortment of tasks. Require them to choose a minimum number from the total amount to finish (e.g., present the learner with 10 academic tasks from which they must finish 6 that day).
5. Assess learner performance in an assortment of ways (e.g., have the learner give oral explanations, simulations, physical demonstrations, etc.).
6. Get the learner to create a flowchart of the steps appropriate to finish a task.
7. Get the learner to keep a chart representing the number of tasks they have finished and the accuracy rate of each task.
8. Record tasks and let the learner replay questions as often as appropriate.
9. Get the learner to practice a task with the teacher, aide, or a peer before finishing the task independently for a grade.
10. Record the tasks and let the learner listen to instructions as often as appropriate.
11. Provide a consistent format and expectation for tasks.
12. Get the learner to listen and take notes following the “Who, What, Where, On occasions where, How, and Why” format when ideas are presented.
14. Get the learner to question any directions, explanations, or instructions not grasped before starting a task to reinforce comprehension.
15. Assess the appropriateness of assigning homework to the learner.
16. Do not grade every task finished by the learner. Assignments may be used to assess learner capacity and ability or knowledge and give feedback. Grades may not need to be designated until mastery/minimal accuracy has been attained.
17. Give frequent interactions and encouragement to build the learner’s confidence and optimism for success (e.g., make statements such as “You’re doing great,” “Keep up the excellent work,” “I’m really proud of you,” etc.).
18. Make sure that homework tasks do not present new ideas but relate to ideas already taught.
19. Provide the learner with alternative tasks. As the learner shows success, slowly introduce more components of the regular tasks.
20. Have reference learning materials readily available in the classroom (e.g., dictionary, thesaurus, list of regularly misspelled words, etc.).
21. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.