Boline Educational Resources

Ways to Spot One – A child who Wants to:

 

• move all the time

• touch and feel everything, rubs hands on walls, hallways, door frames as he moves

• thumps buddies

• can take an item apart and put it back together

• enjoys doing things with his hands

• is well co-ordinated, good at sports (except eye-hand co-ordination if visual modality strength is lacking)

• frequently uses fists

• may make paper airplanes

• needs to use concrete objects as learning aids

• cannot rote count or sequence material without aids

• has difficulty establishing one-to-one relationships in number values

• after age 6.5 is generally classed as an underachiever

• often described as a child who can’t keep his hands to himself

• needs to explore his environment more than average for this age

• is often considered hyperactive
  
  Adjustments – What can be done
   

• provide quiet down period after physical activities

• alternate quiet periods and rest periods

• task reward may work well

• avoid putting him too close to other children

• provide cues for end of study time – timer or clock

• encourage visits for drinks/bathroom before class

• make it harder to move than to sit still – e.g. desk against wall

• is often unaware of own movement and distracted by that of others

• may be on medication for hyperactivity – find out

• use picture to help establish associations – words/numbers/meanings

• attach verbal labels

• use visual, auditory, and kinesthetic methods for teaching writing

• allow for planned times for movement, such as monitor jobs 
  
  Teaching methods – How to plan
   

• use movement exploration – adding/subtracting/prepositional concepts can be taught on monkey bars

• have children clap or tap out numbers, syllables, walk patterns of words

• use number lines on the floor – child can use heavy objects along the line for more physical feedback

• use sandpaper letters/felt letters, writing in sand/clay, 3-D materials [or the screenboard -MWB]

• child may need to talk to self for motor feedback

• use all manipulatives possible

• do lots of things with eyes shut using 3-D letters

• use lots of writing – may need to introduce with stencils

• supply concrete objects for counting sequencing, establishing patterns seeing similarities and differences