ADRESSING COMPETENCES IN THE CLASSROOM

ADRESSING COMPETENCES IN THE CLASSROOM ISN´T EASY, BUT THERE ARE SOME RECOMMENDATIONS DEPENDING OF THE STUDENTS.

SO, IF YOU HAVE A STUDENT WITH ATTENTIONAL DEFICIT, YOU MUST TO MAKE A MODIFIED CLASSROOM INSTRUCTION PLAN, IN WHICH IS IMPORTANT TO REPEAT ORAL INSTRUCTIONS, FOCUSING ON THE STUDENT´S FACE TO ENSURE COMPREHENSION.

IS NECESARY TO BREAKING DOWN ASSIGNMENTS INTO SIMPLER AND SHORTER TASKS, LOCATING DESK AT THE FRONT OF THE CLASSROOM AND FAR FROM OTHER DISTRACTIBLE STUDENTS, ENCOURAGING HER TO PARTICIPATE IN CLASS DISCUSIONS AND KEEPING TRACK OF HER WORK DURING THE CLASS.

THE STUDENT MUST BE GRADED ACCORDING TO HER OWN LEVEL OF PROGRESS AND LEARNING PACE AND THE TEACHER EXPECTATIONS MUST BE MORE FLEXIBLE, MAKING EMPHASIS ON ASSUMING INCREASING SELF-RESPONSABILITY.

ALL THIS, BECAUSE THE TEACHER MUST TO ADOPT STRATEGIES TO ADRESS COMPETENCES IN THE CLASS AND GET OPTIMAL LEARNING IN THE CLASSROOM.

IN MY SPECIFIC CASE, I HAVE BEEN DEVELOPING STRATEGIES THAT BELONGS TO THE LINGUISTIC, SOCIOLINGUISTIC AND PRAGMATIC COMPETENCES, BECAUSE I AM WORKING WITH AN STUDENT WHO IS PRESENTING ATTENTIONAL DEFICIT.

SHE ENGAGES WITH ASSISTANCE IN THE FOLLOWING SKILLS:

MATH (ORDERING, COMPARING AND RELATING NUMBERS, SOLVING SIMPLE STORY PROBLEMS)

READING (COMPREHENSION, RELATING SEQUENCES OF EVENTS, IDENTIFING CAUSE-EFFECT RELATIONSHIPS)

WRITING (SEQUENCE INFORMATION LOGICALLY)

SPELLING (LISTS, WRITING SENTENCES)

I HOPE TO CONTINUE LEARNING ABOUT THE COMPETECES, BECAUSE I HAVE BEEN WORKING IN IT AND I DIDN´T KNOW.

SILVIA