While much research has been conducted on learning disorders such as dyslexia, a lot is still unknown about dysgraphia, which is unfortunate since between 7% and 15% of students suffer from this problem. But what is dysgraphia and how can educators help students diagnosed with this disorder?

Like dyslexia, dysgraphia is not related to intelligence but is an unanticipated difficulty with writing and spelling skills that is usually discovered in primary or elementary school. It is characterized by:

• Underdeveloped phonemic awareness and understanding
• Challenges with correctly copying visual information
• Unreadable handwriting
• Inefficient grip on a writing implement
• Incorrect spelling
• Faulty letter formation
• Below average writing fluency for the grade level

Students with this disorder are deficient in processing phonics and manipulating language sounds. Often, they also have issues with visual and auditory processing, as well.

Fortunately, there are ways you can support students with dysgraphia and help them to be more successful in the classroom without drawing attention to their disability.

• Provide additional time to complete written work
• Give students a copy of notes from the white or chalkboard
• Permit students to use a “note taker” or tools for speech-to-text translation
• Allow students to write numeric formulas rather than mathematic word problems

If you have a student who has not been diagnosed with dysgraphia, but you suspect that it could be an issue, recommend the child to your school counselor or testing center for evaluation. It may be possible for him to qualify for additional special education and occupational therapy resources, as well, which can only benefit him at school.

Learning more about dysgraphia and other learning challenges can help all children succeed at school and allows teachers the tools necessary to reach every student in the classroom.

To better prepare for working with students with disabilities, see our inclusion course.

Educators get into the field for many different reasons. Maybe it runs in the family. Maybe it’s been a lifelong dream. Or maybe, it sounds good to have summers “off.” Whatever the reason, there are qualities that make great teachers stand out among their peers.

Excellent teachers:

• Are organized and prepared. Lessons are planned in advance and presented clearly. Classrooms are neat, appealing, and minimize potential distractions.
• Have well-defined class objectives outlined in lesson plans. Included are lesson topics, grading policy, assignments, and materials required. Student work is graded in a timely manner.
• Have high expectations for every student no matter what their ability or background.
• Know the subject matter well enough to teach it to students. This may require additional reading, study, and professional development. Teacher enthusiasm for a subject is crucial for students to want to learn more.
• Can engage students and help them see things in different ways. They encourage students to ask questions and invite participation from everyone in the class. Motivation comes from using a variety of teaching techniques rather than sticking to a lecture format all the time.
• Have healthy relationships with their students and show them that they care about them as people. Great teachers are accessible, sincere, and are involved in the school community.
• Regularly communicate with parents, not just when something is wrong, but when students are doing well, too. Emails, written notes, parent-teacher conferences, and phone calls are a regular part of communication for each student and their family.

If parents are concerned about the quality of the teaching staff at their children’s schools, there are some things they can do to help. Encourage the school district to raise professional teacher standards, aid in making changes to teacher preparation programs and continuing professional development, raising salaries and improving teacher working conditions, and offering much-needed encouragement and rewards for teachers who meet the qualifications for “great” teachers.

Ten delegates from Kazakhstan’s Center for Pedagogical Measurements came to the US for a weeklong workshop to learn about the US educational system. The group oversees the support, training, evaluating, and testing of teachers in Kazakhstan. PrepForward assembled a team of three experts, including Dr. Vicki Bartolini, Wheaton College Professor of Education, Dr. David Bloomfield, CUNY Professor of Educational Leadership and Law, and Mary Stephens, CEO of PrepForward.

This article provides more detail on the topics covered during the workshop – www.wheatoncollege.edu/news/educator-exchange.

A major component of all teacher early education programs is teaching children to read. It is a crucial skill that is a predictor of later success in life. Many studies have demonstrated that individuals who do not master basic reading skills in elementary school are more likely to live below the poverty level, have criminal records, and don’t continue their education.

Reading teachers often follow one of two primary courses of study – whole language and phonics. The whole language school of thought involves the meaning of words rather than the sounds that make up the words. Children are encouraged to utilize listening, writing, reading, and speaking skills to determine what the words are on a page. Phonics teaches the sounds that each letter and combination of letters make and how to combine them to make words.

Most educators prefer one method over the other, and there has been a debate for decades as to which is the better strategy. A recent review in the Psychological Science in the Public Interest journal found that both methods are integral to a complete understanding of reading.

The study found that new readers must learn that each letter has a sound, which is the essence of phonetic instruction. However, all readers, regardless of age, use decoding processes to decipher new words, which comprises the whole language method of teaching reading. Combining these strategies can be highly effective in helping students become better readers. Initiating phonics first and then gradually progressing to whole language learning can only benefit early readers.

Learning to read is a complex process. Helping students in whatever way teachers can is the goal. There are professional development programs online or at your local university to help educators who may not have the foundation in both methods of teaching reading.

It’s at that point in the summer when teachers are checking out sales on school and classroom supplies and finishing professional development sessions in preparation for the new year. Whether you’ve taught for decades in the same grade or classroom or you have moved to a different school or subject area, it can be overwhelming to think about 2019-2020.

Here are three simple ways to make a substantial difference in your classroom climate, maintain your sanity, and ensure student success. Focusing on behavior at the outset of the school year leads to a more productive year for everyone – you, the administration, the students, and their parents.

1. Evaluate your expectations for behavior management and adjust, as necessary, for the grade level. Let your students (and parents) know exactly what behaviors are appropriate and which ones are not with a clear set of guidelines that you can discuss with them. This allows each family to be invested in the process, and explicitly defines right and wrong and what happens when rules are broken.
2. Emphasize relationships with your students. This is one of the best behavior management tools you can utilize. When students realize that you really care about them, they are more eager to learn and cooperate. Get to know your students on a personal level, what interests them, and their past school experiences. On the flip side, let students and parents know more about you, too. In addition, start building a favorable relationship with parents from the first day of school so that you have a connection before problems have a chance to develop.
3. Establish classroom procedures that support your efforts for behavior management and prevent off-task behavior before it begins. Determine exact routines for everything from entering the room to homework to end-of-day actions. Teach the routines to students and emphasize them heavily during the first few weeks of school.

While it does take extra time and effort to launch a composed, positive classroom, you will have a more successful, enjoyable, and productive year.

It is a rare elementary classroom, including those in the private sector, where all 15-30 students are of average capability. While the majority do fall within standard parameters, there are those who are both above and below that spectrum, whether due to learning disabilities like ADHD and dyslexia, autism spectrum disorders, emotional issues, or extraordinary intelligence that exceeds that of their peers.

Educators need to have the appropriate training and experience to handle the wide variety of learning abilities in the classroom to effectively reach all students in ways that work best for their requirements. This is a challenge that much of today’s teaching population faces and where many teachers fall short.

A report compiled by Understood.org and the National Center for Learning Disabilities reveals that just 30% of general education teachers strongly believe that they are adequately prepared to teach students with learning disabilities. Also, 1/3 of study participants have not had any professional development instruction on meeting the needs of students with disabilities in the classroom.

Many people believe that this problem stems from teacher education programs that lack a special education course requirement or, if such a class is offered, it does not provide enough “hands-on” work for teachers to feel comfortable teaching students with disabilities. Only ten states have specific teacher education courses for students that have mild to moderate learning disabilities (National Center for Learning Disabilities).

Since there is a lack of requisite options in most teacher education programs across the country, the burden to seek out adequate training lies with educators rather than with school districts and the schools themselves. A course like Prepforward’s “Preparing Teachers for Inclusive Classrooms” goes a long way to help teachers know what to expect and how to prepare for the exceptional child or children who may be part of their classes.

This online course focuses on the challenges that these students pose to an inclusive classroom environment and how the teacher can adapt strategies for meeting the individual needs of these students that include lesson planning, classroom management, and technical support tools as resources.

While many general educators feel that they are unprepared to work with children with disabilities, most want to learn more about how they can help all the students in their classrooms. With additional preparation through online and on-ground coursework and in-services, teachers can ease frustrations about meeting the needs of every student in their care.