refers to a learning disorder that is characterized by deficits in visual-spatial organization and processing that significantly interferes with academic and social functioning
strengths within auditory perception, rote verbal information, and simple motor skills.
strengths in reading abilities
tactile and visual perception, complex psychomotor abilities, and processing novel information.
attention and memory for tactile and visual information, concept formation, and problem-solving.
rouble with reading comprehension (especially complex material), mathematics, and science.
Social and emotional deficits are also characteristic of NLD, and may present as disturbed social perception, social judgment, and/or social interaction
Effective techniques for various grades when working with EBD students. When to ignore, nonverbal signals, touch control, interest boosting, etc. can be helpful
"Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. "
turns in rushed and sloppy work and receives failing grades.
By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
parents sign homework assignments.
One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
To function successfully in a small group, students need to be able to communicate clearly on intellectual and emotional levels. Effective communicators:
can explain their own ideas
express their feelings in an open but non-threatening way
listen carefully to others
ask questions to clarify others’ ideas and emotions
can sense how others feel based on their nonverbal communication
will initiate conversations about group climate or process if they sense tensions brewing
reflect on the activities and interactions of their group and encourage other group members to do so as well
To work together successfully, group members must demonstrate a sense of cohesion. Cohesion emerges as group members exhibit the following skills:
Openness: Group members are willing to get to know one another, particularly those with different interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals present within the group. They listen to others and elicit their ideas. They know how to balance the need for cohesion within a group with the need for individual expression.
Trust and self-disclosure: Group members trust one another enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to self-disclose and be honest yet respectful. Trust also grows as group members demonstrate personal accountability for the tasks they have been assigned.
Support: Group members demonstrate support for one another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view one another not as competitors (which is common within a typically individualistic educational system) but as collaborators.
Respect: Group members communicate their opinions in a way that respects others, focusing on “What can we learn?” rather than “Who is to blame?” See constructive feedback in the process section for more details.
LD affects other, “non-verbal” kinds of learning like the ability to notice patterns and learn concepts. These include visual patterns, social patterns, and concepts in language and math.
ENVoY Nonverbal Classroom Management is based on the 7 Gems, microstrategies rooted in influence rather than power for student focus, engagement and productivity. Created by Michael Grinder, corporate and educational non-verbal communication expert, ENVoY Gems and refinements give teachers and staff specific strategies that dramatically decrease management problems and increase achievement.