• Summary
  • Contents
  • Subject index

Easy to implement strategies teachers can use right now

While opinions differ on how to define students who are “at risk.” most teachers agree that they are seeing more children hit roadblocks due to limited academic experiences, challenging environments, ADHD, or behavioral problems. Teachers often feel underprepared to connect with these students and improve their learning experiences.

In their latest work, Melissa Stormont and Cathy Newman Thomas draw upon their field experiences within special education and psychology to offer K-5 teachers practical tools for building relationships with these children. Readers will discover simple strategies for developing students' academic aptitude and social behavior as well as how to

Identify who is at risk for failure and why; Build positive teacher-student relationships and establish supportive groups among children; Use data-based decision making; Provide students with increased time to practice with feedback; Incorporate technology supports; Know when and how to involve professionals and families.

Moving well beyond mere theory, teachers who are working amid reforms and sweeping cuts can implement these strategies immediately and make a real difference in children's lives. Get started today!

This is a great book with which to start because it covers the basicsמthe foundation that needs to be in place before the academics can take hold for a student at risk. The ideas are easy to follow and could be implemented with little or, in some cases, no additional prepמthat's a bonus for an already busy teacher.”

—Barbara L. Townsend, Reading Specialist

West Side Elementary School, Elkhorn, WI

Strategies for Building Relationships
Strategies for building relationships

Bullying and other forms of maltreatment are less likely to occur in classrooms with strong communities (Jones & Jones, 2001). As Jones and Jones state, “An ounce of prevention is worth a pound of cure” (p. 75). When teachers model acceptance and explicitly teach their students that no one is ...

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