Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, models, and resource books to support student practice.
Teachers can also implement a fidget design challenge, where students can plan, brainstorm, design and create their own sensory object for their math classroom.
Teachers can also implement a fidget design challenge, where students can plan, brainstorm, design and create their own sensory object for their math classroom.
Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors, building students' advanced Vocabulary and ability to express their own emotions and feelings in a more nuanced way.
Dennis, M. S., Knight, J., & Jerman, O. (2016). Teaching high school students with learning disabilities to use model drawing strategy to solve fraction and percentage word problems. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 10-21.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
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