Shyness And Miscommunication In Communication

1660 Words 7 Pages
Shyness or Aggressiveness? Some students use these and many more emotions as barriers to try and hide their interior conflicts. One possible contributing factor to emotional disturbance can be found in deficits in communication. According to Project Ideal, an estimated 71% of students with emotional disorders also have expressive and receptive language disorders that impact their ability to understand and communicate with peers and adults. Miscommunication is a main effect that results in difficulty to many students at school. Some steps we could make in order to reinforce students with emotional disturbance in their educational experience could be more communication with students and their parents, we could have specific accommodations for …show more content…
Teachers can use activities involving working with their peers in groups to get them walking around the classroom and participating. Some great activities for students can have fun with are Think-Pair-Square-Share and Tour of Knowledge. Think-Pair-Square-Share involves your students being organized into pairs, working cooperatively to answer a question the teacher has posed them to, student pairs standing up and finding another pair to create a square, and pairs sharing their response in their square and adding new information to their original responses. This activity gives students an opportunity to “practice without penalty.” This activity could be very helpful when having a student with hyperactivity by them moving around will be very beneficial also The next and the last activity is Tour of knowledge which involves students organized into groups and each group is given a different colored marker.Groups rotating through stations observing a given assessment item stimuli the groups. Having 3 minutes at each station to record anything they know about the given stimuli on the provided chart paper. The groups then, placing a checkmark beside the information they agree with other groups and add more ideas, repeating steps #1-5: however, students now record a question that could be asked of the provided stimulus, and students solving assessment items associated to the given stimulus, identifying what information was needed to answer the

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