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Teaching Strategies
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Many homeless students experience significant learning problems in school
and have high dropout rates. They may have developmental delays, gaps
in their basic academic skills, and difficulty adjusting to the curriculum
and teaching expectations as a result of frequently changing schools and
not being enrolled on a full-time basis. They often display a short attention
span and poor organizational and study skills.
These students rarely have a living environment that allows them to do
homework. Shelters are often large, noisy structures with no privacy.
Students living in hotels often share one small room with their entire
family. Consequently, they may frequently turn in incomplete homework
or not do their homework at all. They may come to school without books,
supplies, homework, or papers signed.
Homeless students often need remedial or special educational services.
However, because of the transient nature of homelessness, they may not
stay in one school district long enough for their needs to be fully identified
and evaluated so that they may be placed in the most appropriate program.
Specific teacher strategies
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Set clear goals that are specific and challenging but not too difficult.
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Create exciting lessons that get your students actively involved rather than just sitting at their desks listening.
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Organize lessons and activities so that their students are attending to academic tasks and engaged in learning for as much of the available time as possible.
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Criticize their answers but do not criticize them.
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Reward them for improved performance and effort.
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Include all students in whole class activities and reinforce positive peer interactions.
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Relate instruction to your students' personal lives so it is meaningful to them.
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Avoid competitive classroom activities in which there are "winners" and "losers." Only the students with above average skills and abilities will enjoy competing. Promote cooperative activities so that all of your students can feel important and can contribute without the risk of feeling inferior.
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Encourage active participation. Ask questions to find out what your students know, not what they do not know.
Source
Richard
Flagle. Raven's Guide to Special Education. (1999) Retrieved on August 9,
2001, from http://coe.west.asu.edu/ecd/ravenp.htm
