Student Academic Struggles

As a math teacher, I must have students practice new problems daily. We typically use paper or worksheets I have prepared. When this part of class begins, I have some students who just sit and do not participate. They are not disruptive but there is also no attempt to try the problems. I know they can probably do the work – or at least attempt it. I do have a few other students who just start talking during this part of class. Is there any way to change these behaviors or motivate them to try the problems?

I have a student who wants to erase his writing repeatedly to try and make it more perfect. Can you offer any advice?

I am a paraprofessional who works with a student in regular education settings and in a Support Room. He has a very hard time working. I’ve learned many strategies and have used them with some success but sometimes he will just groan and refuse to work. The other day he was doing so well and had finished 3 papers but refused to do the last one. I know he could do it but he just wouldn’t think and fill in the answers. What do I do in those cases?  I hate to just say he doesn’t have to do it – that seems like going backwards and giving in.

I lose many of my students during instructional time that is teacher directed and includes longer time spans of discussion and lecture. How can I hold the attention of my students who may have a diagnosis of Autism Spectrum Disorders, or Attention Deficit Hyperactivity Disorder, or students with a Learning Disability?

I have a student in my regular 5th grade classroom, who does not have a diagnosis of any kind. However, he often displays oppositional behaviors. He will refuse to open his eyes, pick his head up off the desk, answer questions, and has recently shown an increase in speaking out in a disrespectful manner towards his teachers. He does not lack the ability to do any of these. Often these defiant behaviors occur when he does not want to engage in a particular classroom assignment, either because he feels unsure of his own abilities or because he feels the exercise/activity/assignment is meaningless and irrelevant.

I have several forms of whole-class positive reinforcement systems, but he does not always respond. I have also tried additional individual positive reinforcement tools that he has not responded to either. Can you give some ideas as to how I can help him be more engaged and cooperative in class? Thank you for your insight. I welcome any guidance!

I am having difficulty finding time to teach my students goals/objectives. How can I get this accomplished?

It seems that “I can’t” or “It’s too hard” is all my student can say when asked to do an assignment. He gets so anxious that he won’t even try.

I have a student who is pulled out of class for learning support remediation with a reading specialist, speech therapy, and occupational therapy. It seems like her schooling is so “disjointed.” When the teachers and therapists come to my room, I rarely have time to tell them what we are working on and how they can help. How can I make these pull-out sessions more meaningful and improve communication between team members?

How do I provide sensory breaks to a child during a busy classroom day without the child leaving his/her desk and missing important instructional time?

I have a child who is non-verbal but able to identify many common objects and is able to communicate basic wants and needs via a picture communication board. I would like to start teaching her some early literacy skills and words…any suggestions as to how I might start?