Strengths & Strategies Profile Page 2
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4What Works for Mischa?: Effective Strategies
genuine and gentle encouragement
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telling her when she is doing something right
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a calm and gentle approach
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whispering instead of using a firm voice
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giving her lots of choices
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pre-teaching difficult lesson content
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asking her opinion
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giving her responsibilities
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letting her use a pencil grip
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humor
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letting her work with friends
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letting her call her mother if she seems stressed out
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letting her use her red pens
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letting her sit on the floor when she asks to
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showing her instead of telling her
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let her take the spot at the end of the line
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explaining EVERYTHING in detail
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she sometimes responds better to written “speech”
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using visual information (charts)
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giving her time to work on her own (don’t over support)
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telling her something about yourself (she likes to hear about her teachers’ children and dogs)
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asking her to “read” to other students – even if it is just showing them a picture book
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giving her previews- if you are taking a field trip to a museum, tell her about it
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encouraging her to “do her positive self-talk” if she seems frustrated by a task
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letting her review her “recess choice” book before going on the playground
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having her start the day by looking at her favorite farm magazine
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letting her “read” more than one book at a time, she spreads them out and reviews 2 at once
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allowing her to occasionally do her math problems on the chalk board (this is very motivating)
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letting her send e-mail to friends (helps her work on her writing skills)
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ask her to help with organizing things in the classroom (e.g., straighten library books)
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challenge her with hard questions related to her areas of interest (farm animals, Sponge Bob)
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give her opportunities to share her “All About Me” book with friends
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she may need to circle the table before he takes a seat- allow her to do this
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sometimes likes to know exactly where her work space is (you can tape it off to show her)
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helping her to change topics by bringing up special interests
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may need to take little “safe spot” or relaxation breaks
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use Sponge Bob to interest her in activities- for instance, let her write stories about him
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using photographs to interact with her
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letting her help to teach a part of a lesson (she likes to help the teacher)
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giving her something squishy to play with during whole-class work (koosh ball)
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giving her time to respond (several seconds) to verbal questions or commands
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giving her breaks to move around the room
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letting her choose where she wants to sit (floor, desk, back couch)
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letting her choose one item on a test or worksheet to omit (calms her down)
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giving her headphones for music during independent work
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singing Beatles songs during times of stress
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loves the smell of lavender
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can work for long periods of time when she is allowed to hum and rock in her chair a bit
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if she seems confused, write the steps or directions on a chalkboard (use pictures too)
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hum to her when she is stressed and let her hum also
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