CM 10

Chapter Ten is about how to conduct class with various types of students. It tells how to deal with classes of heterogeneous and homogeneous make up. It discusses how to use peer tutoring and group work in each of those situations as well as how to present material to the different types of classes. Next it talks about mastery learning, where the teacher allows students to retake or redoes assignments until they pass it with a passing grade, there for mastering the information. In this discussion it was made clear that good planning and guidelines should be set up so that students are not confused and know how long they have to complete the assignments again.
This chapter also addresses how to teach students with special characteristics, and stresses how to organize and establish rules in your class. By making clear and reviewing rules with students they have no excuses for not obeying the rules. This also helps when dealing with students who have special needs, by reviewing the behaviors appropriate for your classroom. This chapter again stresses pointing out good behavior when it occurs and how to use proximity and eye contact to discourage bad behaviors.
In addition to this the chapter points out how the teacher must work with coo operating teachers and paras of special needs students to better cater to the needs of these students. It also brings up important ways to handle inclusion of students into the classroom, as well as, students with behavior problems. For students with behavior problems the teacher needs to get to know the student and the signs that, students is having a bad day, and that the students is close to loosing control. With students like this they must also learn some of the things that set the student of and try to avoid these kinds of confrontations. It also recommends using a large variety of activities to keep students interested and changing activities smoothly decreases the time available for a student to get distracted and start to cause problems.
Another valuable tidbit I found useful in this chapter is how it discusses how to deal with students who are blind or hearing impaired. This section tells how to set up your classroom so that students will be able to see and recognize gestures to help them throughout the day, such as always facing the class when speaking. This section also describes ways to deal with students who are unable to supply themselves with the materials needed for the class. You can deal with these students by having extra supplies in class for when the problem arises. It also addresses some of the social problems that will arise with this, and how you can help that student feel useful and wanted in the class. Ending the chapter discusses how to work with ESOL students and how you as a teacher need to make an effort to pronounce their names right and how to find people like a ESOL teacher to help the student understand the material presented in your class. And how simple things like repeating and reinforcing information can help these students keep up in your class.
All in all I found this chapter to be quite useful and it ties together much of the information from previous chapters into one. That addresses all types of students that you may encounter in the classroom.