![]() ![]() Interrupting students during this processing time can confuse the thought process. Some students may need extra quiet time to process information before responding. Allow the student a longer time to respond when asking questions or giving instructions.Speak clearly, with a moderate rate, and stand in one place, preferably facing the student.Wait for the student to complete each step before giving the next instruction. Keep instructions short and break into separate steps.Wait for the room to become quiet before giving the instructions.visual work system, typed notes on a handout, pictures, keeping instructions on board etc. Use a visual support to aid understanding of instruction e.g.placing a coloured card on students table holding up a visual cue) to gain student’s attention before giving new work, instructions or directions. This may be due to an inability to filter out background noise and focus on instructions from the teacher. Student seems to ignore instructions or is slow to follow instructionsĪ student with auditory overresponsiveness many have difficulty in processing and following verbal information. Reduce background noise by allowing student to wear headphones at appropriate times or control noise in classroom through the use of visual cues.If she notices a student becoming distracted by background chatter, she can direct the class to be silent or whisper using the visual cue. a volume control icon or a traffic light system. The teacher could use a visual cue to control the noise in the classroom e.g. ‘ Whose turn?’ card or the student speaking holds an object to indicate it is his turn to speak. A visual prompt could be used in this instance e.g. ![]() For example, the teacher should encourage appropriate speaker-listener manners for all students in class – one person talks at a time others listen quietly.
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