General learning
principles

Helping to set goals

SMART strategy

SPECIFIC

MEASURABLE

ACTIONABLE

REALISTIC

TIME-BOUND

A checklist stating
what needs to be
done and what's
needed to do it is very helpful.

Evaluation

General advices

Set a timetable of the tests
with the other teachers.

The tests should be customized
in time and content without
limiting the qualitative part.

Avoid exams in the last
few learning hours.

Compensative instruments

Provide compensatory tools
(e.g. in the case of SLD speech
synthesis tools, spell checkers, verb tables, etc.).

Allow the use of maps in both
written and oral tests.

Exercises and correction

Prefer multiple-choice questions.

Prefer structured exercises.

Avoid notional questions.

Report errors by category.

Encourage self-correction by the student.

Providing feedback

Supply regular, quality feedback

Communicate regularly about progress
and strategies for improvement

Classroom organization

Adjusting seat plan

Dosing information

Break learning into small steps

Use diagrams, graphics and pictures
to augment what students say in words

Written transfer of information

Give the student organizers - graphic organizers, checklists,
subtitles, outlines etc. that assist
with written work and assignments

Multisensory approach

Effective for all learners but particularly
effective for dyslexic students

Integrates visual, auditory, tactile (touch)
and kinesthetic (movement) learning elements

Different teaching methods activate
different parts of the brain

Helps learners discover their learning style and
the techniques best for them

Lesson planning and importance of routine

Efficient routines make it easier
for students to learn and achieve more.

Strategies to reduce stress and anxiety in classroom

Signs of anxiety.pdf

Helping with being social

Remove barriers and design a friendly classroom

Organize the classroom in a
way that would make it easy to
work in groups and in a cooperative way