This article outlines challenges some students might encounter in the classroom and methods teachers can use to manage them. The following resource was presented by a psychologist at my school. I have translated the orignal worksheet into English, but the Japanese version is included in the second section. These strategies were made with Japanese Teachers of English in mind and must be discussed with your JTE before attempting to implement them.
English Version[]
1) Symptoms: "If I'm called on, I can't talk", "I can't present in front of the class”, "I'm not good at discussing things in a group"
The type of students who get really nervous and suffer from anxiety are very common. These students might feel so uneasy about doing something for the first time or something they're not used to that they experience physical symptoms. These symptoms include shortness of breath, nausea, and increased heart-rate. With these circumstances in mind, students might have trouble coming up with ideas, putting sentences together, and have very strong memories of failing. They also might have had very few times where they succeeded with what they've tried so they have a lack of confidence that causes them to feel even more uneasy. However, if the teacher could even just understand what their students are uncomfortable with, it could put them at ease and decrease their tension.
Strategies to combat these issues: A) In the case of "If I'm called on, I can't talk”
Example; Announce to the the class at the beginning of the school year "If you are called on but nothing comes out, you can shake your head or make an X with your hands."
- Do NOT call on these students until they are used to school life
- Once they have gotten used to being in groups of people, propose small steps to reach their goals
Examples of small steps to propose; ->"When I call on you, I'll ask you yes or no, true or false questions, so would you be willing to try to answer with your fingers? (X=no, O=yes). ->"When I call on you, Ill you ask a multiple choice question, so would you be willing to try to answer with your fingers?" (1,2,3)
B) In the case of, "I can't present in front of other people” Example: Announce to the class; "If doing presentations is very difficult for you, please let me know and we will figure something out," Pull students aside in private to propose small steps for those who come forward with this issue.
Small Step Proposals: "You could present with writing", "You could record yourself doing a video in the classroom and play it", "You could cover your face with your script while presenting", "You could give a few brief comments as your presentation", "You could just present in front of me alone" etc.,
C) In the case of "I'm not good at discussing things in a group" Example: Announce to the class "For those of you who are not comfortable speaking in a group, it's okay to just listen to everyone's opinion."
Small Step Proposals: Don't give them a subject to discuss in groups all of the sudden. Instead, try to do things such as having them write down their thoughts first and then sorting them into groups with people who have the same opinion. You could also determine groups by asking them a set of questions and having them raise their hands.
2) "I'm sensitive to loud noises", "I'm a slow writer", "I can't concentrate", "I have a hard time understanding things" There is a polarization with those who have developmental disorders versus learning disabilities. They are often communicative so it is easy to mistake their behavior as a lack of effort. However, this is not something that can get better through making them work harder or disciplining them. We must figure out their strong points, change our teaching method, decrease the workload, and arrange a positive learning environment.
Classroom Strategies; Use your students strengths to think of methods to cover for the areas they're weak in.
A) In the case of "I'm sensitive to loud noises", Hyperacusis Depending on the student, the sounds they’re sensitive to will be different. "The sound of drums", "the sound of dragging the desk across the floor", and "loud voices" etc., For students who have indicated that they have this issue please reach out to the student in private and confirm what kind of sounds the student has trouble with.
When class is happening in this kind of setting, please express to the students in advance that they can use earplugs, earmuffs, and such. By the teacher just simply understanding, the student's symptoms can be eased.
When it's very noisy, it's very difficult for the student to hear directions. Please administer directions when it is quiet.
B) In the case of "I'm a slow writer" Dysgraphia Even if students don't come forward about it, this situation is very common. They tend to work at a slow pace, easily having their concentration broken, which often leads to falling asleep in class. If there is someone who wants to take notes with an electronic device, please notify their homeroom teacher. Please consult with the health department to discuss the timing of this so that other students aren't disturbed.
One important tip for your class procedure is to leave the writing on the board for as long as possible so they can copy it during class.
Class Procedure Example: Introduction 5 min Black Board Writing 15 min (Don't erase it) Self-study at their desk (workbooks and such) 20 minutes Conclusion 5 min Allow students time to finish taking notes during the break
C) In the case of "I can't concentrate" These students might rarely feel calm, be easily distracted, and be unable to motivate themselves at all to do tasks they are not personally interested in. Also, there is the possibility that if there's one thing they don't understand, they could become so confused that they are unable to input any other information.
Countermeasures; Get rid of unnecessary things, keep the goal in front of their eyes. To avoid having a lot of distracting things in their sight, have them sit at the very front of the room. If there's a lot of noise, they won't be able to follow directions so make sure the entire class is silent and then call attention to give out instructions. You should give directions one at a time in easy and specific language. Do not just say the directions, write them on the board as well. If you give them a reward they'll feel a sense of accomplishment so try to give a stamp or sticker for completed work.
D) In the case of "I have a hard time understanding things", "I cant comprehend" Maybe they are inexperienced, so worksheets might be difficult for students to read. They might stumble over unexpected parts. In the case that even the easier topics prove to be difficult, you should do the first page with them together.
Things that make it difficult to understand for students; A lot of small letters stuffed into one page - Use 12 font size and over Do not use metaphorical and abstract language, It’s not good to just say “Do it the right way” Don’t use negative language, especially double negatives such as “If you don’t do this, you can't do this.”
Japanese Version[]
1) 症状|「あてられると声がでない」「人前で発表できない」「グループの話し合いが苦手」 →緊張が高くないすぎる「社交不安症」のタイプ。 初めてのことや慣れないことに大きな不安を感じ、身体に症状が出ていることがあります。（動機・吐き気・息苦しい・腹痛など）その背景には、イメージがすることが苦手だったり、文章の組み立てが苦手だったり、失敗経験を強く記憶している特性があるかもしれません。また、成功体験が少なく、自信がないことで不安が増大します。先生に自分が苦手なことをわかってもらえているだけでも、安心して緊張が和らぎます。
2) 授業での対応策 ポイント初めから完成度の高いものを求めず、「小さなステップ」を提案することがポイントです ①【あてられると声がでない】生徒がいる場合 例）「あてられた時、声が出ないときは、首を横に振ったり、手で×をしてもいいですよ」と全体に伝えておく。
- 学校に慣れるまでは、あてないようにするのがよいです
- 集団に慣れてきた頃、周りから目立たないように本人に声をかけ、「小さなステップ」を提案してください。
小さなステップ例 「あなたにあてる時は、「○」「×」で答えられる質問をするので指で答えることはできますか」 「あなたにあてる時は123の選択肢から答えられる質問をするので指で答えることはできますか」
② 人前で発表できない】生徒がいる場合 例）「発表が難しい人は相談に応じますから申し出てください」と全体に伝えておく。 申し出があった生徒に、周りから目立たないように声をかけ「小さなステップ」を相談して決める。 小さなステップ例 「筆記で伝える」「発表場面を動画で撮影して映す」「台本で顔を覆って発表する」「発表を一言にする」「ひとりだけで先生の前で発表する」
③ グループの話し合いが苦手】な生徒がいる場合 例）「苦手な人は、みんなの意見を聞いているだけでもいいですよ」と全体に伝えておく 小さなステップ例 いきなり話し合いをする課題ではなく、 「付箋に自分の思ったことを書いて、グループで同じ意見を分類する方法」にする。 「質問項目を提示しておいて、手を挙げて人数を集約する方法」にする
1）症状|「大きな音が苦手」「書くのが選い」「集中できない」「勘違いして受け止める」 →偏りがある「発連陣害・学習障客の傾向がある」タイスかもしれません。普通に会話が出来るので、努力不足と勘違いされることが多いです。鍛えたり、努力させてて良くなるものではありません。どのようなことが得意かを見極めて、課題の方法を寝えたり、量を減らすこと、学習環境を整えてあげることが必要です。
2）授業での対応策 ポイント生徒の得意な力を使って、苦手な分野をカバーする方法を考える 苦手な部分が緩和するよに環境を整える
①（大きな音が苦手】な生徒がいる場合、聴覚過敏 生徒によって苦手な音が違います。「太鼓の音」「机を引きずる音」「大きな声」など申し出があった生徒には、声をかけ、どのような場面が苦手か聞いてください。 「授業でそのような場面がある時は、事前に伝えるので「耳栓」「イヤーマフ」などを使っていいですよ」と伝えておくとよいです。先生に理解されているだけでも、症状が緩和します。雑音がある中で、指示を聞き取るのは困難です。静かな中で指示をだします。
②【書くのが遅い】生徒がいる場合 書字障害 申し出をしなくても多くいます。単に作業力がゆっくりの場合と集中力が途切れやすい特性があり寝てしまう場合も多いです。タブレットで写したいという希望があった場合は、担任へお知らせください。他生徒が集中力を欠かないでできるタイミングを保健相談部も一緒に考えていきます。
授業中、写してほしい部分をなるべく長く提示できるように撮業の流れを工夫するとよいです 授業の流れ例 導入5分 板書15分（消さない） 机上での実習（ワークブックなど）20分 まとめ 5分 休み時間に、ゆっくりな生徒が書ける時間をとる。（タブレットを使用する）
③（集中できない】生徒がいる場合 落ち着きがなく、他に気が散りやすい生徒、関心がないことには全く意欲が出ない生徒かもしれません。また、ひとつわからないことがあると、それで頭がいっぱいになり、他の事は全く入らなくなってしまう特性があるかもしれません。
対応例 余計な物を排除する。ゴールを目前にするできたら褒める いろいろ目に入らないように、座席を一番前にする。 雑音がある中で、指示すると聞き取れないので。全体を静かにして注意喚起してから指示を出す。 指示は1つだけにする。わかりやすく具体的に、ロ頭だけでなく板書する
なにか褒美があると達成感を得られるので、短いスパンで、「出来たスタンプ」をつける
④【勘違いして受け止める】【理解できない】生徒がいる場合 経験不足もあり、勘違いしていることがあります。また、授業のプリントは、生徒にとって読みにくい場合があります。簡単な課題もできない場合、始めの1頁は一緒にやってあげてください。生徒は意外なところでつまずいている場合があります。
生徒にとってわかりにくいこと 沢山の字が詰まっているプリント→フォントは12以上がよい 明朝体の字→「丸ゴシック体」「メイリオ」がよい
- 抽象的な言葉・比喰的な言葉→「しっかり」「ちゃんとやって」はNG
- 否定的な言葉一→特に2重否定はNG「これをやらないと、これはできない」