Understand emotions and stressors and build confidence
Suggestion for implementing the strategy ‘Helpful classroom strategies in years 1-8’
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Recognise student effort
Recognise student effort
Concentrating and processing information is tiring for learners with dyslexia. Use visuals to recognise small steps towards achieving larger goals. Provide specific positive feedback frequently. Minimise homework.
![10338 [But-Im-trying-so-hard-edited.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/But-Im-trying-so-hard-edited__ScaleMaxWidthWzEwODZd.jpg)
Recognise student strengths
Recognise student strengths
Get to know your students’ strengths.
Provide regular opportunities for students to demonstrate and utilise their strengths and talents.
A strengths-based approach:
- enables the student to receive positive feedback
- builds their confidence as learners
- allows their peers to see them as successful.
Students feel confident and valued, rather than focusing on the frustration of what is not working well.
Give students time
Give students time
Additional time reduces stress and enables the student to be successful.
- Provide students with extra time to complete tasks.
- Provide increased processing time, for example, deliberately pause after you ask a question and provide think-time.
- During tests, provide a short break in the middle, or break the test into two parts to be sat on different days.
Listen and observe
Listen and observe
Loveday Lewthwaite explains the classroom accommodations she has made to support Josh, a Year 7 student with dyslexia. Recognising and utilising his strengths is part of this.
No captions or transcript
Build a growth mindset
Build a growth mindset
As students work on their learning objectives, use Growth Mindset language when giving feedback and feed-forward. This supports them to remain persistent, resilient, and focused.
![11819 [IMG-6266.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6266__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Useful resources
Useful resources
The dyslexia-stress-anxiety connection
Read time: 10 min
This resource explains stress and anxiety and how they connect with dyslexia. It includes a step-by-step guide for supporting individuals to de-stress.
Publisher: International Dyslexia Association
Questionnaire for students
Questions to ask your students to find out how they are feeling and what they need to access the curriculum.
Download PDF (72 KB)
See dyslexia differently
This animation illustrates the challenges children with dyslexia face while also acknowledging their strengths and potential. A companion teacher resource is linked in the video description.
Publisher: The British Dyslexia Association
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies in years 1-8”:
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Current page Understand emotions and stressors
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
