... thinking about classroom tasks. For example, when I would teach students how to write stories or essays, I would give them extensive instruction and practice in each phase of the writing process: planning, drafting, editing, and revising. Secondly, I would clearly describe expectations for academic performance. Students will have an easier timer performing classroom tasks successfully when they know exactly what we expect them to do. We may sometimes need to explain in very concrete and precise terms what an assigned task entails. For instance, before students begin a science lab activity, I may want to remind them about how they should carefully follow the steps described on the lab sheet, what safety precautions they should take while using the equipment, and what components they should be sure to include in their lab reports. Thirdly, I would consider students' reading skills when assigning reading materials. Many students with specific cognitive or academic ...

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