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The Learning Center

The Learning Center Jerry Aldridge Judy W. Wood "You Can Put My Name on That Game!" The self-concept of the LD child is particularly vulnerable. Development of self-concept should be ongoing between the child and the teacher, and there are specific activities that can be used to foster this. The followin g activities can be used to enhance self-esteem and influence affective development. 1. 'Who am /?" Tachistoscopes. a. Students are asked to complete the following statement with at least five descriptors: I am (Students are told that any answer is acceptable.) b. Students are then told to design their own tachistoscopes in the shape of something they like to do (play baseball, fish, et cetera). c. After the child has designed an individual tachistoscope, he will put his name on the stationary section and the descriptors on the movable section of his tachistoscope. The following are two examples of how finished products might look. MAY 1985 d . Students may display their tachistoscopes on a "Wh o am I?" bulletin board. 2. Self-Concept Minipuzzles. a. Students are given blank, unruled 4x 6 index cards and asked to write their name on the left hand side of the card in the middle. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

The Learning Center

Aldridge, Jerry; Wood, Judy W.
Academic Therapy , Volume 20 (5): 4 – May 1, 1985
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128502000518
Publisher site
See Article on Publisher Site

Abstract

Jerry Aldridge Judy W. Wood "You Can Put My Name on That Game!" The self-concept of the LD child is particularly vulnerable. Development of self-concept should be ongoing between the child and the teacher, and there are specific activities that can be used to foster this. The followin g activities can be used to enhance self-esteem and influence affective development. 1. 'Who am /?" Tachistoscopes. a. Students are asked to complete the following statement with at least five descriptors: I am (Students are told that any answer is acceptable.) b. Students are then told to design their own tachistoscopes in the shape of something they like to do (play baseball, fish, et cetera). c. After the child has designed an individual tachistoscope, he will put his name on the stationary section and the descriptors on the movable section of his tachistoscope. The following are two examples of how finished products might look. MAY 1985 d . Students may display their tachistoscopes on a "Wh o am I?" bulletin board. 2. Self-Concept Minipuzzles. a. Students are given blank, unruled 4x 6 index cards and asked to write their name on the left hand side of the card in the middle.

Journal

Academic Therapy – SAGE

Published: May 1, 1985

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