Accomodating the needs of

The authors I have read have absolutely no contact with the real world and suggest things that are demonstrably ineffective.

Always ask yourself if a modification is actually improving the way you communicate the academic material, or if it is a way of avoiding teaching.

Will you be so good as to accommodate me, and that by return of post, with ten pounds?

"It is small, but it will accommodate us," he said, with a smile. Then I'm sorry to say we can not accommodate you—we dare not—we must request you to leave.

Sky scrapers look important and stand out so this might make education stand out and seem more important. Big tall schools, books, desks, letters in books, math problems could be long and high, etc.

Of course, papa, I should like to accommodate myself to them as much as I can.

I am a student teacher and I wanted to know how does one accommodate the needs of all students if the gap between regular education students and special needs students is very large? You do the best you can and you accept the fact that you can't perform miracles.

The other room is easily large enough to accommodate two girls.

But your eye and your ear will accommodate themselves to both.

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How do you make sure your lessons are reaching everyone? What I did in a very wide-ranging class (Grades 1 and 2 rural, ages 5 to 8, reading levels K to 3 at beginning) was: - group teaching of phonics, reading, spelling, and math (review never hurt a good student, if it is kept to a reasonable amount and not all day), - group oral reading by grade level (and fast kids *never* allowed to make fun of slower ones), - totally individual work through well-planned workbooks at every student's own pace in phonics, reading, and math books, - supervised individualized work -- it's a work period, not talk time, - reading aloud to the class from good literature (I am all for this but it is NOT the reading teaching part of the curriculum), - "silent" (mumbling at this stage but that's OK) reading with free choice from books labelled by difficulty level, - and free-form shared reading groups (formed by kids themselves) during "silent" reading.

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