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Student Services » Rushes

Rushes

A student who rushes may...
 
  • turn work in with many errors or incomplete
  • be bored with the skill level
  • find the work too challenging
  • seem to make random guesses
  • have messy writing that is difficult to read or too big for the space
  • have challenges with desk organization
  • struggle to use space carefully on a page (squishes things together)
  • make mistakes
  • want to move on to a preferred activity
  • have been reinforced for work completion in other situations (rather than slowing down for best work)
  • struggle with timed tasks
  • be the first one "done" and turned in
 
When supporting a student who rushes, some general strategies involve
 
  • identify why they seem to rush--it can be for very opposite reasons
  • do not expect or emphasize perfection
  • keep students at their seat for a set amount of time rather than random turn in times
  • have a "non-preferred" task after that a student can avoid if they spend careful time and effort on the first task
  • break assignments into smaller segments or reduce the volume to focus on quality over quantity
  • break directions down into concrete language
  • check in with the student frequently
  • show a final product and review "quality" expectation
  • build in a "process" for work, not just writing, that involves checking work and redoing as appropriate
  • give verbal cues about how far...or only on...the student should be during a given time
  • provide ample time or extra time as needed
 
Interventions may include
 
  • ask the student to do (#) and then raise their hand to check in with you; this way you can make corrections, encourage them to check their work, etc. before the end of an assignment (repeat as needed)
  • give the student only part of an assignment at a time--give them one page/portion and confer with them before providing the next step
  • use "speeding tickets" for priority assignments
  • provide alternate work scaffolded for their level--it may be adjusted up or down depending on the student
  • when possible, partner up with a buddy to work at a similar pace
  • address organizational/executive function skills
  • use a guest reviewer to come in and give feedback to target students (of many levels)
  • target your feedback to be specific in a skill you are looking for--asking a student, struggling with these skills, to do a task with 4-6 parts is likely overwhelming
Literature Links
 
Striker Slow Down by Emma Hughes
Listening to My Body by Gabi Garcia
Nobody's Perfect by David Elliot
Being Bella:  Discovering Her Best Self by Cheryl Zuzo
A Perfect Mess by Steve Green
Trouble at School Bernstein Bears
 
 
Teacher Reading
 
The Myth of Laziness by Mel Levine
Rushing -- You Tube