The following strategies accommodate these individual differences in an inconspicuous way. Sometimes, students may be overwhelmed by long assignments. Dividing the work into smaller units or breaking the work time into shorter sessions can make long assignments more manageable for students. Careful record-keeping allows the teacher to monitor the level of the work as well as the amount of work being completed. This reduces anxiety and accounts for the differences in the student's computation skills.
Progress is a very individual issue.
A student who has progressed very slowly should receive positive feedback for even the slightest improvement. Another student who progresses at a rapid rate probably does not need praise for every step of a project or assignment. Praise is effective when used deliberately, not haphazardly. Implementing a discipline plan consistently in the classroom will help assure consistent treatment of all students in the classroom. Strategies and tactics for effective instruction.