I usually try to find things in common with them. That way they feel more comfortable toward me and will value what I get to say in class. If their language is limited I will use more visual aids and explanation with simple sentences.
This section was a little difficult for me. Because we are so focused on showing relevance of learning in connection to one's career choice, I learned that I need to step back on make certain the word definition is understood first before assuming otherwise. There are things I take for granted and require a reassessment on my part.
I've had success with using visual aides in my lectures & telling related stories to the topic being discussed. J.P.
As a teacher,, that speaks several languages and English not being my first native one; I can understand students frustrations when they have to read outloud or write a paper for a given assignment.
I usually put myself as an example and tell them that it was hard for me also, but I made it, and reached my goals.
Once I identify ELL students, I talk to them individually, I give them strategic pointers on how to overcome their difficulties and I often share the advices that I was given by my professors when I was a student. This helps them and gives them confidence.
For students that use slang words, I approach them in a different manner; I tell them to think that when there are in the classroom, they are at work and to think about the business world.
I also approach the students in a relaxing way and make few jokes in relation with some of the words that they use. Funny thing after the second week if a slang word slips out, they appologize.
I often teach a class of about 30 ~ 35 adults from different countries. Just a few of the students are from the same country, so it is a very diverse group. The concept of the individual/group (40%/60%) test could be very useful in this classroom setting. A major objective is to get them to learn to work together and this is likely to be an effective procedure.
I have found that making time to focus one on one with a student helps tremendously.
I rely on project based exams and putting the students in small groups, often with stronger students to assist in the learning process.
Be creative in how you can help your students with procedure and terms to succeed.
While it is clearly important for individual professors to prepare for diverse learning needs, it is even more important for institutions to provide the support system for student success. In a non-traditional environment, the courses are many time accelerated and content specific. Faculty and learners must have the flexibility to move forward as the course is designed. By having support mechanisms available to all students external to the class and based on need, class time can be used efficiently for the entire class. It is still critical for faculty to maintain motivation but in many situations it is not feasible or possible for the content expert faculty to focus on individual reading and writing skills that are a prereq for entering the program. Being able to direct learners to appropriate resources is an appropriate approach for many situations.
Dr. Jeannette K. Jones
Teaching culinary arts in a classroom setting with any number of diverse learners requires me to constantly change and vary teaching techniques. This gives not only ELL students, but all students the oppportunity to hear the explanation in a different way again and therefore remember the topic taught better.
Thanks, Brian, this is an excellent technique; it not only links a new concept to something the student is familiar with, and comfortable with, but it also fosters buy-in from the student - it makes the concept or application more relevant in the student's mind. Bravo!
Jay
ED106 Facilitator
One strategy I have used to work with students that have diverse learning needs, is having them discuss something they are familiar
with to the class. It could be family, food or where they have been and I try to bridge the gap to the concept we are learning in class.
I used to listen to a new person to town pronounce our town name, but he always had a different sound to the vowels. I never corrected him because I did not want to embrass him. It did not matter how he said it, to me. I just noticed the difference. Now I am learning Spanish and realize that his pronounciation was based on his knowledge of vowel sounds and so the different sound to the town name. He was using language in the way he was used to. I would have done the same thing had I been a native Spanish speaker.
Hi Don; patience really is a virtue, particularly for educators; Excellent comment about working with deaf students; the interpreter, though an important function, is simply a medium. Hopefully, educators will see that working with challenged students is not a hurdle, but just a different approach.
Jay Hollowell
ED106 Facilitator
The very first thing needed is PATIENCE. It is very easy as an instructor to get frustrated with someone with a disability. Working with an interpeter for deaf students it is important to address the student and not the interpeter.
Hi Kristin! I think that all of the teaching methods you list engage students with different learning styles and challenges, even those that are reluctant to read. I know that you are familiar with a variety of reading development methods and resources. I really like the SQRRR method. It's simple and flexible, and allows the instructor to help adapt a reading strategy to each learner. For all of our forum participants, here is a site below that briefly describes the SQRRR process for reading improvement.
ctl.stanford.edu/Student/studyskills/SQ3R.pdf
Thanks,
Jay
ED106 Facilitator
I have used, to one degree of success or another, the following techniques:
1.Group work
2.videos (for visual learners)
3.Student-led instruction
4.mnemonics
5.flash cards
6.friendly competition via games/prizes
All have their srengths, but my biggest issue is what to do with the student who simply will not read. Frustrates me to no end, even if I do understand why!
Thanks Mike, true, many of the traditional and simple teaching aids are still very effective. Do you ever have volunteer students come up to the board for an activity where they can express their knowledge and talent?
Jay
ED106 Facilitator
