When addressing a student that is learning the language along with new career skills I make sure to be as accomodating as possible.
I make the student aware that I am supportive of their decision and will work with them closely in order to help them succeed.
This usually proves beneficial for both student retention and confidence.
When I have a student that is having a difficult time grasping the information I spend more time with them on an individual basis. I encourage them to keep asking me questions until they comprehend the task.
well said, I like this aproach and have used this with sucsess, mostly the syudents want to know you care aboout there learning.
One strategy that I have used in class, is to observe the student during class cooking time, If the student is having trouble executing the proper techniques I may ask them to come to class early and work closely with them, until they understand and feel comfortable with the subject matter.
I found that most students with these types of learning needs usually like to sit in the back of the room, trying to appear to be "invisible" as they have a lack of confidence in their ability to speak correctly or communicate effectively. I try and make a point to sit these students in the front two rows where I can monitor their non-verbal clues as well as include them in the lessons whenever possible. I also try and group them with other students whom I feel will be able to assist them with their language problems and help them gain the confidence necessary to feel part of the group and able to contribute to the class.
A strategy that works very well for me is to ask the first day of class how many studetns would like to have a visual, written, or both handout of the daily chapters. At the very beginning they seems to be a little confused, but after 2 days of practice, they realize how helpful this is for them.In some cases and when the opportunity allows it, I would offer them to take a quiz verbaly or written.
They soon realize the Instructor's willingness to assist them. Therefore they become more open minded to suggestions and new learning techniques
I agree you definitely need to pay close attention to each student without making them stand out in the group.
I talk to them to find out what there likes and dislikes are , along with what thier interests are .
The one that comes to my mind the most is the one student that I had in DYNO class!this student was in a wheel chair and was paralized from the waist down. the DYNO class is all about being able to put a motorcycle on the dyno and make runs with it.by taking him into the dyno by himself and going over everything with him step by step as i was doing the actual riding of the motorcycle he was able to continue getting in the dyno with other students and learning as much if not more from watching the make runs while he ran the computer and watched them and told them what and how he wanted them to do! I assess a student learning need by talking to them and wathiching them the first couple of days,also I will ask the first day for the all students to turn in a paper telling me what it is that they are expecting to get out of the class,and what their background in the subject being taught is, by reading over this paper I can pick up alot!
In the role of instructor with my employer, we are not allowed to ask specific questions concerning learning disabilities. This is left to our student service department. However, being patient, listening and providing all support possible, leads to a better learning environment for this type of student.
I take some time size the class up , they all different see where they are ,that let's me know how I have to deal with the class.
First ease their concerns by letting them know that I am dyslesic, then advise them of the help that is available
I agree you have to pay close attenion to what their needs are
Knowing at the begining of a class that a student has a learning disability is a great advantage for a teacher. Our school has it in place to let the instructor know the type of problem the student has so you can address the issue directly before the student gets behind without the instructor knowing it.
found that a student could learn with lecture and made the entire lecture into a hands on lab activity
Very good strategy, sometimes the problem with a student learning what is needed to pass the course is an underling problem such as the medication you mentioned. but there could also be personal problems as well.
This is a touchy situation, you need to approach it in a way that you are not seeming to pry into their personal life and that you are just tring to help them.
I work with my students who are true hands on people. I just use many demos to show what I need to get across. Let them do it after I demo the new item.
This entire subject is rather new to me and I look forward to learning better methods of identifying students with reading/writing needs and assessing their needs.
I've had a few ELL students in the past and have no problem identifying their special needs. They are plainly obvious. However I have had a great deal of trouble identifying students with reading/writing deficiencies in the past because many of my studnets have attmpted to hide their deficiencies and lack of vocabulary for fear of being singled out as stupid. Even when I have seen written responses from a student on a lab sheet that demostrates a very poor grasp of vocabulary and grammar, and have asked the student what I can do to help him learn some of the new terminoligy that is specific to our career field, they often deny having a problem.
I have noticed a tendancy of some of the students to look for simpler definitions of technical terms of our field and replace those technical terms with the simpler word they already have in their vocabulary which may have a similar definition. The trouble is that they will be expected to recall and use the new technical term and ad it to their working vocabulary.
I had a student that was deaf. He had a "second" language that of course was singning. I foud that because I talk with my hands a lot it would be a good idea to use his signs in the class topics.
Hi Kristin! I once observed a class where the instructor was using the mnemonics approach and likewise employed some really funny activities to encourage participation and maximize retention of the vocabulary.
Thanks for all of your forum comments and suggestions. I hope that all of our participants will review your posts and benefit from the ideas you present.
Jay Hollowell
ED106 Facilitator
