I completely agree as I noticed Some students have the tactile ability where others suffer in the exams both however is a necessity in order to be a good potential employee.
Erik,
I think this brings up an interesting point, sometimes we may need to be okay with & help our students be okay with the fact that they aren't good test takers, but they can perform well in other areas & therefore it balances out.
Dr. Ryan Meers
I recently had a student who had difficulty with reading and writing so we worked as a team. I would have him read aloud and do work on the board so that he would practice his reading and pronunciation. I think showing patience and non-judgement helped alot for my student. I would always encourage him and point out how well he did other things, for example being able to recite things from memory and not have to write them down first. His confidence in his abilities and knowledge increased greatly.
when I work with students with learning needs I combine techniques that cover most of the learning styles ,I have realized that they learn more when I use the board with diagrams ,statements ,so that they can answer questions ,identify structures on a diagram on the board ,and if there are still questions we can continue to work on them ,giving them the chance to repeat what they do not understant several times and we have also the chance to repeat to them as many times as they need
I had one student who was a bad test taker however their field experience and hand on capability during the practical proportion made up for that do to the fact that it was a hands on class the tactile use was very valuable to this particular individual.
I have found that using simpler english terms (breaking down lecture content/examples using simple words) is a great strategy for students with learning needs. Also, understanding a student's level of comprehension will help you as an Instructor best suit their specific needs.
Maria,
I like that you provide them with the list of videos. I think the more resources we can provide to these students the better off they will be.
Dr. Ryan Meers
I have also tried to pair up students with someone without learning problems that speak the same language, but have come across a few that use their barriors as a crutch and have a hard time spreading their wings to move forward, and fall into a place where they become disruptive in class which brings the focus back to them. Any helpful hints?
I try to use demonstrations and ask questions to know if they are understanding the material. I will also tell them of videos with the material in them when availble.
Stephen,
I agree with you. When we demonstrate true concern & care for our students they tend to be more open about what they need from us.
Dr. Ryan Meers
A challenge, dealing with students who cannot read at an 8th grade level but are now attempting to learn post-secondary material. One is tempted to recommend remedial classes but is not sure now they would fit into our mission. Teaching non-readers can take up a lot of class time.
I find that when students see that you understand their plight and show them focused attention, the wall is knocked down so to speak, in their reluctance to admit their shortcomings.
Steve Baker
First, the student needs to be made comfortable and confident. That's a challenge. The instructor has to find a skill that can be sincerely praised. Then, hopefully, the student can relax and the instructor can zero in on their underlying difficulties. It is hardest to deal with the student who has convinced himself/herself that things are too difficult from moment #1 and doesn't let the instructor try to solve a problem.
I have a student with A.D.H.D. I make sure to speak slowly and use three or four different styles of explaining a subject matter so that she can get the best way to understand,comprehend and apply her learning abilities.
Sometimes, she forgets her medication and I work one on one with her. sometimes I give her some tutoring.
Jeff,
I think this is a great idea for using examples. We talk of many of the benefits of examples, but often overlook this one.
Dr. Ryan Meers
I tend to pair the English learners up with students who speak their language but also speak very good English. It is very helpful.
Using as many examples and illustrations as possible will assist these learners with grouping and comprehension.
I worked with my son after he was diagnosed with a learning disability. We spent 7th grade doing homework together to get him caught up. It was very rewarding to me to see him grasp material. One technique that was suggested for us involved me reading to him while he read a book. He needed the auditory and visual combo to get him up to speed.
Students with learning needs want to feel like a normal member of the class. I tend to teach my lesson for the day and then take special time with each student to make sure they comprehend what was taught. This way the learning needs students do not feel like they are being singled out and looked after. It also gives me a chance to let the students work on homework and I get to know the students better.
I have found that when working with students with learning needs, we need to understand what the need is and then take steps to engage these students in a manner that they learn best. While we cannot accomodate every student learning needs, there are general ways that most people learn, whether it be Lectutre, Demonstration and then having them repeat what they just learned.
