Learning Disabilities
Learning disabilities present a unique challenge to any instructor. That is, it can be more exaggerated in terms of which types of learning can be used to teach because some of the methods are not able to be comprehended by the learner. It is important to remember that learners still have the desire to learn, even with a learning disability. The goal, as the instructor, is to meet the challenge and find a way for the learner to learn.
Learners reflect on their experiences in the classroom as well. “I dont ‘suffer’ from dyslexia, I live with and and work with it. I suffer from the ignorance of people who think they know what I can and cannot do” (Salmassi, p. 28, 2016). A teacher sent a six year old boy home with a note saying that the child was too stupid to learn; the child’s name was Thomas Edison – a famous inventor. Albert Einstein said that most teachers wasted their time asking questions to discover what the pupil did not know. The true art of questioning is discovering what the pupil does know or is capable of knowing (Salmassi, p. 28, 2016).
Focus on what the learner can do. Work with their strengths and let the learner build on their strengths. Weaknesses can be sorted after the main objective of the goal is understood and learned. Recognizing student strengths allows the teacher to gain a well balanced understanding of a child’s behaviour and learning style in order to set reasonable expectations (Rawana et al., 2009).
If students don’t understand a concept, I will try different approaches on explaining the concept. Ben Franklin famously said, “Tell me and I don’t understand. Teach me and I will learn. Involve me and I will remember.” Students should actively learn to the best of their ability. The more involved they are, the more they will be able to understand and learn the skill.
Sources
Rawana, E. et al. (2009). Strength Based Classroom Strategies. Canadian Teacher Magazine. http://www.canadianteachermagazine.com/archives/ctm_teaching_ideas/nov09_strength-based_classroom_strategies.shtml . 2009.
Salmassi, A. (2016). The Parrot, Kate and Me. ShieldCrest Publishing Limited. Buckinghamshire, England.
http://people.bethel.edu/~shenkel/TeachingMethods/CueInfo/Cues.html
Constructive Feedback
Constructive feedback is important because it allows the learner to receive input on their performance and improve their skill for the next performance. When done correctly, constructive feedback helps the learner develop their skills further. However, when received or given incorrectly, it can have a negative effect on the learner. The learner can be affected so that they may even take a step back in their learning process because of the confidence that has potentially been taken away.
According to the Behavorist model of learning, the learner is affected by the environment surrounding them (Hannah, 2013). “If constructive thoughts are planted, positive outcomes will be the result. Plant the seeds of failure, and failure will follow” (Garrett, 2010). Therefore, a positive environment produces the best results for learning. The instructor should focus on the positives of the learning process; they should be specific and encourage that behaviour. Negative aspects of the process should not be punished.
Instructors should be specific on setting goals to work on the weaknesses. If weaknesses are pointed out, they should be followed with ways of improving. Use the strengths of the learner to build on the weaknesses. A positive environment for learning allows the learner to build self-efficacy in performing the task (Zumbrunn, 2011).
As an instructor, I will always encourage the student so that they are able to identify themselves moving in the right direction of the learning process by pointing something positive out. Clarify with the student how they can improve and make sure that they understand that aspect as well. That is, students should be receiving feedback and be able to identify how to improve the skill themselves. This will allow the learner to become more independent to be able to continuously improve the skill later on.
Sources
Garrett, J. (2010). The Journey Continues. Bloomington, IN.
Hannah, R. (2013). “The Effect of Classroom Environment on Student Learning”. Honors Theses. Paper 2375.
Zumbrunn, S. (2011). “Encouraging Self-Regulated Learning in the Classroom”. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University
Shane's PIDP Journey 