My greatest frustration is this group of 8th graders who suffer from various learning disabilities.
I know that they CAN learn. I have proved it to them by teaching them all sorts of little things. But here we are, 7 out of 10 months passed, and except for one student, nothing is built. No confidence is created. No motivation. Not a hint of belief that they can cope with learning English.
On the one hand, this group is their only chance. In a regular class they will disappear and won’t get a chance. But on the other hand, when in a group of under-motivated, students, who really don’t want to study and have a negative attitude, the group fortifies their behavior.
Personalized learning, which is an approach I like, cannot make it through such a negative attitude. This is not about how much they are willing to invest in their studies or which way of learning will suit them better. We are not there yet. The important preliminary step is to form the very basic agreement, without which learning cannot happen. It’s a contract between a learner and a teacher:
I am here to learn.
I am here to teach.
The fact is, those who are in my classroom to learn – do. And those who are not there to learn – are not learning. They might seem to be in it when we’re using the computer, but they are only there for a minimal fun and then switch to YouTube or other unauthorized activities and if caught, then immediately they have to go to the bathroom. Right?
It doesn’t really matter what their learning disability is. On my end I am willing to work with any difficulty. I invite them to share their frustration. To ask for help. I encourage them by observing their strong spots. Every child is unique, every child is a whole world of opportunities.
But despite my best efforts – the whole classroom environment doesn’t work. Not for them.
I feel humbled by an urgent need to learn. So much more to learn.