Teaching the slow learner: if your child is a slow learner

in school, these suggestions may help.

A child can be considered an underachiever in school and can be grouped under a generalized
classification much too easily. One child cannot be grouped with a group of underachievers
and be placed under one certain classification and this happens much too often in our schools.
A teacher needs to be able to be aware of very specific and very personal problems that can
cause a child to be considered an underachiever or a slow learner.

The confusion on this topic needs to be reduced in our schools. Some teachers are just too
quick to identify and also to attempt to correct learning disabilities without the proper training
or knowledge on the subject.

There are general categories into which most teachers will tend to group each child who is a
slow learner. The classifications will be made according to the likeness of a child with each
group.

First, we need to realize that all children who are performing under their grade level are not
necessarily underachievers. A lot of schools feel that all children should be exactly at the
same level in each class and this is not true. Sometimes they will think that the children in
this classification of slow learners are not capable of achieving at their chronological grade
level. Sometimes, from the first grade on to other higher grades, a child just hasn't mastered
the basic skills of learning. These children can get frustrated and even convince themselves
that they cannot learn. In this instance teachers need to work with these students to teach the
basic skills necessary for learning at the rate of normal student for his age.

There are some children that have problems with language development. A lack of language
development can cause a child to be a slow learner. It is of much importance to see if a child
has grown in the art of language and reading achievement, if not teachers need to work with
these students to bring up their language levels so that they can reach maximum achievement
in their class.

Some children have cultural disadvantages as they may come from homes where, for
example, the parents are not speaking English and are speaking another language. They can
be known as culturally disadvantaged as they do not have essentials necessary for learning. In
this instance teachers

need to work with the students so that they can achieve and not be doomed to a failed and
frustrated attitude. If this is left undone, then as the years pass there will be more and more
problems in learning coming from cultural disadvantages in the home.

There may not be enough challenges in the particular classroom to hold some chhildren's
interest and they become bored and don't reach their potential. A lack of challenge can bring
a child down to below the level of the classrooms. Teachers need to be on the alert for this
type of classification of underachiever as they will need to provide work that will stimulate
them.

Other children may be of average capacity and be expected to achieve at a higher level of
learning in the classroom. These children at times are incapable of achieving past a certain
level for a child their age and this can lead to frustration and failure in the classroom.
Teachers need to be aware of these children and not try to push too much on them in the way
of learning in the classroom.

Children sometimes can be considered and classified as reluctant learners as these children
will make good grades on tests but cannot function daily in the atmosphere of the classroom.
Sometimes these children will not be motivated to learn and teachers need to be able to draw
out these children and just get them motivated. Remedial help is sometimes used to get them
motivated and to learn to the level of the others in their grade level.

Students needs to be identified that can profit from remedial and corrective teaching.
Sometimes teachers will not provide this remedial and corrective teaching in their classroom
and this needs to be changed. If professional judgment indicates that this special remedial and
corrective teaching is necessary then a child should have this provide to help him.

[Link]/teaching-slow-learner-

Slow Learners

Teaching students, children and adults alike, who learn fast, is fun and gratifying.

However a large number of people just can't cope in class. We can call them "slow learners",
"people with learning problems", "people with different learning abilities", .. In the past they
would be bluntly labeled as "dumb" and drop out. Luckily, the attitude of teachers worldwide
is changing. Slowly, we recognise that people learn at an individual speed , in various ways
and have many-fold interests.

Leo is one of those many teachers who has made a difference to people who have problems
learning the traditional way. With over 30 years of teaching experience with both adults and
children in Belgium, Sri Lanka, India and Saudi Arabia, he is now spear-heading a movement
to change teachers' attitudes who teach slow learners.

With nothing but practical advice, he conducts seminars for new as well as for advanced
teachers. His way of teaching has already inspired others. And what he preaches, he also
practices daily in his class-room of adult learners. Leo's teaching method makes (slow)
learners learn more efficiently. All this is lo-tech. No need for expensive gadgets.

Tasks and Regular Teaching

His teaching style involves a healthy balance between tasks and "regular" teaching allowing
him and the students to work at various speeds in the classroom. The healthy balance means
that those who want to do more tasks, are given the opportunity to do so where as those who
need more guidance are also given what they need.

Permanent Assessment
His system of permanent assessment is also different from what most teachers do. Students
either pass or don't pass and students re-do exercises and tasks which they have previously
failed to do to satisfaction. For him, exams are a thing of the past and should be locked firmly
in the deepest cellars, never to see daylight again. The easy-to-handle assessment schemes
work. Leo has done away with exams for good and has adopted a system of permanent
assessment for writing, reading, listening comprehension and for speaking. This benefits not
only the students, but also the teachers.

Multi-Discipline

Leo's way of teaching and his permanent assessment, needless to say, can also be extended to
fields other than languages and needn't be restricted to teaching slow learners: his approach is
one that can benefit regular and fast learners and can be applied in other disciplines (as in
history, geography, science, ...). He conducts half- and full-day seminars and can be
contacted on

[Link]

Special Curriculum
The curriculum in the schools for slow learners should be based on their needs and abilities.
The curriculum should be such that it involves all the children and helps them in developing
their instincts and basic skills. While designing the curriculum for slow learners, teachers
should be aware of the individual needs of every child and the IEP (Individual Education
Plan) designed for the student. Curriculum should involve more practical things in design so
that slow learners can grasp concepts more easily by direct observation and hands on
performance. A teacher can make effective use of models, charts and pictures in explaining
concepts to slow learners.

Teachers can take these children on picnics to teach them about the nature. Teachers should
avoid teaching academic subjects with simple oral instruction to students who may need
additional time to process learning. They should use a diversity of instructional strategies.
Some children may not understand concepts in a group. Teachers should identify children
with special needs and give them individual time and differentiated instruction. By
organizing special curriculum depending on the requirement of slow learners and the
student's IEP, teachers can make learning easy and comfortable for students.

Home Visits by the Teachers

In providing additional help and support for slow learners, teachers can visit their homes.
Teachers can talk to their parents and can discuss the problems and adjustments with their
learning in the classroom. Teachers can ask the parents about the student relationships at
home. Healthy environment in the family is also responsible for creating better learning
opportunities for the child in the classroom. Unhealthy relations among the family members
may contribute as one of the causes of slow learning in the class. Teachers can ask about the
behavior of the child at home. Teachers can give suggestions to the parents relating to
providing a good learning environment at home. They can tell the parents how to deal with
slow learners at home in doing homework and helping students process subject information.

Teachers should tell the parents not to put unnecessary pressure on the child. Parents should
avoid making comparisons between the slow learning child and other children in the
classroom. With the cooperation of teachers, parents can get help in understanding the impact
of the learning disability of their child in the home and in the school and provide support in
helping their student build learning capacity.

Read more: [Link]

ips for Gaining Knowledge Easily and Effectively

Children who need additional time to understand concepts can benefit from different study
and organization techniques. To increase positive experiences, people who are historically
slow learners should begin their studies with easy and favorite subjects. Beginning with a
subject that is more interesting will allow the person to spend more time on that task.

When their energy level starts to take a dip, they can get the juices flowing again by taking a
break, relaxing, getting some kind of refreshment and then coming back to the table with a
fresh outlook. To achieve mastery in a subject that they are deficient in, they should find
alternate ways to make it more interesting.

If they feel stuck in some particular subject then they should approach their teacher and ask
for help. It can be constructive if they can take initiative and be motivated about self-
monitoring and self evaluation for better achievement in the areas of deficiency. By self
evaluation they can come to have a clear understanding about what is challenging for them in
a particular subject. Once they know what their weaknesses are, they can plan on spending
more time practicing in those areas as compared to other subjects.

During study time they should revise the lesson done in the classroom. With daily review of
the work done in the class they can retain things better. All the instructions given by the
teacher in the class should be organized into integrated notes. Written notes will help them to
study for examinations.

Slow learners can also make use of computers and related accessories to make learning more
interesting and enriching. Many data based programs, graphics and multimedia programs
available with educational importance have made learning easy. Multimedia programs that
combine text, video, sound and pictures can help slow learners gain knowledge easily and
effectively.

Reading in the Classroom

Many students with special needs have a hard time reading. This can make them feel like
they will never be able to do the work.
As para-educators and teacher's aides, it is our job to sometimes think on our feet. Often
times we don't have a chance to view the material before the class begins. Here are some
strategies that can help students feel more successful.

If it can be done, see if you can divide the class into small groups. Put the children that are
slow readers and slow learners in one group. This will give you the opportunity to read the
material out loud and stop to ask questions to make sure they are understanding the text.

You will also want to make sure that if there are discussion questions after the reading is
finished and that you have a copy of the questions from the teacher in the classroom. This is
another way our children feel successful as they can participate more fully in the discussions
with their classmates.

If your student has a really hard time decoding, you can sit next to him or, better yet, partner
him with a good reader that can quietly help him when it is his turn to read. I think it is
always a good idea to give this child small bits to read and as he feels more comfortable, he
will read more in a classroom setting.

It is very helpful for you to make an outline of important facts from the material. You can
then go over the material with the student later. Sometimes the child is so focused on failure
that he has an even harder time paying attention. It also helps when one of the children is
absent to have the material to go over with them.

Another good strategy is to provide verbal prompts like "Look here" if you notice them not
following along. You can also just point to the spot on the page. Sometimes this is enough to
remind the student to pay attention.

Sometimes the teacher’s guide is a good resource for extra help in simplifying the subject
matter.

When the reading is done, ask the student to tell you the main idea of the material. Make sure
they understand before the discussion in the class begins.

I feel that one of the most important jobs of a para-educator is to help the child feel
comfortable in being included in the regular education classroom.

Read more: [Link]