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Samantha Greenbaum-----In a classroom of over 20 students with different learning styles, teachers must decide when and which children need additional attention, and it can be quite a challenge. Most teachers do their best to provide additional instruction. When they cannot, a school district will sometimes implement programs to help. But what types of students need the extra attention and how do teachers and schools provide it?
Learning Disabilities
Children with learning disabilities may require extra attention to fully understand or complete an assignment. There are several categories of learning disabilities that involve difficulties with motor skills, understanding or producing spoken language and processing information.
These students need extra time and attention to process and complete assignments. Teachers can provide students with learning disabilities extra help and attention both in the classroom and out. Marcee M. Steele with the University of Missouri advises teachers to “implement basic modifications to their lectures, class time, textbook readings, homework assignments and assignments.” The school can provide extra support in smaller groups from special education teachers. Parents can help, too, by building confidence and preparing the child for new situations.
Emotional Disturbances
Emotionally disturbed students will naturally have difficulties learning. These students can have conduct, eating, mood and psychiatric disorders, as well as anxiety and depression, requiring extra attention from teachers in the classroom. The National Dissemination for Children with Disabilities claims, “emotional disturbances can affect many different aspects central to student learning, including (but not limited to): concentration, stamina, handling time pressures and multiple tasks, interacting with others, responding to feedback, responding to change and remaining calm under stress.”
The first step in giving these students the attention they need is to understand and identify the student's particular problem. After assessing the situation, teachers can learn more about the student's strengths and weaknesses, praising accomplishments and minimizing failures, eventually building confidence and security. In addition to classroom attention, students can receive help from the school counselor or private counseling.
Behavior Disorders
Any teacher would be frustrated teaching students with behavior disorders (BD). Students diagnosed with BD are perhaps the most difficult to teach and the easiest to identify. According to Healthychildren.org, common symptoms of behavior disorders that can be readily identified by observation include “temper tantrums, physical aggression such as attacking other children, excessive argumentativeness, stealing and other forms of defiance or resistance to authority.”
However, teachers can minimize these behaviors by setting rules and enforcing those rules, increasing classroom supervision and offering alternatives to the behavior. Teachers can provide extra attention outside of class time, discussing the behavior privately. Positive reinforcement for good behavior and a “please” or a “thank you” also help correct negative behaviors.
Accelerated Students
Highly praised and often overlooked is the high-achieving or accelerated student. Because these students perform so well, teachers often neglect to provide them with the extra attention they require. The National Association for Gifted Children warns teachers to recognize and respond to the “educational needs [of gifted students] before their abilities diminish or become less recognizable.”
Accelerated students need a stimulating classroom environment. Teachers can prepare additional activities for gifted students to complete and offer a wide range of learning materials. They can also help accelerated students advance their talents by encouraging original thinking and discovery.
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This article was provided by Samantha Greenbaum, education-oriented mother of two and homework helper.
