Extra Help

Student Ability is a tricky thing. I think that all students have the ability to learn, but I also think that students need the right tools that work specifically for them in order to make it happen. I have an interesting class composition because it is an IB class, but it is standard level, which means I have both high and low achieving students. This means I have to differentiate every assignment, activity and assessment. For assessments, I have found that the most effective way to differentiate for my students is to give them short answer questions. This allows for more flexibility in answers, and I emphasize questions that allow students to use their own examples of the content so that they can answer in a way they are most comfortable. They are allowed to use bullet points on the tests and for comparisons they can use charts. In class activities, I have the students sit in assigned groups that are arranged with a mixed level of achievement in mind.

At my school, we have tools for students with learning differences that come from a number of different sources. First, we have the learning specialists and a learning center, of which I am a part of. I help in the writing center, which is designed to have students bring their papers for guidance and proofreading help. In reality, I end up helping students with math, science or writing. These students often come in convinced that they are “never going to learn [insert material here]”. When in reality, they need a one-on-one, step-by-step walkthrough of the material. It is moments like this that make me think that students can learn just about anything, given the time and the extra help. The problem with some of these students is their ability to complete the material on their own. Sometimes, we hit the roadblock of a complete lack of motivation from the student when they leave. But that is conversation for another blog post.

Office hours are another tool that students have at their disposal at our school. Recently, I have had students come into my room during office hours to complete work simply because my room is quiet. It is interesting when a student is resistant to extra help, comes to my room to work and then asks for me to proofread their work. I have had a few students over the years do this which has ended up helping these kids in the long run.