"Learning Differently Doesn't Mean You Can't Learn"

If I had a dollar for every time I heard a student say, "I'm not good at this stuff," or "I can't do it," before giving up, I'd be able to pay a few bills. I've even heard some state, "... because I'm dumb."

What a sad way to go through life and learning. Yet, these are comments that so many say and believe about themselves. Part of the pitfall of this is that it not only impacts the way students respond in class but the way they view themselves. However, that can be changed.

I'm a firm believer in the fact that everything begins with a thought. So, if a thought can be altered from a negative one to a positive one, imagine what the actions that follow would look like.

A great place to start is by understanding that while some share similarities, everyone does not process information alike or learn in the same manner. Learning styles vary from one individual to another and should be a consideration when aiming to strengthen skills.

LEARNING STYLES (click on the symbol beside subtitles to view section information)

The most familiar learning styles are:

1. Visual - students learn best through things they can see such as images, illustrations, graphic organizers, diagrams, or videos.

2. Auditory - students learn best through hearing and speaking.

3. Kinesthetic - students learn best through things they can do/be involved in such as hands-on, interactive, or project type activities, and

4. Reading and Writing - students learn best through reading and/or writing.
   

Many students employ a combination of these styles. Therefore, in addition to exploring what level a student is working on or if there are any special needs that must be met, determining how you or your student learns best is another aspect that should be considered in helping them be successful.

Let me give you an example. Read how a twenty year old high school student, who learned different, gained confidence and reading skills while on her educational journey to graduation.

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"The Student Who Resisted to Read"

Several years ago, I had a student who had been held back a couple of times. She was twenty years old when she walked into my American Literature class and needed that credit to get on track for graduation.

She wanted to sit in the front of the class so she could see and hear, but she didn't want to be too close to others. Some of them already knew her from previous classes and were aware she was behind, which made her very self-conscious. Nevertheless, she was kind and well mannered, yet reserved. She didn't speak much and was adamant about not reading aloud. But it wasn't just about reading a portion of a passage, it was reading anything aloud. Whenever I'd look in her direction, I could see the fear written all over her face at thought of possibly being called on. One day, I asked her to come see me during study hall. When she got there, I wanted to know about her reluctance to read anything in class. I knew it was more than shyness, but I didn't know the extent of it until we met. She told me that she didn't want anyone to know she couldn't read. She said she messed up a lot and was afraid they'd laugh at her like others had done before, especially since she was the oldest in the class.

Now that got under my skin a great deal. I can't stand bullies or intentionally mean kids. And I could tell she'd been the target of some of them because the sadness in her eyes was evident when she spoke on it. While I knew we needed to dig more into her reading issues, but in that moment what she needed was compassion and encouragement.

I told her, "I'm sorry you had to experience that. Dealing with peers can be very hard at times, especially when they're being cruel. Some kids are just jerks." She laughed a little and shook her head in agreement. (Laughter always breaks the ice and eases moods as well as atmospheres.) I continued, "I know that you're capable of learning, but I want you to believe that too. I'd like to help you. Do you mind reading for me?"

She slightly shook her head in agreement, then reached into her bookbag and pulled out a pretty nice sized novel. I was surprised to see that. She saw the expression on my face and immediately said, "I like to read, but it's hard for me. I lose my place all the time and have to read the same parts over and over again. And I can't read all the words. So I usually just give up or use the audiobook to read for me and follow along."

As we talked more, I began to notice the terms she was using when speaking about her experiences. She was well spoken, which is unlike some other struggling readers who may speak and write the way they read due to low vocabulary or another area of weakness. So at this point, I just wanted to see what she was able to do.

"The Impact of Encouragement and Guidance"

I reassured her that she was not incapable of learning and even though she didn't realize it, she was still learning by using the audiobook. Next, I told her that different people learn different ways and often it's just a matter of discovering what works best for each person individually, so not to get so down on herself. She was still a little skeptical, yet she opened her book to a page with a folded corner and began to read a little. And just as she said, she stumbled over some words and kept stopping and rereading a couple of sentences. Once or twice, she would lose her place, skip over a line, unintentionally, then read the next one.

She was getting frustrated, so I let her know it was okay to make mistakes and expressed that we all do it at times, including me. I used myself as an example because allowing others to see that we all make mistakes sometimes can create a less intimidating space and possibly reduce self-criticism. A student will shut down quickly once they reach a level of dissatisfaction and are unsure how to manage those emotions properly. So we want to avoid that or find ways to counter it. So, I asked her to take a quick break to just breathe, calm, and collect herself. She did.

Next, I went over to my art closet and found a slip of dark orange paper and cut it into the page width rectangular shape, then handed it to her. I asked her to use that to cover up everything other than the sentence or part she was reading, so she could focus on those only, then slide it down as she went along. For her, it was simple technique but an effective one. So was placing her finger on individual words to avoid skipping over any until she could read more fluently. She did well. Not all students need those basic steps but for her "individual" learning, it was a necessary building block. The fact that she articulated well, which looked different than her reading and writing, may have come partly from utilizing the audiobook. She comprehended what was happening in the story, therefore she could respond to questions about context and was picking up new vocabulary through listening. That's auditory learning. So, I encouraged her to continue using it while working to improve her reading skills. At each turn, I praised her for what she was doing.

On the other hand, she needed a reteaching in the area of pronouncing/reading words. So in our session, I spent a little time reintroducing her to strategies that addressed it, then encouraged her to meet with me during study hall each day, if she didn't need to go to another class for help.

"The Outcome"

It was a fruitful arrangement because, over time, she progressed and eventually reached a point where she chose to stop using the paper to cover up text and was able to keep her place better. She even began to read aloud in class, and when she missed a word, she didn't get as irritated with herself. She'd say something like, "Oops, sorry Ms. K," then self-correct and start again. This was a victory for her, so much that even other students in class would jump in to help her when needed. That was the icing on the cake for me, and a morale booster for her.

How did this twenty-year old, who was originally so convinced that she wasn't going to be able to conquer her reading struggles get to a place where she not only read aloud in class, but actually raised her hand and volunteered to read? Well, she gradually increased skills that she was low in, she acquired new skills, she was encouraged and motivated by the support she received, and she was able to see that she was capable of learning, even if the way she learned was different than the way others did. Opposed to some students who pick up information quickly, independently, or with minimal guidance, she needed to supplement with audio aids, extra one-on-one instruction, steps, some guided practices, a reteach of some foundational concepts, and above all else, to believe in herself as someone else did.

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TAKEAWAYS

1. Just because you learn differently, it doesn't mean you can't learn.

2. The most common learning styles are visual, auditory, kinesthetic, and reading and writing.

3. Determine the current learning level and start from there.

4. A little encouragement goes a long way.

5. Motivate through mistakes by making it known that each mistake is just an opportunity to learn, not a failure. Emphasize the fact that everyone makes them, yet finding ways to correct them is more important.

6. Cater learning per individual need, and take it one step at a time.

7. Remember to congratulate students or yourself for every piece of progress made. Small victories are still victories which can lead to larger ones.

Be Inspired and Encouraged!

Create A Good Day!

Kiyoko's Place

Kiyoko Demings

(Reading and Writing Interventionist)