Teachers play an important role in nurturing a student`s sense of dignity and self-worth.
Research about resilience highlights the significant influence of even one adult to help children with learning and attention problems become increasingly hopeful and successful. The late Julius Segal called that one person a “charismatic adult,” noting this was an adult with whom children “identify and from whom they gather strength.” Segal observed, “And in a surprising number of cases that person turns out to be a teacher.” Not surprisingly, teachers and schools play a major role in determining a child’s sense of self-worth and dignity.
Positive, charismatic teachers
How can teachers serve as charismatic adults? Certainly they must use particular interventions to bolster the self-esteem and resilience of students. However, if strategies are to be effective, the teachers using them must possess a positive mindset, or set of assumptions, about themselves and their students. Some of the main features of this mindset are:
- Every student desires to learn and be successful in school. If they are not, we must strive to understand the nature of their learning problems.
- If students are demonstrating self-defeating behaviors, such as quitting, or not trying, or acting like the class clown or class bully, we must recognize these are ineffective coping strategies that often mask feelings of vulnerability, low self-esteem, and hopelessness. Rather than impose punitive consequences, we must ask how to minimize the despair these youngsters experience each and every day.
- If we are to lessen the use of these ineffective coping behaviors, we must teach these youngsters in ways they can learn best. This implies that as educators we must first change our approach and teaching style if students with learning problems are to adopt a more hopeful, positive approach. We must be comfortable in making accommodations when needed.
- Each child or adolescent possesses “islands of competence,” or areas of strength, that must be identified, reinforced, and displayed by educators. A strength-based model does not deny the child’s problems but recognizes the importance of using the child’s strengths as an important component of any intervention program.
- We must actively invite and involve students in the process of their own education.
Nurture self-esteem and resilience at school
If one accepts the tenets of this mindset, then it is easier for educators to rely upon attribution theory for offering guideposts for bolstering self-esteem and hope. This theory directs us to find ways for youngsters with learning problems to feel an increasing sense of ownership, control, and responsibility for their successes and to view mistakes as experiences from which to learn rather than feel defeated. What follows are several key strategies with examples of how teachers might accomplish this task. Each educator should use these strategies in a way that most successfully meets the particular needs of each student.
Demystifying the problems
A first step in helping children with learning difficulties is for teachers and parents to appreciate the nature of these problems, help children understand their unique learning strengths and weaknesses, and make appropriate accommodations in their school programs. When I conduct psychological/educational evaluations, I seek to enlist the children, as well as their parents and teachers, as active “partners” in the evaluation. I ask these youngsters what they see as their learning strengths and weaknesses. I am often very impressed with their ability to articulate their learning profile. I describe the evaluation as an attempt to understand more clearly their strengths and weaknesses so together we can figure out the best ways for them to learn.
When I complete an evaluation, I sit down with the youngster to review my findings, emphasizing both his islands of competence and his areas of difficulty and what we might do to strengthen the latter. Typically, I write a special report for each child, thanking him for working with me and detailing, in language he can understand, the main findings of the evaluation and the interventions I believe would help him. I should note that the interventions follow from the discussions I have with parents and teachers.
My close friend Dr. Mel Levine, through his writings and lectures, has skillfully demonstrated the importance of demystifying for children their learning strengths and problems. The more articulate students are about their learning style, the better equipped they will be to become self-advocates for what they need to succeed in the school environment.
Accommodations that maximize success
If all children learn differently, then it makes inherent sense that we teach them in ways they learn best. The kinds of accommodations I typically recommend do not require major modifications in a student’s program, nor do they demand that a teacher have different educational plans for each student in the classroom. What is required is that all parties — students, teachers, parents — understand a child’s strengths and weaknesses, arrive at common expectations and goals, and recognize what has to be done to reach these goals.
Some teachers have raised the question whether it is “fair” to make accommodations for one student, especially if other students feel offended. While I understand this concern, I believe that since all children are different and learn differently, the least fair thing is to treat all of them the same. However, the issue of fairness must be openly addressed lest other students begin to resent those students who are receiving accommodations. For this reason, I advocate that schools use the first couple of days of the new school year (although it is never too late) as an “orientation” period. During this period, teachers would not focus on academic content but instead would use the time to create a classroom climate in which all students would have the opportunity to thrive.
For example, to lessen the possibility of children feeling a teacher is unfair because some children might be doing more work than others, on the first day of school, the teacher can discuss with the class how each student is different, how some students read more quickly than others, how some can solve math problems more proficiently, how some can run faster than others. The teacher can then say that given these differences, there will be different goals and expectations of the amount and kind of work done by each student. The teacher can add, “One of my concerns is that you may begin to feel I am not being fair, and if you do, those feelings may interfere with learning. Thus, if at any time you feel I am not being fair, please tell me so we can discuss it.”
The feedback I have received indicates that when a teacher introduces the topic of “fairness” before it becomes an issue, it remains a non-issue and permits the teacher to accommodate to each student’s needs without negative feelings emerging. Obviously, teachers should share this message of fairness with parents, perhaps through a short statement of class philosophy that is sent home.
As noted, the kinds of modifications I typically have recommended do not require major changes. A teacher reviewing several of these recommendations recently remarked, “These are all very reasonable.” The following are a small selection of these accommodations:
- Untimed tests should be provided. I have known students with learning problems whose scores have gone up significantly by taking tests untimed, and yet they only required a few extra minutes. Removing the pressure of time lessened their anxiety.
- A maximum time for homework can be defined. I believe that if most members of a class can do six math problems in 15 minutes, then, if possible, teachers should set that as a maximum time. If some students can do only three problems in that time span, the three should be accepted. To ask students with learning and attention problems to put in an inordinate amount of time for homework not only is counterproductive in terms of learning, but also increases tension at home.
- We should ensure students know what the homework assignments are. Many students with learning problems have difficulty copying homework assignments from the blackboard. Providing the child with a monthly “syllabus” of assignments can be very helpful. Some teachers assign a “buddy” to ensure the child has an accurate picture of the homework required.
- Children should be permitted to use computers for their assignments. Many students who have difficulty transmitting their ideas on paper do much better with computers. Yet, I know of teachers who still feel “students have to learn to write.” By this they mean, writing with a pen or pencil. My feeling is if students struggle to write with a pen or pencil but find it easier to express their thoughts using a computer, they should be allowed to do so.