Teaching Slow Learners

Teaching Slow-Learners
 Characteristics of the Slow Learner
“This student always has a confused look, always in
for help, never seems to understand material,
consistently does poorly on tests, rarely finishes
tests, can’t use reference materials, can’t rephrase
information, has an extremely difficult time with
new concepts and can stare at one problem for 45
minutes and be no farther along than he/she was at
the beginning.”
 Factors Affecting Learning
 Factors within the child
 Home circumstances
 Teacher and children attitudes
Helping children who are experiencing
difficulties
There are three steps to helping a child who is
experiencing difficulties:

 Identifying the difficulty

 Identifying the cause of the difficulty
 Think of ways to help
 Strategies for Teaching Slow
Learner
 · Have the student sit in the front of the room near
the teacher.
 · Have the student repeat directions to see if he/she
understands them.
 · Have the student rephrase the directions in his/her
own words.
 · Monitor the student’s work, ask him/her to show
you what he/she has done when half completed and
have him explain what he/she is doing.
 Strategies for Teaching Slow
Learner (cont)
 · Break down the directions into a sequence of
steps, number the steps, have the student
complete the task one step at a time.
 · Utilize an academically stable student to
help monitor this student’s work or help
explain directions.
 · Before each math lesson put problems on the
board to remind and reinforce the concepts
being applied.
 Strategies for Teaching Slow
Learner (cont)
 · Have the student do two or three problems with you, tell
him/her to do two on his/her own and then say you will be
back to check his/her work. Then remember to check.
 · Have the student do a shortened version of class projects.
 · Monitor him/her closely to be sure he/she isn’t putting
down just any answer.
 · When finished with an assignment, ask him/her to tell you
the main idea of the work or explain the process that he/she
used.
 Strategies for Teaching Slow
Learner (cont)
 · Try to check on him/her from time to time.
 · Allow student to do every other problem.
 · If possible, cut his/her assignments but make sure
he/she sticks to agreed upon cut.
 · Invite him/her in to a morning or afternoon private
session to show concern, possibly involve parents
by calling them about such a session.
 Strategies for Teaching Slow
Learner (cont)
 · Give him/her extra time on tests.
 · Ask another student, whom he/she likes, to help
him/her.
 · Read short stories followed by questions dealing
with the details, sequences, main idea, inferences,
and drawing conclusions.
 · Start by giving simple oral directions and progress
to more difficult ones.
 When your student experiences difficulty with reading...
 allow partner reading.
 use peer tutoring.
 use taped materials (text or study guides).
 use videos.
 use computer games, e.g., Oregon Trail, Carmen San Diego.
 allow students to quietly read aloud (sub-vocalization).
 teach self-questioning.
 paraphrase key points and have students paraphrase.
 summarize key points and have students summarize.
 sequence key points.
 identify main ideas.
 identify 5 W’s–who, what, when, where, why.
 allow highlighting of texts, passages, key words, or concepts.
 use prereading and post reading activities to pre-teach or reinforce main ideas.
 explain idioms that appear in reading passages.
 allow silent prereading
 use preparatory set–talk through what a reading passage is about using new
vocabulary and concepts.
Structuring Classroom Space For Disruptive Students

 Disruptive students should be placed in the front of the classroom near the
teacher, but not separated from rest of class.

 Two disruptive students should not be allowed to sit next to each other.

 Disruptive students need more frequent reinforcement than other students.

Having them close to the teacher makes this possible.

 If there are a group of difficult students, have the most difficult one sit close to
the teacher and spread the others out. Place appropriate students next to
disruptive students.

 Students should have only relevant materials on their desk.

 Do not place easily distracted students near the window or other location
where distraction is likely.
 When your student experiences difficulty with writing...
 shorten writing assignments.
 require lists instead of sentences.
 provide note takers.
 allow student to use a tape recorder to dictate writing.
 allow computer for outlining, word-processing, spelling and grammar check.
 provide fill-in-the-blank form for note taking.
 allow visual representation of ideas.
 allow collaborative writing.
 provide a structure for the writing.
 provide model of writing.
 allow use of flow chart for writing ideas before the student writes.
 narrow the choice of topics.
 grade on the basis of content, don't penalize for errors in mechanics or
grammar.
 use different writing utensils and paper.
 allow choices of manuscript, cursive, keyboarding.
 allow different position of writing paper and/or surface.
When your student experiences difficulty with speaking...
 give sentence starters.
 use visuals.
 use graphic organizers to organize ideas and relationships.
 allow extra response time for processing.
 say student’s name, then state question.
 use cues and prompts to help student know when to speak.
 use partners.
 phrase questions with choices embedded in them.
 use choral reading or speaking.
 use poems and rhythm.
 allow practice opportunities for speaking.
When your student experiences difficulty with attending...
 use preferential seating.
 build-in opportunities for movement within a lesson.
 use self-monitoring strategies.
 provide a structure for organization.
 help the student set and monitor personal goals.
 provide alternative work area.
 decrease distractions.
 use active learning to increase opportunities for student participation.
 provide opportunities to change tasks or activities more frequently.
 have small, frequent tasks.
 provide reminder cues or prompts.
 use private signal to cue appropriate behavior for more difficult times.
 teach skills of independence, i.e., paying attention.
 provide definite purpose and expectations especially during unstructured activities.
 prepare the learner for changes in routine.
 use computer.
 use graphic organizers.
 reduce assignment length.
When your student experiences difficulty with seeing...

 describe what you are doing.

 provide preferential seating.
 provide material in large or Braille print.
 use “books on tape.”
 be aware of lighting requirements.
 use black on white printed handouts.
 use tactual materials (contact a vision consultant for assistance
with designing those) to represent concepts.
 stand away from window glare when talking to the student.
 give student an individual copy of visual information presented to
the group.
 allow extra time to complete tasks.
 When your student experiences difficulty with following
classroom rules...

 teach rules/expectations; model/role play situations.

 post rules/expectations.
 teach skills of independence.
 be consistent.
 use proximity.
 have students set personal goals.
 use positive correction prompts.
 teach the use of positive and negative consequences.
 When your student experiences difficulty with
understanding new concepts...
 pre-teach new concepts.
 identify priority learning.
 provide adequate time.
 provide meaningful practice, review, repetition. • connect
previous learning to new information.
 use multiple means of learning the same material (visual,
auditory, tactile).
 have students set personal goals.
 use flow charts.
 use multiple intelligences.
 use peer tutors.
 use cooperative learning.
 provide cues.
 When your student experiences difficulty with
retaining and retrieving information...

 teach vocabulary in context.

 use cues, prompts.
 use graphic organizers.
 use frequent repetition of key points.
 break down instructional units into smaller steps.
 show relationships among concepts through graphs, outlines, and webbing.
 highlight important information.
 use color coding to show concepts and relationships.
 use peer tutors.
 teach visual imagery.
 use rhythm, music, and movement.
 use lists.
 use matrix to organize information.
 use pictographs.
 When your student experiences difficulty with
representing new learning in assessment....

 use of variety of authentic assessments.

 teach test taking strategies.
 teach the format of an upcoming test.
 allow adequate time.
 allow paper-pencil tests to be taken in a different space.
 allow a variety of ways to respond, i.e., orally, pictorial,
tape record, etc.
 establish criteria and expectations prior to instruction.
 give choices.
 assess learning over time.
 use rubrics.
 use self-assessment.
 Strategies for Working with Students with
Poor Long and Short Term Retention

 · Have the student repeat directions to see if he/she

understands them.
 · Have another student or teacher read the
direc5tions to the student.
 · Make sure the students understand word meanings.
 · If using longer words use a simple synonym that
the student might be familiar with: the repetition of
the concept in more than one way is less redundant
than repeating the same confusing directions over and
over again.
 Strategies for Working with Students with
Poor Long and Short Term Retention (cont)
 · Have the student rephrase the direction in his/her own words.
 · Monitor the student’s work, ask him/her to show you what he/she
has done when half completed and have him/her explain when he/she
is doing.
 · Break down the directions into a sequence of steps, number the
steps, have the student complete the task one step at a time.
 · Use short complete sentences, especially when giving oral
directions and pause between the delivery of each idea: avoid run-on
sentences and ones that may sound too long.
 · Utilize an academically stable student to help monitor this student’s
work or help explain directions to him/her.
 · Teachers should be more visual in giving directions, show the
student exactly what will be expected of them.
 Identifying the difficulty
Be specific. Look carefully at exactly what the child
finds difficult, e.g.:
• a child who has difficulty with maths. Can the
child do simple addition but not multiplication or
subtraction?
• a child who behaves badly. Does the child behave
badly all the time or just at certain times of the
day or when studying certain subjects?
• a child who misses school a lot. When does the
child miss school? Is there a pattern?
 Identifying the cause of the difficulty
Again be specific. It is not helpful to say a child is lazy, is
naughty, and is stupid.
• Identify the factors causing the difficulties:
- factors within the child
- children's attitude and motivation
- home circumstances.
• Talk to the child. Ask why the child can’t do multiplication.
Ask why the child is naughty or misses school.
• Talk to other teachers.
• Talk to the child's parents.
• REMEMBER If you don't understand the problem and you
don't know the cause how can you help the child?
 Think of ways to help
 Be creative.
 Talk to the child.
 Get advice from other teachers.
 Talk to the parents.
 Get other children to help the child.
Responding to diversity: Seven golden
rules
• communication
• classroom management
• individual plans
• lesson planning
• individual help
• managing behaviour
• including all pupils.
 Teacher Talks in the Classroom
• to give instructions
• to give new information
• to manage children’s behaviour
• to encourage children
• to test children’s understanding by asking questions
• to enquire about children’s difficulties
• to praise
• to criticize
• to get to know them.