Instructors and students should agree on the expected outcome of the learning
programme. Both should be involved in the development of work plans, which
should fulfil the needs and requests of the student. The word ‘student’ is being
used for the sake of clarity but a partnership between adults is the aim!
(Techniques useful for all ages but may have to be modified for the very young)
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Help to set realistic goals
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Set short-term goals, so that the student can
experience immediacy in success.
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Goals can be reached in many ways. Be creative
and flexible
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Involve the student in the evaluation of their
work and goals.
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Develop a written work plan with the students
and ensure that they understand it.
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Discuss what techniques work best, with the
student.
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Realise that all students are individuals.
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Encourage risk-taking
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Discussions should be on-going, to discover
what interests and strengths the student can bring to the learning process.
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Tape or videotape instructions as consolidation
for written directives
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Give instructions, therefore, in both oral and
written form, especially if there are changes, e.g. in a timetable, venues,
directions etc.
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Give instructions in a specific and
understandable way, to match the skills and abilities of those receiving
them.
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Give more than one option for completing a
task.
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Always review the major points of your previous
meeting/tuition/discussion. Use different ways of presenting this ‘revision’
– orally, O/H, flip chart etc.
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Build on strengths – there is no point in
repeating weaknesses.
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Eye contact is important, so that attention is
maintained and active participation is encouraged.
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Try to relate any new concepts to known
practical experience.
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Be sure that reading material is at the right
level for the student
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Be sure that any print type is large enough for
comfort, as small print can be off-putting
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Try to relate material to everyday life.
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Build on what is already known by the student.
We need to concentrate on developing their potential, rather than
remediating perceived failure.
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Encourage students to self-correct.
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Do not make assumptions as to the level of
understanding of facts and concepts, even when you have been the teacher or
have made a point of ascertaining possible prior knowledge. Even one point
that is missed, poorly understood or not ingested, can skew the meaning and
conceptualising of an important stage in the learning process.
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In any group learning, make certain that all
students are sitting in the best possible position for hearing and seeing
both the tutor and the materials.
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Keep to routines as much as is practicable, as
a sense of security will be engendered.
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Use a multi-sensory approach, so that they can
use all the pathways to the brain - sight, hearing, kinaesthetic and oral
faculties, in order to retain mental images and consolidate them.
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Although routine can be important to keep up
momentum, some flexibility can be applied, e.g. with timetables. Aims should
be adjusted, to reflect the speed and understanding of each individual.
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If an activity is not working, make changes
that will benefit the student, rather than continue with a process that may
become stressful.
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Timed tests are always worrying to dyslexics.
Avoid them altogether if this is at all possible. If examinations and
testing procedures are necessary and an immoveable part of the student’s
aims and objectives, then study and examination skills should be part of
their teaching, well in advance and in parallel, with their usual learning
routine.
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I.T.is invaluable for adults and children.
However, these skills need to be taught.
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Encourage the use of all learning aids, such as
highlighter pens, calculators, tapes, recording devices etc.
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Colour is always useful for visual impact.
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Allow the student to repeat verbally any work
that has been presented to them, especially if written work presents
difficulties.
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Foster self-esteem and emphasise strengths.
Give the students TIME and SPACE and above all, PRAISE.
