Our classrooms have three problems that we have been struggling with:
Elementary:
Kyle is in my Grade 5 homeroom. He has an I.E.P. which identifies him as having Attention Deficit Hyperactivity Disorder (ADHD). He has difficulty staying organized, focused, and on task in my class. Traditional methods of teaching such as reading text and answering questions are very difficult for him to complete. I can see his engagement decreasing as the others in his class move ahead of him. How can I help him to stay engaged in lessons while also ensuring that learning is taking place for him? |
Secondary:
Rebecca comes to my grade 12 college level history class with a negative attitude. She expresses her dislike for “dead people” and just wants to finish this course so she can graduate and get a job. Her family does not have a lot of money, nor has she ever travelled outside of the city. She thinks that studying the cultural influences of civilizations around the world in the 15th century is a “waste of time”. How can I engage her, excite her about events of the past, and help her to make connections to her world today? |
Higher Education:
Bowen Zhang is a 20-year-old international student from Bejjing, China. His listening and speaking skills are low and his pronunciation is weak. He needs to interact in the target language, but he does not speak or participate in class due to his anxiety about making mistakes and the fear of being ridiculed by his peers. When I asked him what he does every day after school, he told me he either sleeps or plays video games. I need to find a way to help motivate him to practice his listening and speaking skills in a safe environment. |
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