Learning Difficulties
Identifying Learning difficulties and introducing remedial measures.
(i) The notes made by the teachers on the role play, presented in tabular form as given below.
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Observed non-verbal behaviour of students
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Teacher’s interpretation of the non-verbal behaviour
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Impact of the non-verbal behaviour on teaching/learning
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Wide eyes
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The learners are surprised; they found the matter astonishing.
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The learners will not have much difficulty in remembering.
But, at the same time teacher will have to explain the matter further so that it is understood properly
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Closed eyes
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Learner trying to absorb
Or learner falling asleep
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Learner could be alert. The teacher calls the learner by name and ask a question on the ongoing point of the instructions
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Fiddling with a pen
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Lack of concentration or interest by the learner
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Learner may not grasp learning points/achieve targets. Teacher makes eye contact and makes a non-verbal gesture with eyes and a subtle sideways tilt of the head suggesting to keep aside the pen
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Touching hair
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Learner may not be concentrated. Teacher has to keep an eye on the learner
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Pinching the other student
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The learner found the instruction amusing.
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A sense of achievement. Teacher smiles and question on the ongoing point of the subject
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Play with an earring
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Not interested in activity that goes on. Teacher has to keep an eye on the learner
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Blank stare
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Confusion
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The learner fails to grasp the on-going point of the lesson. Teacher moves closer to the learner and explains again making use of his course book, exercise book, realia or visual aids whatever that is being used at that moment
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(ii) The notes made by the learners on the role play, presented in tabular form as given below.
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Observed communication skills of teachers
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Strengths/Limitations
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Impact of the communication skill on teaching/learning
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Visuals
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Teacher needs to be innovative.
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Visuals reinforces the verbal ideas
Visuals can have greater impact than the words in a lesson
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Realia
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Used only whatever available in the classroom
Flexible & wise
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Realia reinforces the verbal ideas & natural comunication
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Clear voice
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The learners can hear well
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Bound to get the attention of learners. The learners are likely to grasp the lesson better and remember it well. he
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Poor voice
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The learners aren’t able to hear well
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The learners are likely lose interest on the lesson
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Intonation & word stress
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Grab the attention of the learners
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Carry the message well to the learners
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Gestures with fingers
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Grab the attention of the learners
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Helps to carry the message well to the learners Helps
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Summarising teacher’s communication skills/how could they be improved to support learning: a self reflection
(a) To keep the pitch of the voice on a lower level since it is easier for the learners
to absorb the features of lessons conducted in low pitch of voice.
(b) Controlling the laughter in the class so that learners stay focused.
(c) Urging the learners to make notes throughout the lesson: while laughing they
tend to tail off in making notes.
Communication methods and skills used to promote teaching and learning
Clarity of teacher’s explanations: language
“If language is not correct, then what is said not what is meant. If what is said is not what is meant, then what ought to be done remains undone” Confucius
The teacher is required to explain the lesson
(a) in a language level comprehensible to the age group of the learners: language
appropriate to the instructional level
(b) Use an appropriate pace: not too swiftly, not too slowly
(a) in a language level comprehensible to the age group of the learners: language
appropriate to the instructional level
(b) Use an appropriate pace: not too swiftly, not too slowly
Elaboration of the lesson: examples
The teacher is required to explain the lesson
(b) with examples from varied sources whenever possible
(b) with examples from varied sources whenever possible
(c) Bring in related matters from other fields, life, literature, other lessons, other
subjects, and the world at large
subjects, and the world at large
Get the attention of your learners
Attention grabbers: story, example, quotation, interesting statistics
For eg. Instead of defining Achilles’ heel as a small fault in an otherwise strong person or system, begin explaining in same with the story of Goddess Thetis dipping her infant Achilles into the River Styx by holding him with his heel and the death of mighty Achilles as a result of an arrow shot into his heel by prince Paris.
Attention grabbers: story, example, quotation, interesting statistics
For eg. Instead of defining Achilles’ heel as a small fault in an otherwise strong person or system, begin explaining in same with the story of Goddess Thetis dipping her infant Achilles into the River Styx by holding him with his heel and the death of mighty Achilles as a result of an arrow shot into his heel by prince Paris.
One to one communication
Learners, who are regularly quiet in the classroom, like to ask explanation from the teacher, whenever he stand, sit or walk by the learner in the classroom. The teacher must grab this opportunity to give some extra attention to such learners in such occasions.
Learners, who are regularly quiet in the classroom, like to ask explanation from the teacher, whenever he stand, sit or walk by the learner in the classroom. The teacher must grab this opportunity to give some extra attention to such learners in such occasions.
Effective listening
As much as the teacher expects the learners to listen to his instructions, the teacher too is expected to listen to the learners whenever they wish to speak. Listening is an integral part of communication. And the teacher himself must set up the example for the learners.
Listening to the learners is the surefire method in building up the rapport with them.
As much as the teacher expects the learners to listen to his instructions, the teacher too is expected to listen to the learners whenever they wish to speak. Listening is an integral part of communication. And the teacher himself must set up the example for the learners.
Listening to the learners is the surefire method in building up the rapport with them.
How communication can be used in managing the behavior of learners
Non-verbal communication in managing the behavior of learners
Non-verbal communication, on occasions, could be a lethal weapon.
“A new idea is delicate. It can be killed by a sneer or a yawn. It can be stabbed to death by a quip and worried to death by a frown on the right man’s brow.” Charles Brower
“A new idea is delicate. It can be killed by a sneer or a yawn. It can be stabbed to death by a quip and worried to death by a frown on the right man’s brow.” Charles Brower
The teacher needs to be alert to the learners’ verbal & non-verbal behavior so that he could respond suitably wherever necessary.
(Pearson Higher Education, 2013) reproducing a table for “Congruency of Verbal and non-verbal messages” within the chapter “Do you see What I mean” in a book titled “Teaching Exceptional Children” by M. M.Banbury and C. R. Herbert, 1992, lays out an array of non-verbal messages (i.e. physical distance, facial expression, body movement) that could possibly be turned out by the teacher instead of following verbal messages.
Approving/Accepting non-verbal message to imply “I like what you are doing”
Disapproving/Critical non-verbal message to imply “I don’t like what you are doing”
Disapproving/Critical non-verbal message to imply “I don’t like what you are doing”
Assertive/Confident non-verbal message to imply “I mean what I say”
Passive/Indifferent non-verbal message to imply “I don’t care”
It is important to note here, while some of the of non-verbal messages (i.e. physical distance, facial expression, body movement) of western world laid out therein by M. M.Banbury and C. R. Herbert, are natural to the Sri Lankans too, some aren’t at all.
For eg. One of the Facial expressions for passive/indifferent to imply the verbal message “I don’t care” is: teacher lets eyes droop.
Now, this wouldn’t be much seen in Sri Lanka.
We don’t have a wide-spread habit of rolling our eyes either, although, we do get the signal or point, when it is played upon us.
Once an Indian cricket commentator talking of Virat kohli referred to a feature in Kholi’s mannerism: rolling of eye. “He is of the new generation of cricketers” said the commentator. Even with one billion plus population of India, the rolling of eyes isn’t a wide spread facial gesture in India, while in USA, even primary level learners seemed to be immersed in it.
However, while each one has his own body language, everything can be refined and fine tuned to suit the situation. Having said that, we must hasten to say, a sincere teacher will express herself in his own mannerism that would lead her into his own body language.
Verbal communication in managing the behavior of learners
One to one Model of Communication
A teacher needs to retain a light touch on all matters. And that includes the misbehavior of learners in the classroom. A teacher with a light touch, instead of confronting a learner in front of his classmates, would opt to have brief discussion with him just after his class. He could get the learner aside and let him know his expectations of good behavior on the part of the learner. The teacher also may put it subtly, that he opted to speak to him away from his classmates so that he wouldn’t lose his self esteem.
One to one Model of Communication
A teacher needs to retain a light touch on all matters. And that includes the misbehavior of learners in the classroom. A teacher with a light touch, instead of confronting a learner in front of his classmates, would opt to have brief discussion with him just after his class. He could get the learner aside and let him know his expectations of good behavior on the part of the learner. The teacher also may put it subtly, that he opted to speak to him away from his classmates so that he wouldn’t lose his self esteem.
Use of language
A well read teacher has his own ways in making use of language to communicate. He will draw from jargon, idioms, quotations, proverbs and colloquialism and literature
A well read teacher has his own ways in making use of language to communicate. He will draw from jargon, idioms, quotations, proverbs and colloquialism and literature
Be conscious of the communication model
(Public Health Action Support Team (PHAST) , 2011) informs us of the further development of traditional S-M-C-R uni-dimensional mode by William McGuire (1981).
McGuire adds a further dimension to communication. Instead of having only an X axis with Source, Message, Channel, and Receiver which he calls “input factors”, he adds a Y axis comprised of Attention, Liking, Comprehension, Yielding, Remembering, and Action, which he calls “output factors.”
(Public Health Action Support Team (PHAST) , 2011) informs us of the further development of traditional S-M-C-R uni-dimensional mode by William McGuire (1981).
McGuire adds a further dimension to communication. Instead of having only an X axis with Source, Message, Channel, and Receiver which he calls “input factors”, he adds a Y axis comprised of Attention, Liking, Comprehension, Yielding, Remembering, and Action, which he calls “output factors.”
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Source
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Message
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Channel
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Receiver
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Attention
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Liking
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Comprehension
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Remembering
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Action
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The impact of specific non-verbal communication on meeting learner needs
Communication can be defined as “imparting or interchange of thoughts, opinion or information by speech, writing or signs” (Dictionary Com, 2013) of these three modes speech and writing, of course falls into the category of verbal communication. Communication by signs has now been termed as non-verbal communication
Non-verbal communication by the teacher
Non-verbal communication is one of the strategies that capture and retain the interest of audience. In his article titled ‘Role of Non-verbal Communication in Education” (Okon, 2011) states as follows
“Liu (2001) also notes the importance of non-verbal communication in the classroom. As reported by this author, non-verbal communication in the classroom serves as number of specific purposes including: expressing emotions, conveying interpersonal attitudes, presenting personality, and amplifying verbal communication” (p.30).
The primary mode of non-verbal communication is body language: our gestures; facial expressions; mannerism and posture
Non-verbal communication is one of the strategies that capture and retain the interest of audience. In his article titled ‘Role of Non-verbal Communication in Education” (Okon, 2011) states as follows
“Liu (2001) also notes the importance of non-verbal communication in the classroom. As reported by this author, non-verbal communication in the classroom serves as number of specific purposes including: expressing emotions, conveying interpersonal attitudes, presenting personality, and amplifying verbal communication” (p.30).
The primary mode of non-verbal communication is body language: our gestures; facial expressions; mannerism and posture
Body language that suits the learning situation reinforces the oral communication of the teacher. Therein is the impact on learning process of the learner
Furthermore keen learners, on occasions, they have absorbed the whole mental image (visual and oral) into his mind, on later day, may conjure up the scene as if it was a scene in a movie. Once again therein is the impact upon the learning process of the learners.
Furthermore keen learners, on occasions, they have absorbed the whole mental image (visual and oral) into his mind, on later day, may conjure up the scene as if it was a scene in a movie. Once again therein is the impact upon the learning process of the learners.
Facial expressions
In our day to day life, we do make use of facial expression, some subconsciously, some by habit, some by deliberation. A sincere character, who by his very nature loves the humanity, is destined to present his natural self, day-in, day-out, with his facial expression in a classroom. For such a teacher facial expressions such as smile to show happiness and raising eyebrows to show amazement would be subconscious or habitual. Learners are bound to strike a rapport with such a teacher in no time. His facial expressions do create an impact upon the learner needs. Then again, a teacher may develop facial expressions on his own and make use of same to express his thoughts and feelings in response to the learning situations of his classroom.
In our day to day life, we do make use of facial expression, some subconsciously, some by habit, some by deliberation. A sincere character, who by his very nature loves the humanity, is destined to present his natural self, day-in, day-out, with his facial expression in a classroom. For such a teacher facial expressions such as smile to show happiness and raising eyebrows to show amazement would be subconscious or habitual. Learners are bound to strike a rapport with such a teacher in no time. His facial expressions do create an impact upon the learner needs. Then again, a teacher may develop facial expressions on his own and make use of same to express his thoughts and feelings in response to the learning situations of his classroom.
Smile
(Butt, 2011) in his doctoral thesis on Education writes:
“ Smile, as a facial expression, is a powerful tool in the hands of a teacher, which can develop the understanding of the students by attracting their attention in the classroom and creates their interest in learning. On the other hand anger, as a facial expression, can be used in the classroom; if students are not interested in the teaching learning process or lose attention. Smile and anger are very powerful tools in the hands of a teacher, which, if used properly and purposefully, can enhance the students’ learning outcomes”.
Since teachers aren’t supposed to lose temper in the classroom, it is possible, Butt, was simply referring to pretended anger.
(Butt, 2011) in his doctoral thesis on Education writes:
“ Smile, as a facial expression, is a powerful tool in the hands of a teacher, which can develop the understanding of the students by attracting their attention in the classroom and creates their interest in learning. On the other hand anger, as a facial expression, can be used in the classroom; if students are not interested in the teaching learning process or lose attention. Smile and anger are very powerful tools in the hands of a teacher, which, if used properly and purposefully, can enhance the students’ learning outcomes”.
Since teachers aren’t supposed to lose temper in the classroom, it is possible, Butt, was simply referring to pretended anger.
Eye Contact with learners in the classroom
(Butt, 2011) goes onto write: “ In the classroom setting eye contact of the teacher is very vital and directly affects the performance of the students in addition to the classroom management. Eye contact is a tool of teaching, which a teacher can be used very efficiently for the enhancement and achievement of students’ learning outcomes (SLOs). Mason (2003) stated, “The human species value open, engaging eye contact, such as is normally found in a conversation between friends. It is subconsciously taken as an indication of confidence, authority and sincerity.”
(Butt, 2011) goes onto write: “ In the classroom setting eye contact of the teacher is very vital and directly affects the performance of the students in addition to the classroom management. Eye contact is a tool of teaching, which a teacher can be used very efficiently for the enhancement and achievement of students’ learning outcomes (SLOs). Mason (2003) stated, “The human species value open, engaging eye contact, such as is normally found in a conversation between friends. It is subconsciously taken as an indication of confidence, authority and sincerity.”
Use of visual aids
Visual aids used to reinforce the lesson, too can be described as non-verbal communication: pictures, handouts, multimedia symbols, presentations, stage props etc.
Visual aids used to reinforce the lesson, too can be described as non-verbal communication: pictures, handouts, multimedia symbols, presentations, stage props etc.
Opportunities available for referral of Learners with Learning Disabilities (LD) to other relevant parties
The mere thought of one of his learners could be suffering from a learning disability could well be the ultimate nightmare of a teacher. If such a complicated situation arises, an early identification of the state of a learner could well save his future in a competitive world. However there is a possibility a leaner even while suffering from a learning disability, might evade the eyes of a teacher for a considerable passage of time.
(Gina Kemp, 2013) writes
“It’s not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you’re aware of what they are, you’ll be able to catch a learning disorder early and quickly take steps to get your child help.
The following checklist lists some common red flags for learning disorders. Remember that children who don’t have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child’s ability to master certain skills.
“It’s not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you’re aware of what they are, you’ll be able to catch a learning disorder early and quickly take steps to get your child help.
The following checklist lists some common red flags for learning disorders. Remember that children who don’t have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child’s ability to master certain skills.
Preschool signs and symptoms of learning disabilities
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Problems pronouncing words
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Trouble finding the right word
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Difficulty rhyming
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Trouble learning the alphabet, numbers, colors, shapes, days of the week
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Difficulty following directions or learning routines
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Difficulty controlling crayons, pencils, and scissors or coloring within the lines
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Trouble with buttons, zippers, snaps, learning to tie shoes
Ages 5-9 signs and symptoms of learning disabilities
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Trouble learning the connection between letters and sounds
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Unable to blend sounds to make words
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Confuses basic words when reading
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Consistently misspells words and makes frequent reading errors
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Trouble learning basic math concepts
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Difficulty telling time and remembering sequences
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Slow to learn new skills
Ages 10-13 signs and symptoms of learning disabilities
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Difficulty with reading comprehension or math skills
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Trouble with open-ended test questions and word problems
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Dislikes reading and writing; avoids reading aloud
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Spells the same word differently in a single document
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Poor organizational skills (bedroom, homework, desk is messy and disorganized)
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Trouble following classroom discussions and expressing thoughts aloud
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Poor handwriting”
Evaluate opportunities available for referral to other relevant parties role
In the event of child is thought to be having learning difficulties, the first step towards the rectifying the situation falls upon the teacher.
Following the efforts made by the teacher, if the child hasn’t shown an improvement, teacher needs to take the matter up with head of the department and make a collaborative effort to address the disability of the child.
If the matter cannot be resolved even after the joint effort with the head of the department, the parents need to be called in through the principal so that the child can be referred to a specialist in [SEN] Special Education Needs.
A child having difficulty in rhyming can be referred to elocution teacher.
A child having difficulty in pronouncing words, if the in-school assistance fails, can be referred to professional speech therapist.
A child having difficulty in controlling crayons, pencils could be suffering from psychomotor deficiencies. If the efforts by the teacher and other educationists at school fail, the child, following the consultation with the parents, a professional physiotherapist could be consulted.
If a child, who has been doing well at school, all of a sudden, is found fall behind in studies, the teacher will have to engage the student in a conversation to find out the cause. Should the cause happened to be a family issue, personal issue, social issue, parental issue, the teacher may make efforts to give proper advise to the teacher. Failing which, the school counsellor needs to take up the matter with the student.
Following the efforts made by the teacher, if the child hasn’t shown an improvement, teacher needs to take the matter up with head of the department and make a collaborative effort to address the disability of the child.
If the matter cannot be resolved even after the joint effort with the head of the department, the parents need to be called in through the principal so that the child can be referred to a specialist in [SEN] Special Education Needs.
A child having difficulty in rhyming can be referred to elocution teacher.
A child having difficulty in pronouncing words, if the in-school assistance fails, can be referred to professional speech therapist.
A child having difficulty in controlling crayons, pencils could be suffering from psychomotor deficiencies. If the efforts by the teacher and other educationists at school fail, the child, following the consultation with the parents, a professional physiotherapist could be consulted.
If a child, who has been doing well at school, all of a sudden, is found fall behind in studies, the teacher will have to engage the student in a conversation to find out the cause. Should the cause happened to be a family issue, personal issue, social issue, parental issue, the teacher may make efforts to give proper advise to the teacher. Failing which, the school counsellor needs to take up the matter with the student.
Identification of learners suffering from learning disabilities
(Gina Kemp, 2013) and her colleagues state “paying attention to normal developmental milestones for toddlers and preschoolers is very important”.
(Gina Kemp, 2013) and her colleagues state “paying attention to normal developmental milestones for toddlers and preschoolers is very important”.
Now, non verbal body language signals of learning disabilities (LD), according to above explanation can be summed up in Bloom’s domains of learning as follows.
Cognitive: mental skills (Knowledge)
Of the three domains of learning that LD could be witnessed, most prominent is the cognitive domain.
Affective: growth in feelings or emotional areas (Attitude or self)
Being unable to learn on the same level as other learners is bound to create lack of confidence in leaner with a Learning Disability. Such a situation in turn, could even arrest the learners development in growth of feelings and emotional areas ( Attitude or self)
Of the three domains of learning that LD could be witnessed, most prominent is the cognitive domain.
Affective: growth in feelings or emotional areas (Attitude or self)
Being unable to learn on the same level as other learners is bound to create lack of confidence in leaner with a Learning Disability. Such a situation in turn, could even arrest the learners development in growth of feelings and emotional areas ( Attitude or self)
Psychomotor: manual or physical skills (Skills)
Poor handwriting, Difficulty controlling crayons, pencils, and scissors or coloring within the lines; Trouble with buttons, zippers, snaps, learning to tie shoes
Poor handwriting, Difficulty controlling crayons, pencils, and scissors or coloring within the lines; Trouble with buttons, zippers, snaps, learning to tie shoes
Individuals with Disabilities in Education Act (IDEA), U. S. A., as it stands today, as derived from the article written by (Fletcher, n.d.) Jack M. Fletcher, Ph. D., University of Houston, U.S.A is as follows.
A severe discrepancy between achievement & intellectual ability in one or more of the areas: (1) oral expression; (2) listening comprehension; (3) written expression; (4) basic reading skill; (5) reading comprehension; (6) mathematics calculation; or (7) mathematical problem solving (8) reading fluency.
A severe discrepancy between achievement & intellectual ability in one or more of the areas: (1) oral expression; (2) listening comprehension; (3) written expression; (4) basic reading skill; (5) reading comprehension; (6) mathematics calculation; or (7) mathematical problem solving (8) reading fluency.
According to Jack M. Fletcher school-based interdisplinary teams must determine the learners with LD for their eligibility for special education, and most importantly develop effective intervention approaches for referral.
Works Cited
Works Cited
Butt, M.N., 2011. Impact Of Non-Verbal Communcation on Student’s Learning Outcomes. [Online] Available at: http://prr.hec.gov.pk/thesis/808s.pdf [Accessed 16th August 2013].
Dictionary Com, 2013. communication. [Online] Available at: http://dictionary.reference.com/browse/communication [Accessed 16th August 2013].
Fletcher, J.M., n.d. RTI Action Network. [Online] Available at: http://www.rtinetwork.org/learn/ld/identifyingld [Accessed 18th August 2013].
Gina Kemp, M.A..M.S.M.A..a.J.S.P.D., 2013. Learning Disabilities & Disorders. [Online] Available at: http://www.helpguide.org/mental/learning_disabilities.htm [Accessed 16th August 2013].
Okon, J.J., 2011. Role of Non-Verbal Communication in Education. [Online] Available at: http://www.mcser.org/images/stories/MJSS-Special-issues/MJSS-October2011/john%20okon.pdf [Accessed 16th August 2013].
Pearson Higher Education, 2013. Pearson Higher Education. [Online] Available at: http://www.pearsonhighered.com/samplechapter/0132272350.pdf [Accessed 17th August 2013].
Public Health Action Support Team (PHAST) , 2011. [Online] Available at: http://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5a-understanding-itd/effective-communication [Accessed 18th August 2013]
Butt, M.N., 2011. Impact Of Non-Verbal Communcation on Student’s Learning Outcomes. [Online] Available at: HYPERLINK “http://prr.hec.gov.pk/thesis/808s.pdf” http://prr.hec.gov.pk/thesis/808s.pdf [Accessed 16th August 2013].
Dictionary Com, 2013. communication. [Online] Available at: HYPERLINK “http://dictionary.reference.com/browse/communication” http://dictionary.reference.com/browse/communication [Accessed 16th August 2013].
Fletcher, J.M., n.d. RTI Action Network. [Online] Available at: HYPERLINK “http://www.rtinetwork.org/learn/ld/identifyingld” http://www.rtinetwork.org/learn/ld/identifyingld [Accessed 18th August 2013].
Gina Kemp, M.A..M.S.M.A..a.J.S.P.D., 2013. Learning Disabilities & Disorders. [Online] Available at: HYPERLINK “http://www.helpguide.org/mental/learning_disabilities.htm” http://www.helpguide.org/mental/learning_disabilities.htm [Accessed 16th August 2013].
Okon, J.J., 2011. Role of Non-Verbal Communication in Education. [Online] Available at: HYPERLINK “http://www.mcser.org/images/stories/MJSS-Special-issues/MJSS-October2011/john%20okon.pdf” http://www.mcser.org/images/stories/MJSS-Special-issues/MJSS-October2011/john%20okon.pdf [Accessed 16th August 2013].
Pearson Higher Education, 2013. Pearson Higher Education. [Online] Available at: HYPERLINK “http://www.pearsonhighered.com/samplechapter/0132272350.pdf” http://www.pearsonhighered.com/samplechapter/0132272350.pdf [Accessed 17th August 2013].
Public Health Action Support Team (PHAST) , 2011. [Online] Available at: HYPERLINK “http://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5a-understanding-itd/effective-communication” http://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5a-understanding-itd/effective-communication [Accessed 18th August 2013].
