Many of the students with whom I worked at the high school had struggled for years and, consequently, often built protective walls around themselves. All the empowerment in the world would have no effect without first making a connection with each individual, and finding out where they were academically and how they learned best. Only then could we begin to work toward filling in the gaps.
With some small successes under his belt, one such young man was finally beginning to come into his own as a student. As with many of the kids who came into the high school learning center for help, writing was especially challenging and required more focus than he was seldom able to command. On this particular occasion, he was actually motivated to complete a writing assignment largely on his own. His one scant page of typing had taken more effort than the two pages written by his peers and he was quite proud of it when he held out a printed version for me to check. Impressed that he had done so much under his own steam, I offered congratulations and marked a few errors for him to correct, reminding him to double space the document before printing out the final copy. He flashed me a very downhearted look, like I had slugged him in the stomach, but dutifully turned back toward the computer lab next door. I quietly marveled that he didn’t shrug off the corrections and hand the paper in “as is.” He was gone such a long time, however, that I finally broke away to check on him, afraid that he might have given in to the temptation to get sidetracked. What I found, instead, was him finishing up the last sentence of his paper, adding double spaces between words instead of lines! Oops. I had assumed too much when flipping out my instructions. I hadn’t been completely in touch with what he knew and didn’t know. This was my error, not his.
Years later, when I subbed a first grade class for three weeks, I saw again how important it was to make time for individual students so that they wouldn’t shut down. I was there long enough to get into an academic routine, but short enough that I hesitated to make too many changes. However, by the second week there was no denying that a few students were having some problems in math; fast learners were going too fast and missing some concepts and a couple slow learners were not making the connections they needed before being pushed on by the schedule to the next concept. Remembering how closed off some of my high school students had been after years of failing, I realized that this is where it started and that I couldn't risk letting these few students get lost in the cracks as well. With the generous permission of the teacher for whom I was substituting, I spent the third week focusing on small groups and individuals; assessing problems and learning styles, rearranging groups and routines, and tutoring. It was difficult to make time for everything, but, in the end, I felt that I was in better touch with individual abilities and needs, which promised better outcomes.
I think knowing where each student is in their learning is key to teaching any grade, and uncovering this involves establishing safe, respectful relationships. Although working one-on-one requires time, a commodity which is in short supply for most classroom teachers, it is a worthwhile investment because teacher and student get to know each other better. I believe that then a greater trust is established that motivates students to take risks in their learning and that benefits teachers with a deeper understanding of the skills, learning styles, and needs of the students.