Instructional needs paper

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            As a professional educator, it is one’s obligation and calling to impart wisdom and knowledge to each and every human being. Learning is a right; it should be within every person’s grasp. There should be no discrimination treatment whatsoever as to the kind of learner that the educator is teaching. There are, much to our disappointment, inevitable circumstances wherein a student has learning disabilities which can bring about difficult learning situations. Not only that, even social inequities, being exceptionally gifted, having different cultural backgrounds and not having English as the primary language can be problematic. But none of these should be a hindrance to one’s desire and right to learn.

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Due to the nature of these conditions and the specific needs of each of these students, an educator should be able to address these properly. There are certain ways and techniques on how teachers can go about these situations. Particular teaching instructions to science and math learners with learning disabilities like dyslexia, which is a reading and related language-based disability, dyscalculia, or mathematical disability, dysgraphia, a writing or fine motor skills deficit, and attention deficit hyperactive disorder or ADHD should be done by heart (Learning Disabilities Association of America, 2006). It’s very important to be patient and to recognize the needs of the students. For dyslexia, teachers can help students more if the environment is not near any noise producing equipment, and it should be serene and quiet, most especially for activities like reading and answering comprehension questions. It will help if the instructors use books on tape or with large print and big spaces between lines. They should also be lenient when it comes to spelling and allow alternative forms for book reports, and laptops or other computers should be allowed for use when making in-class essays (Learning Disabilities Association of America, 2006). Since dyscalculia is a mathematical disability, the teacher should allow the use of fingers and scratch papers when solving, and to utilize diagrams and draw math concepts when discussing (Learning Disabilities Association of America, 2006). The use of graph paper and colored pencils to differentiate problems should be suggested. Mnemonic devices should be taught and music should be employed in teaching math facts (Learning Disabilities Association of America, 2006). Students with dysgraphia can be taught with the use of a word processor, implementing oral instead of written exams, providing notes or handouts, and reduction of copying aspects of work (Learning Disabilities Association of America, 2006). It will help the children if the teacher will avoid chastising student for sloppy, careless work, suggest use of pencil grips or writing aids, and provide alternatives to written assignments (Learning Disabilities Association of America, 2006). Children with ADHD have difficulty maintaining concentration and at times are really very unmanageable, but the teachers can deal with them with proper guidelines. There are many ways on how to deal with students suffering from ADHD, these include, reviewing the previous lessons, setting learning and behavioral expectations, stating needed materials and additional resources, simplifying instructions, choices, and scheduling, utilizing audiovisual materials, always following up directions, classroom noise reduction and workload should be divided into smaller units, among many others (U.S. Department of Education, 2006).

For students with different cultural backgrounds, teachers are encouraged to take at least one course in multicultural education, to have ample information about the history and culture of students, most especially their beliefs and practices, and it will greatly help is they have field experiences and student teaching opportunities with students from varying backgrounds (Coballes-Vega, 1992). Social inequity affects the student’s performance in class due to limited resources and time, also, discrimination and prejudice lowering their self-esteem. Teachers are encouraged to make the children aware of these prejudices and embed in their minds that all men are created equal. A complete revamp in classroom teaching is necessary and teachers should instruct students to understand oneself in relation to other individuals or group of individuals, to appreciate diversity, promote equity, recognize inequity, and create a caring and culturally responsive learning environment (Lalas, 2007). Also, the educator should work together with the student by engaging them in classroom inquiry and by allotment of time for critical thinking and reflection (Lalas, 2007). Students whose primary language is not English will have to go through several classroom preparation and guidance. It is suggested that teachers include listening, speaking, reading and writing in their methods to make learning English holistic and developmental, aside from that they should also employ formal and informal methods (Piller & Skillings, 2005). The use of repetition, patterns, and questioning is highly recommended and that the environment should be a supportive one (Piller & Skillings, 2005).

Students who are exceptionally gifted should have a different teaching approach to hone their skills more. Teachers can ask open-ended questions so the students can explore their thinking, change the curriculum in such a way that the subjects be compacted in those areas that represent their strengths, encourage cooperative learning through creation of a traditional heterogeneous group, and if possible make a new class of high-ability students in the same (Mcgrail, 2005).

Learning should not choose the student; it’s the student who chooses what kind of learning is apt for them. It should be the duty of the educator to give to the student the knowledge that they need in order to become successful and fulfilled. The kind of learning that is suitable for the student is given to the student, not letting any kind of circumstances become a hindrance, which is most important. A teacher serves without question, for imparting education is their life’s calling.

References:

Coballes-Vega, C. (1992). Considerations in Teaching Culturally Diverse Children. Retrieved August 26, 2008, from http://www.apples4theteacher.com/resources/modules.php?op=modload&name=News&file=article&sid=34
Lalas, J. (2007). Teaching for Social Justice in Multicultural Urban Schools: Conceptualization and Classroom Implication. Retrieved August 26, 2008, from http://findarticles.com/p/articles/mi_qa3935/is_200704/ai_n19198580/pg_6?tag=artBody;col1
Learning Disabilities Association of America. (2006). Learning Disabilities Association of America. Retrieved August 26, 2008, from http://www.ldanatl.org/index.cfm.

Mcgrail, L. (2005). Modifying Regular Classroom Curriculum for Gifted and Talented Students

Retrieved August 26, 2008, from http://www.prufrock.com/client/client_pages/Modfying_Curriculum.cfm

Piller, B. and Skillings, M.J. (2005). English Language Teaching Strategies Used by Primary Teachers in One New Delhi, India School. Retrieved August 26, 2008, from http://tesl-ej.org/ej35/cf.html
U.S. Department of Education. (2006). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 2006. Retrieved August 26, 2008, from http://www.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf

 

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