How do we view underachievement in less able students? How do we even define what underachievement means for these kids? Within the classroom or tutoring environment, these kids usually create a ‘marmite response’ in educators. Many (especially younger teachers who still feel more attached to their subject rather than education) feel that these students are hard work, and frustrating, as you may have to repeat principles many times to ensure comprehension. In contrast, some educators revel in the opportunity to make a real difference in students who otherwise would be a lost cause within their subject area. It is important in the case of students who are not as capable in the subject area you choose to teach to realize that this does not mean they are incapable in all areas. It is our job to expand our own teaching horizons to encompass other skills to help these students attain the success that their ability allows. There are many strategies to aid this, ranging from old favourites such as the mnemonic through to integrating your subject with more creative pursuits or using IT as a tool to aid learning. There is also a place, even as a tutor on a one to one level, to use practical techniques to aid comprehension, as many students who seem less able in a traditional classroom environment may however simply be kinaesthetic learners, who will quickly absorb information and principles if presented to them in a novel fashion.
Drawing on a sporting parallel again, any sports fan will appreciate the frustration of watching a sportsman underachieve. A popular mantra in many sports is also that of “a great player does not make a great coach” based on the principle that for someone who found their skill completely simple and natural, it is difficult to appreciate the struggle someone less skilled may be going though at points in their career. We must remember this as educators, and also consider that for all the frustration naturally felt when we have a student who is continually struggling, the student will be feeling far more frustrated and even embarrassed by their struggles and underachievement. It is important therefore to support these students and channel our frustration into helping the student (and ourselves as teachers) achieve. We must try to do this in the most sensitive way possible for the student in question. In most cases the strategy to avoid most is to use any variant on the phrase “this is simple” and demonstrating to the student how simple it is for you. Even in the most humdrum situation such as trying to thread a needle or trying to find the end of sellotape, most people will suffer from acute irritation when someone else then finds the same task simple. If we scale this situation up to a whole classroom situation, it is easy to understand less able students becoming disruptive within this environment as they aim to deflect the attention away from their deficiencies.
How does this relate to underachievement? Well I believe for students who are less able it is important to first enable achievement, then once you are in a situation where you are able to help them learn, then this is the time to judge goals and targets for the student. From this point forward it is important to keep supporting the student, and make the learning process as easy as possible. By ensuring this, you will avoid the idea of a constant struggle in your subject, a concept that appeals to very few, regardless of ability!
No comments:
Post a Comment