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Objective 9 - Yes man
Social Science (Jose Rizal Memorial State University)
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OBJECTIVE 9:
Clara is often seen restless or unfocused in class. She also
has troubles following instructions and skips activities when left
unsupervised.
Action taken: You had a conference with her parents and
found out from them that Clara was diagnosed with a learning
disability.
How will you modify the instructions for Clara to keep her
focus on classroom activities? Write your reflections in this form.
Mention in your reflections a specific learning disability that you
are familiar with or have researched on.
Each student is unique in his or her own way, which affects
the manner in which individuals with normal or above average
intelligence take in, retain, and express information. Students with
learning disabilities have a way of challenging almost every
teacher due to the learning characteristics that are displayed by
many kids with learning difficulties. As aforementioned, like Clara,
students with special needs may be less interested in the learning
process, unable to cope with various directions, and have
disorganized thinking and work habits. And when these
deficiencies are combined with rather serious academic
deficiencies, the situation becomes much more complicated.
Thus, in my respectful submission, the concept of modified
instruction or differentiated instruction should be used in order to
meet the needs of a variety of students. This can be done first by
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getting to know the students in the class, understanding not only
their learning styles and learning preferences but also
demonstrating concern for each student by tailoring instruction to
meet the needs of each student individually.
The next step would be adopting instructions at home
in school to make the students comfortable and safe in the
learning environment. This is also appropriate for students with
learning disabilities such as dyslexia (a reading disorder) or other
learning issues. These strategies can be used to modify
instruction in most subject areas in order to improve students'
task comprehension and work quality. Likewise, explicit instruction
in core literacy skills (phonemic awareness, phonics, fluency,
vocabulary, and comprehension) combined with guided oral work
are critical to assisting children with language-based learning
disabilities in flourishing in a learning environment.
Students with dyslexia or language-based learning
differences often struggle to distinguish individual sounds in
spoken language. Sounds need to be seen and heard. So, as a
teacher, it would be wise to incorporate into my lessons some
recordings that are visible to the students to be viewed later on. I
must see to it that I’m pronouncing the words clearly or sounds
that I am asking my students to focus on, especially for students
like Clara. And if possible, I’ll ask my students to record
themselves and play it back for them as another opportunity for
them to watch, listen, and refine. This is meant to be a group
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activity so that Clara won’t feel awkward. In this way, they will all
learn while communicating with each other.
Paying attention to instruction can also be difficult for
students, especially those who have disabilities. So, I’m planning
to use more visuals, provide appealing yet affordable charts,
display related vocabulary, and actively involve my students in
completing some activities to help them remember and
understand the topic or text. Additionally, students with learning
disabilities, specifically language learning differences, may
struggle to hear all the sounds in a word. This increases the
likelihood that, during instruction, for example, I could say the
word "pig" but it would be heard as "big." Using pictures of the
words that I’ll be focusing on in class will provide a much-needed
visual aid to avoid this confusion. Moreover, I will also conduct
"guided oral work." This strategy offers support with word, phrase,
and passage level fluency. First, I’ll model by reading the text
aloud to my students and then provide feedback and support as
they individually read the topic.
Beyond everything, I must always assure that a specific
student with LD is comfortable in my class before trying out any
learning strategy. Students with learning difficulties can become
very uncomfortable with peer response. Sometimes they have a
difficult time expressing themselves. In addition, they might feel
ashamed about sharing their own thoughts and ideas about a
certain topic with the fear that they might be judged by their
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classmates. In this situation, I can give that student the time and
space that he/she wants, but I’ll make it clear from the start that
RESPECT is a must inside and outside of my classroom. So,
everyone is allowed to express themselves and grow at their own
pace. After all, as teachers, it is our duty to hone our students to
be the best versions of themselves. I must establish open
communication with them in order to make sure that they’re
seen, valued, and heard because ensuring that respect and
tolerance are promoted in the classroom starts with the teacher
by understanding each individual student. Hence, I’ll try my best
to take the time to learn about each student’s cultural
background, hobbies, learning styles, and what makes them
unique, since I strongly believe that if students feel appreciated
by and comfortable with the teacher, there’s a better chance
they’ll feel comfortable talking with and respecting their peers in
the class, making learning fun and worthwhile whatever the
learning strategy that is given.
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