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FOR TEACHERS
Characteristics of slow learners:
1. Functions at ability but significantly below grade level.
2. Is prone to immature interpersonal relationships.
3. Has difficulty following multi-step directions.
4. Lives in the present and does not have long range goals.
5. Has few internal strategies (i.e. organizational skills, difficulty transferring,
and generalizing information.)
6. Scores consistently low on achievement tests.
7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)
8. Has a poor self-image.
9. Works on all tasks slowly.
10. Masters skills slowly; some skills may not be mastered at all.
First, we need to realize that all children who are performing under their
grade level are not necessarily underachievers. A lot of schools feel that all
children should be exactly at the same level in each class and this is not
true. Sometimes they will think that the children in this classification of slow
learners are not capable of achieving at their chronological grade level.
Sometimes, from the first grade on to other higher grades, a child just
hasn't mastered the basic skills of learning. These children can get
frustrated and even convince themselves that they cannot learn. In this
instance teachers need to work with these students to teach the basic skills
necessary for learning at the rate of normal student for his age.
There are some children that have problems with language development. A
lack of language development can cause a child to be a slow learner. It is of
much importance to see if a child has grown in the art of language and
reading achievement, if not teachers need to work with these students to
bring up their language levels so that they can reach maximum
achievement in their class.
Some children have cultural disadvantages as they may come from homes
where, for example, the parents are not speaking English and are speaking
another language. They can be known as culturally disadvantaged as they
do not have essentials necessary for learning. In this instance teachers
need to work with the students so that they can achieve and not be doomed
to a failed and frustrated attitude. If this is left undone, then as the years
pass there will be more and more problems in learning coming from cultural
disadvantages in the home.
There may not be enough challenges in the particular classroom to hold
some chhildren's interest and they become bored and don't reach their
potential. A lack of challenge can bring a child down to below the level of
the classrooms. Teachers need to be on the alert for this type of
classification of underachiever as they will need to provide work that will
stimulate them.
Other children may be of average capacity and be expected to achieve at a
higher level of learning in the classroom. These children at times are
incapable of achieving past a certain level for a child their age and this can
lead to frustration and failure in the classroom. Teachers need to be aware
of these children and not try to push too much on them in the way of
learning in the classroom.
Children sometimes can be considered and classified as reluctant learners
as these children will make good grades on tests but cannot function daily in
the atmosphere of the classroom. Sometimes these children will not be
motivated to learn and teachers need to be able to draw out these children
and just get them motivated. Remedial help is sometimes used to get them
motivated and to learn to the level of the others in their grade level.
Students needs to be identified that can profit from remedial and corrective
teaching. Sometimes teachers will not provide this remedial and corrective
teaching in their classroom and this needs to be changed. If professional
judgment indicates that this special remedial and corrective teaching is
necessary then a child should have this provide to help him.