Students have always had different learning abilities, but more and more of these learning disabilities are being diagnosed and acknowledged in the school system. Teachers don’t only face a class full of bright, young faces ready to learn, but these faces represent different levels of comprehension. How can a teacher teach the same lesson to so many students with different capabilities?
Teachers must communicate with parents of younger students (grades 5 and below) if their student is not advancing as much as the other students. Teachers must be open and honest with parents about the student’s skill-level and classroom behavior in order to determine what course of action to take to better reach that student.
Teachers must also closely observe classroom behavior. While many boys have trouble sitting still through a class, if one is particularly antsy and disruptive, the teacher must talk to the student and parents about that behavior. One disruptive student can lead to distractions for other students, so this kind of behavior must be addressed early on to prevent a classroom from falling behind. Teachers should implement different learning activities to reach students’ different learning needs.
Administrators must also be available to parents to talk about their children’s achievement. If a parent cannot find the support through the child’s teacher, an administrator may be able to assist the parent in finding a better learning environment for their child. If the administrator finds multiple problems with student achievement, they may be able to change the curriculum for a new approach in their school.
Student achievement is based on a number of factors, including learning environment, presentation of material, and support from parents, teachers, and administrators. Adults must pay attention to trends in grades at the individual student level, the school level, and the classroom level to ensure that all students can learn and flourish within their system.