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Main principles for supporting struggling learners
Amid all of the important responsibilities of a teacher, one of the most critical constructs to student achievement is support for individual learners. This support is especially needed for students that struggle with specific skills and concepts, including social and emotional learning. So, how might teachers best support struggling learners in the classroom? As an answer to this singular question, we suggest five principles that can increase results when supporting struggling learners in the elementary grades.
Effective teachers know their students. Even before explicit instructional modeling, effective teachers know and understand the cognitive and social/emotional launching points of individual students. They know what motivates and excites them to learn at a deeper level.
Similarly, when individual students know they are cared for and loved by their own teacher, they will provide a genuine effort, giving the teacher a clear picture as to the correct level of support to provide the learner. These supports will eventually spur students to become self-directed, critical thinkers that can work interdependently toward common group goals.
Planning for and implementing differentiated instruction holds all students accountable for learning at their own readiness level. It also holds the teacher accountable for delivering the planned instruction at those specific levels; thus reaching all learners.
Accurately differentiating instruction is a very challenging pedagogical skill to master. ‘Accuracy' means that teachers should start instruction at the present level of development within the classroom. As such, beginning instruction at the correct starting line provides a strong lever for supporting students at the beginning, middle, and end of a lesson.
Above all else, careful planning and tailored instruction communicates to the learner that he or she is important enough to design a customised instructional path that builds on their existing knowledge and skills and addresses their academic and social needs.
Before expecting any learner to work independently or interdependently, effective teachers model via direct or explicit instruction. For most students, as the lesson progresses, students take responsibility for independently learning or mastering learning. But for the struggling learner, the teacher pivots toward added supports. The severity of struggle demonstrated by students reflects the level of support needed.
Regardless of the level of intervention, when students enjoy what happens in an intervention, an increase in their autonomy, self-efficacy, and motivation surfaces, which promotes mastery and competence of academic skills.
These five principles are essential, yet effective ways to get struggling learners the support they need so they are ready for independent and interdependent learning.
However, in reality, the most talented and focused teachers replace these with targeted instruction and specific follow-up needed for struggling students to soar. It is this instruction and critical time spent with individuals that will push them past their struggles and onto new levels of achievement.