Understanding Learners’ Needs

Understanding Learners’ Needs

Education is vital to the success of a person’s adult life and, by having the highest education as a parent, it is the best means to get the person off the right course. While many public schools have a bad reputation and little attention to detail for big classes, a charter school often has small classrooms that make it more individual. The fulfilment of individual criteria can be a daunting challenge for teachers. However, it is imperative to educate these students in engaging and active lifelong learners. This is a significant move away from the conventional form of “checking teaching.” Moving to a more personal approach may reduce stress on the teacher and learner of the classroom, especially in smaller sizes.

Below is my 2 Grade class roster, a mock classroom that I have identified.

1. Baker, James
2. Brown, Joe

• Giles, Paula

1. Hammer, Andrew
2. Harrold, Terrance
3. James, Marcus

• Jenkins, Simone
• Lee, Michelle

1. Malik, Miles
2. Mitchell, Stuart
3. Rivera, Veronica

• Sanchez, Maria
• Sears, Marcia
• Smith, Amanda

1. Smith, Anita

Since learning my mock class, I’ve learned to know their personal needs. I’ve also come to understand students ‘ cultural preferences, social needs and/or problems. I have a second-grade bi-lingual class consisting of fifteen students. Eight are female, seven males. The entire class is in the upper and lower social class.

Learner with Learning Disability

According to James ‘ Profile, his grades began to drop when his father died because of cancer. While his mother is still very supportive of him, I would suggest that she take more time out with her boy. Because she works in a marketing company, she is swamped and does not have time to do small things with James, such as helping him with his homework at night. I would also recommend sending him to an outside psychiatrist to test for any symptoms of depression just in case, as his grades deteriorated due to his father’s death. According to “Peters Place,” a centre for mourning children and families, it is recommended as a teacher to educate the class on proper etiquette in understanding and handling those who might be mourning (Merrell, 2013).  Educators must be mindful of what they are saying and should also seek and avoid clichés, everyone is grieving differently, so it is crucial to be completely informed of the indications.  It is also recommended that the instructor demonstrates that by attending events, checking in and giving the family condolences, they care and are very helpful. Last but not least, to let the student know their colleagues care, perform a class project that involves a heart-warming project like making student cards.

Learner with Cultural Need

Joe Brown is a multiracial male student below reading. His father is Caucasian and speaks English, but he’s a travelling salesman who barely ever has time to focus on reading with Joe. English is her second language. I’d suggest that Joe get a mentor to help improve reading outside the school setting. According to an article on the educational corner website, the author reports that “Statistics show that a 1st-grade student struggling with reading will have a 90 per cent risk of failing when he’s in 4th grade, and a 3rd grader failing with reading has a 25 per cent chance of keeping up when he or she hits high school.”

Language is an important factor when assessing a student’s readiness to learn. In classrooms, English learning and communication are significant. Language can be an obstacle for students whose first language is not English. Such students may avoid taking part in an active course, socializing with peers and attaining their full potential by limited vocabulary and language skills.

Here are several ways for teachers to help these students meet their academic objectives: Vocabulary tips: teachers have to use everyday and simple language to understand them clearly and gradually (Zafar & Meenakshi, 2012).  Stop using idioms, metaphors and sarcasm, as language students may find that frustrating. Reinforce: do not correct any errors while communicating with students because this may make them feel uncomfortable and self-conscious while speaking. Instead, teachers should encourage students to communicate and model the correct type of communication when a chance arises. Likewise, writing, changing jobs and setting smaller writing goals help students gain trust in their skills in writing.

Learner with Physical Disability

My next student, Joyce, has a physical disability. Joyce is with Lupus. In today’s medical news, “Lupus is a long-term inflammatory condition in which the body’s immune system is hyperactive and destroys normal, healthy tissue.” Paula’s Still in a wheelchair, believing it’s due to Lupus ‘ known side effects. As a teacher, I intend to make the classroom open to wheelchairs.  To ensure direct paths, I will assess hallways, cloakrooms and classrooms. I will clearly describe how and where recess doors are reached and any barriers (Mebarki, 2017). I will make it clear to the student when alternate paths are required. Also, I will ensure that the research desks fit wheelchair users.

Students in wheelchairs go to public schools daily. Administrators and teachers must consider the physical and emotional needs of wheelchair students. The context information from parents and external agencies is relevant when appropriate. Knowledge allows you to meet the needs of students adequately. Leadership modelling will require a strong role for teachers and assistants. When one model provides suitable ways to support students who have special needs, other kids learn how to help and how to react empathically to compassion (Haegele & Sutherland, 2015).

Why It Is Important to Know Individual Learner’s Need

The teacher must trust and appreciate the equal opportunity, education and future ambitions of all their learners. The teacher must also be mindful that throughout his teaching career, he will meet students of different backgrounds. The most significant difference is that some students learn fast; others are sluggish. Knowing your learner’s abilities and challenges are the key to providing them with meaningful learning (Edwards, 2001).  In this context, a teacher without bias must recognize and addresses the needs of each learner. There are several reasons why individual learners need to be remembered when teachers are teaching.

In the classroom, children with compartmental, emotional, social or other problems which limit their learning ability to achieve quality learning should be helped. Therefore, teachers are taught without obstacles as they consider their shortcomings and take measures to address them. This ensures that the students impacted should not feel excluded or discriminated against. Likewise, classroom requirements are not always detrimental in terms of cultivating talent. Learners, particularly young people, usually encounter the process of understanding their abilities. However, the instructor is sufficiently qualified to say that a particular student has a specific talent or ability. Talents and skills also become important in such a situation to develop. Therefore, once the teacher recognizes them and encourages their development, they help the students discover and improve them.

Also, this helps to create interest among learners. This enhances and promotes morality in recognizing and addressing learners ‘ individual needs. For some instances, the learner does not benefit significantly from mass schooling. This helps more learners to grasp and appreciate educational principles when teachers provide individually given guidance (IPI). This deals with subjects such as math and sculpture. If your teacher inspires a pupil, learning increases rather than loses interest. This can be effectively done when the teacher plan classroom activities. The teacher can easily plan their daily activities in a classroom to suit everyone by being aware of their personal interests. The teacher will learn, for example, how to plan for the training, tutoring, group work and general supervision. In short, every task focuses on individual student needs, so that at the end of the day, each student’s needs are met entirely.

The best way to organize an instructor is by identifying the characteristics of each learner. Students who need more personalized guidance should be closer to the teacher (Moloney & Saltmarsh, 2016). If a student has visual problems, the instructor will sit closer. In a term, the needs of learners should determine if additional information is available, equipment and supplies accessible and seating arrangements are available.

Teachers must consider and meet each learner’s needs while teaching. It is due to their dedication to successful, caring and considerate education for each student beyond the usual teaching. This supports encourages and strengthens students when creating the best learning conditions.

Conclusion

References

Edwards, R. (2001). Meeting individual learner needs power, subject, subjection. Knowledge, power and learning, 37-46.

Zafar, S., & Meenakshi, K. (2012). Individual learner differences and second language acquisition: a review. Journal of Language Teaching & Research, 3(4).

Moloney, R., & Saltmarsh, D. (2016). ‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom. Australian Journal of Teacher Education, 41(4), 5.

Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255-273.

Mebarki, B. (2017, June). Fitting School Buildings to the Requirements of Physically Disabled Students in Algeria: An Ergonomic Study. In Advances in Affective and Pleasurable Design: Proceedings of the AHFE 2017 International Conference on Affective and Pleasurable Design, July 17–21, 2017, The Westin Bonaventure Hotel, Los Angeles, California, USA (Vol. 585, p. 470). Springer.

Merrell, K. W. (2013). Helping students overcome depression and anxiety: A practical guide. Guilford Publications.