I hope you find the tips in this blog post helpful. Please let me know if you have specific concerns or questions. Hopefully the tips in this blog post will be helpful. Let me know if you have specific questions or concerns. Hello How are you? I have 9 year old son his struggling with spelling and reading. Can you please give me any help. Hopefully, the tips in this blog post can help, but you may find our Signs of a Reading Problem article helpful as well. Often students struggle because they have gaps in their foundational knowledge.
I hope the tips in this blog post can help. However, you may also found our Signs of a Reading Problem blog post helpful as well. You may find the Signs of a Reading Problem blog post help in addition to the tips and suggestions on this page.
Often older students struggle because they have gaps in foundational knowledge and skills. Often older students struggle with reading because they are missing foundational skills or knowledge necessary for success. These are really helpful tips for children who struggle with learning, my children are really struggling with learning that is why am find the easiest way for them.
If you have any specific questions or concerns, please let me know. Hopefully, you will find the tips and suggestions in this blog post helpful. Often older students struggle because they have gaps in the foundational skills and knowledge necessary for success in reading and spelling.
Please help I need to help my learners who struggle to complete tasks, find it difficult to read and write as that affect their self-confidence and esteem.
Phuti, Often students struggle because they are missing some foundational skills or concepts necessary for success. Going back to the beginning to build up that foundation is sometimes necessary. Hi please assist my daughter is 7 yrs old and in grade 3. She is struggling with reading and writing. She struggles to recognise words as a result she becomes frustrated and irritated. She is behind most of her class and so now she does not like to go to school because she is being teased by some kids in her class.
I hope you find this blog post helpful, but you may find our Signs of a Reading Problem helpful as well. If you have specific questions, please let me know. Often older students like your son struggle because they are missing foundational knowledge and concepts.
He may need to go back to the beginning to ensure he has no gaps in his learning. But his speech is in proving. Please help he is talking nice with other kids but his speech is not clear but ican understand him… Please help. It is focused on adults learning English as a second language, but I have found it useful for me to learn how to help a child pronounce words more clearly.
Dear Meagan, I am a psychotherapist and will suggest your doing all the right things. This past year has been brutal on all my student clients.
Online learning has made it very difficult for students to catch up. The entire system has frustrated children and parents alike. Give yourself a pat on the back, you and your child are healthy. Extra loving time dedicated to what she is confused about will elevate her. Consider summer school.
Thank you, Bridie, for sharing your professional perspective. This last year has been a difficult one for people of all ages! Hi My daughter is a grade 8 student. She has been Afrikaans all of her academic years and we switched her now due to career choices and further studies.
I recently received her first term rapport and she failed all her subjects. I already started with a math tutor twice a week after school. I am a single working mom and does not really have time to sit with teaching her. What can I do to help my daughter pass grade 8 year. Please help. I am so sorry your daughter is struggling, Meagan! As you mentioned, she has been studying in one language throughout her school years, and suddenly changing to English is likely the cause of her struggles in all subjects.
You may also find the Signs of a Reading Problem blog post helpful as well. My baby who is 7 is struggling with that as well. It is very frustrating for me because that makes him to be left behind with his schoolwork. Given different contexts, some interactions need to be serious, some superficial, some funny, and some a mixture of all three.
Music, artwork, and cooperative-learning group activities can surmount much of the boredom and isolation inherent in many remote learning activities.
Injecting such activities into remote learning instruction can spur interest, dispel boredom, and improve learning. Probably not, but they can help many struggling learners. Under the best of circumstances, parenting can be tough.
These loads may well include helping their children with homework, explaining new topics, and teaching their children to apply procedures they themselves never learned. It may also involve helping their children cope with loneliness, anxiety, and in some cases, depression. Sadly, many parents need to do this while dealing with illnesses, unemployment, food scarcity, eviction notices, utility cutoffs, and so on.
For many parents, including me, juggling such a load may prove impossible. So, how can parents help their children achieve their short-term IEP objectives?
Many parents can help if schools help them. Gary Brannigan, Prof. The leading source for targeted, industry-specific news briefs. Share this article. In essence, these ideas suggest that IEP Teams: Have struggling learners focus on a small number of critical topics and annual goals. Buelow, Barry, and Rich report that students enjoy thought-provoking questions posed by the instructor, hearing the positions of their peers, and sharing their own perceptions.
When a student posts generic, trivial, or redundant information in a discussion, gently remind them that peer responses are expected to move the conversation forward. Self, Fudge, and Hall report that students who procrastinate with discussions tend to interact less and are often less successful academically.
Encourage students to get involved early in the week by posting optional discussion items that appeal to a variety of learners. An important role of instructors is to determine the right balance of scaffolding.
If learners are highly motivated, possess a range of cognitive strategies, and have prior knowledge of the content, Dabbaugh recommends a low level of scaffolding. Higher levels of scaffolding are recommended for learners who lack prior knowledge and have high anxiety or low motivation Dabbaugh, Too little scaffolding often leads to frustration, anxiety, and loss of motivation Dabbaugh, Types of scaffolding include indexes, glossaries, formula sheets, templates, scoring rubrics, and samples for projects and papers, and short videos to supplement background knowledge.
Instructors can also scaffold individual assignments by requiring outlines or rough drafts. Because finding the right balance for scaffolding is a shared responsibility and requires input from students, ask students to identify the level and type of scaffolding they need. How do you determine which students are permitted to submit work late?
Some universities request faculty leniency to those affected by natural disasters, while students facing issues such as illness, injuries, family emergencies, and technology glitches are not given such leniency. A grade of zero on a high-stakes assignment may discourage students from completing further work Wyre, When strict due dates are enforced, some students will turn in high quality work but receive lower grades due to lateness while other will receive higher grades for lower quality work that is submitted on time.
Wyre states that denying a student the opportunity to submit an assignment denies them the opportunity to learn. Similarly, Cutler argues that the goal should be mastery, and some individuals may need more time to achieve mastery. Thomas reports that when the pressure of a due date is alleviated and students are permitted to complete an assignment, the work is often better. Student disappointment over a bad grade can fuel a feeling of futility.
Allowing students to re-do assignments extends the learning window and allows students to use specific, corrective feedback to improve their work and their grades. Cutler allows retakes as a way of acknowledging that occasional slip ups should not get in the way of learning. Because the goal is improvement, Cutler allows any student who did not perform at their best the opportunity to re-do an assignment.
Another option is to grant a small window of amnesty, allowing students to re-do one or more assignments to improve their grade. With amnesty, students must communicate with the instructor and make the extra effort to re-do an assignment.
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