Alt-rock group, The Fray, sing:
Hold my hand, I can hear ghosts calling
Help me stand, even if the sky is falling
And I want you to know, I can’t do it alone
Hold my hand, my hand, my hand
One of the concerns some teachers at my school shared when I first introduced my Executive Functioning Skills program was that I would “hold students’ hands” rather than hold them accountable for doing what “they should be doing.” This concern evidenced a lack of understanding that a student could have a learning issue or executive functioning issues and yet still be gifted intellectually. The teachers thought that an intellectually gifted student should be able to read like the other students in the class, take tests in the same amount of time as all other students in the class, remember and follow through on every assignment just as every other student, even if directions were only given orally during the last 10 minutes of class. Initially, I was surprised at some teachers’ lack of understanding about the nature and impact of learning issues; then I recalled my own credential coursework and how little time is given to the teaching of students with learning issues. I cannot fault those who don’t understand. I also learned quickly that I can’t hammer teachers with articles and resources to read so that they will understand. I must simply show my students how to demonstrate their competence, their intellectual strengths, so that their teachers see what they can do more than what they can’t/don’t do. Developing the attribute of Pro-activity in my students has been crucial to my program’s credibility, to showing teachers that some students are what we call “twice-gifted,” and of course, to moving the students themselves toward becoming independent learners, which is the goal of the program.
One of the primary ways I help students become pro-active learners is by requiring that they take notes in classes or find a way to get notes. Some of my students’ accommodation needs suggest that their teachers provide copies of class notes. Some teachers are more than willing to do this; others see this as an “extra” that they really do not have time to do. So, the answer is to show students that they should pro-actively take responsibility for any needs they have related to note-taking. We brainstorm options together, which gives me the opportunity to explain why taking this pro-active approach shows the teacher that the student cares about learning the material. I may say to the student, “You know, if the teacher hands you copies of his lecture notes, that’s great for you but what impression might it give the teacher about your interest in the class?” The students, usually after some additional questions from me, realize that if they pro-actively seek out a peer with whom to compare notes, or even ask the teacher if they can “fill in gaps” in their notes by reviewing with the teacher, then they show the teacher that they aren’t looking for a “way out” of doing work, but as we understand it, they are looking for a “way into” the learning. Robert Langston shares in The Power of Dyslexic Thinking the story of how he couldn’t listen to lectures and take notes at the same time so in a class, he would watch and notice “whose pencil was flying across the paper the most” and then check to see if the person had neat handwriting, and if they did, he would “go up to them after class and say, ‘I have dyslexia. I was wondering, could I xerox your notes?’” and then he would pay them for the privilege” (Langston, 2014). What a fantastic pro-active solution!
I also help students determine when they need to meet with teachers; this is critical to my students’ success in the immediate and to their future interactions with teachers. When a student has struggled in school, sometimes the teacher is not seen as an ally, but as a “judge.” They may not even know how to approach a teacher for help. I have role-played conversations with my students, helping them see how a teacher might respond to various types of questions. If the very thought of talking face-to-face instills fear in the student, I will help him word an email requesting a meeting with the teacher. While we work on the email, I’m able to share with the student how his request will show the teacher that he recognizes his need for help (that self-awareness, discussed in last week’s post) and that he recognizes that his teacher can and wants to help him. Whether he truly believes that last point or not, it’s crucial to plant that seed of expectation in the student’s mind. After sending the email, I follow up with the student, asking how the meeting went, and asking the student to share with me one or two things he learned during the meeting. The follow-up is what will nurture the student’s belief that meeting with a teacher for help is beneficial and the confidence to pro-actively request help from teachers in the future.
Holding a student’s hand is not the same thing as teaching a student a strategy by modeling, helping the child apply the strategy, prompting the student as to when to use the strategy, and then gradually fading the cues as the student learns independently and pro-actively. And the latter is so satisfying to both the student and the teacher.
This post is Part 2 in a series begun last week, based on Robert Langston’s “6 Success Attributes” described in his book The Power of Dyslexia. The first attribute, discussed in last week’s post, is “Self-Awareness.”