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Process to Identify and Help a Struggling Student in the…
Process to Identify and Help a Struggling
Student in the Classroom
(by Hyon Shim Chong)
Does the student have a gap between ability and aptitude? For examples, is he/she obviously intelligent, but his/her grades don't reflect that?
No
Yes
Teach up rather than teach for middle learners and extending activities for advanced learners while watering down information for developing learners.
Have extension activities that challenge the student.
Have piles of differentiated worksheets/activities that take a concept up or down available for students to choose their challenge.
Compact assignments for gifted students to 'throw away' parts of assignments they already know while getting full credit for their competencies.
Does the student have difficulty with multi-step directions, time management, and remembering to do assignments?
No
Yes
Use mnemonics to help students remember concepts longer.
Make lessons relevant to students' backgrounds
Use advance organizers that link what students will learn to what was learned in prior lessons.
Break up learning into small chunks. Micro-tasking to break down assignments into manageable chunks.
Use multisensory approaches to help students remember material better.
Make directions visible.
Teach time management/organizational skills.
Be consistent with routines. Find a routine that works.
Does the student have issues with executive function skills (disorganized, taking a long time to do tasks, losing things...)?
No
Yes
Teach in a variety of ways that engage all senses.
Provide folders and other organizers to keep student's desk organized.
Use planners, like web platforms, to post homework, assignments, reminders.
Allow student to use speech-to-text technology for writing. (Assistive technology)
Create checklists to visually map out what needs to be done.
Does the student have low confidence or low self-esteem?
No
Yes
Be flexible with deadlines to encourage students to work at a pace that is right for them. Students should strive for mastery rather than focusing on deadlines or high-stake grades.
Give students detailed instructions, expectations as well as equip them with resources and additional services.
Build a community in the classroom. Use humor, thought-provoking questions for discussions, and allow students to share and respond to each other. Use 'we' and 'us' often to make the class feel like a team reaching together towards a goal.
Frequently check-in on students to monitor progress and address early signs of distress.
Allow re-dos for students who receive poor grades to extend the learning window and to effectively use specific, corrective feedback.
Does the student have trouble with reading, listening, speaking, and/or writing?
Yes
Has he/she been evaluated by a specialist?
Yes
Encourage and assist in the facilitation of activities and discussions.
Follow designated IEP. Close coordination between teacher, parent, and specialist .
Allow students to tape lectures/classes.
Use adaptive access software.
When appropriate, use a peer or buddy system.
Allow more time for student to complete activities.
Allow for multiple means of presentation and expression.
No
No
Resources:
Strategies for Struggling Students in Your Classroom. (2021, February 17). Continental.
https://www.continentalpress.com/blog/help-struggling-students-classroom/
Azzaam, A. (2016). Six Strategies for Challenging Gifted Learners. ASCD.
http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-Strategies-for-Challenging-Gifted-Learners.aspx
Carr, J. (2012, September). Top 10 Instructional Strategies for Struggling Students. Indiana Association for the Gifted.
http://www.iag-online.org/resources/2eGeneralResources/Professional/EdResources/Instructional-Strategies.pdf
Ehmke, R. (2021, March 26). Helping Kids Who Struggle With Executive Functions. Child Mind Institute.
https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/
Morin, A. (2021, March 30). Classroom accommodations for executive functioning issues. Understood.
https://www.understood.org/articles/en/at-a-glance-classroom-accommodations-for-executive-functioning-issues
Revak, M. A., PhD. (2020, March 30). When the Tide Goes Out: Identifying and Supporting Struggling Students in Online Courses | Faculty Focus. Faculty Focus | Higher Ed Teaching & Learning.
https://www.facultyfocus.com/articles/online-education/identifying-and-supporting-struggling-students-in-online-courses/
Helping Children with Communication Disorders in the Schools. (2017, August 24). Reading Rockets.
https://www.readingrockets.org/article/helping-children-communication-disorders-schools
Communication Disorders. (2021). National Science Teaching Association.
https://www.nsta.org/communication-disorders
