In a conversation recently with a caring, conscientious teacher, she commented that she had success working with struggling learners and helping to make them feel smart.

But when they got to the next grade and perhaps had a teacher that wasn't as effective at reaching those children, or perhaps thought there was a pace for learning and students should stick to it, or perhaps simply saw the onus for learning as being on the student, the students really struggled again.

She worried that perhaps she had led those students to have an unrealistic view of themselves by not being more up front with them about being struggling learners. She wondered, despite her success helping those students to learn, to feel successful, and to feel smart, if she shouldn't be more direct with them about being struggling learners, to prepare them for possible pain and disappointment later.

And I caught myself wondering, is the problem that each child isn't where the school is in the curriculum?

Or is the problem that the school isn't where the child is in the curriculum?

Posted with Blogsy