7.4:  Personalizing Learning

Please read expectation 3.3:  Diverse Learners before proceeding.  It summarizes the categorical diversity of students and leads into the more individualized reflections below.

The next step, and probably the most important of all is the personalization of learning.  Understanding issues of culture, diversity, families, community, etc. are only the categorical diversity issues, but they do not effectively address the uniqueness of each child.  What this all boils down to is the time and attention we give to the individual students.  Sometimes we can handle this in a collective manner by addressing common obstacles, but mostly we need to look for the way to make the content “seem” simple and meaningful as to maximize retention. 

Students’ academic history (see expectation 8.1:  Information About Students for the context) and readiness tests are good ways of identifying strengths and weaknesses in the content area.  If a teacher can pinpoint the areas a student is likely to be challenged in, the difficulty may be overcome before it even becomes problematic.  Corrections or alterations can be made in the curriculum that incorporate reviewing, reteaching or practicing previously learned skills in preparation for future material. 

Many students also have need of special accommodations.  I had a visually impaired student in my Honors Geometry class.  He is a bright young man with lots of technology at his disposal to assist him in the classroom.  Some of the accommodations he required were oversized…everything.  If it was printed for the class, then it was blown up for him.  On one occasion we did a group activity that required cutting out nets (two-dimensional shapes to be folded into three-dimensional solids).  I knew it would be difficult for this student to visualize and manipulate the standard size, so I increased the scale of his nets.  The group activity involved building larger solids by combining the group’s individual ones.  For this to work with him as part of a group, I had to have the forethought to make enough nets for other students to combine with his in the same scale. 

Before I took over the class as student teacher, I met with him and his instructional aid.  I had a feeling we could better accommodate him in the classroom or at least integrate him more.  I made arrangements for him and his equipment to move closer to the center of the classroom.  This required moving desks prior to class each day to create enough space.  The result was a more interactive experience with classmates and activities and a better view of areas of the board he really could not see very well from the back of the room due to lighting or obstacles.  These accommodations seemed obvious and reasonable, but were not made available to the student prior to my coming into the leadership role.

Student interests make good personal connections as well.  Whether or not they seem directly related to the content, a good teacher can find a way to connect the material to an area of interest.  More importantly, though, than connections to content are the relationships that are formed by sincerely showing interest in a students outside activities.  Personal relationships build trust and rapport that makes teachers more approachable and motivates students to perform at a higher level to avoid disappointment.

Finally, the most personalized attention you can give a student is to be willing to walk them through their difficulties until they understand.  My style is very leading, asking, rephrasing, redirecting without giving the solution. My lessons consist of demonstrations and leading questions that uncover the material we are learning. I always leave time in class for supervised practice, and Feedback Friday responses support both the pace and practice described.  Students know that I believe I am the most qualified person to answer their questions, and I expect them to work in class and let me help them if they are stuck.  I move about the room constantly so students do not have to seek me out.  I settle mathematical disputes and answer questions with a question.  Ultimately, they are able to figure most things out themselves with a little redirection.  This is quite often my favorite part of the class.

I have found that individualized attention is a slippery slope.  Some students acquire a taste for it and tend to tune out a lesson, some even becoming classroom distractions in lieu of the attention they know they can get when the lesson is over.  Students must be trained to be engaged in the lesson, take notes that they can follow and make attempts to practice and understand before being catered to.  I have already had students who, before they have even copied the assignment, have their hands in the air citing, "I don't understand any of this," just waiting for their own personalized explanation.  I have become more disciplined in the way I handle personalized attention as to not spoil this type of student.  I often refer them to another student or challenge their questions with questions from the lesson that should be in their notes.  While some students need, require and deserve special attention, those that manipulate the circumstances work harder for my attention.  It's a bit of a hard-lined approach that I have developed to personalizing learning, but if these students are allowed to dominate the generosity of teachers who offer individual assistance, less assertive students will miss out on the opportunity to receive equal shares of attention.

Personalization is the teacher as coach, observing each student's individual strengths and weaknesses and instructing them in techniques they can use in practice to improve individual performance.  The goal, then is to assemble a team that performs well together.  Each member's strength compliments another's weakness, and with enough practice (and of course a little talent never hurts) the team comes together as each player strives to pull his own weight and do a little better than the last time, showing steady improvement toward mastering fundamental skills.
Teacher Portfolio for Brett Baltz
http://CoTme.homestead.com
Submitted as Evidence:

Academic History

Readiness

Special Needs

Student Feedback