In knowing our students ourselves

Area of Science:

• Education
• Psychology

Background:

• A middle school student teacher worked with a sixth-grade student with significant learning challenges.
• The student, Jimmy, had a first-grade reading level and employed avoidance strategies to evade reading tasks.

Purpose of the Study:

• To explore the relationship between a student teacher and a student with learning disabilities.
• To gain insights into effective teaching strategies for students with learning handicaps.

Main Methods:

• A year-long qualitative study involving interviews and observations.
• Direct engagement with the student to understand his challenges and coping mechanisms.

Main Results:

• The teacher discovered the student's methods for avoiding reading, such as disrupting class or feigning illness.
• A strong teacher-student relationship developed through the interview process.
• The student began to read as a result of this relationship.

Conclusions:

• Building a strong, trusting relationship is crucial for supporting students with learning disabilities.
• Teacher insights into individual student needs can transform educational outcomes.
• Effective teaching requires understanding and adapting to unique learning challenges.