We discussed in an earlier post that both the teacher and student have responsibility in the learning process. The teacher, as the successful climber at the top of (or at least higher up) the mountain knows what the student must learn. Therefore, Timeless Teaching must have a double focus.
1) Just what is it that the student must know?
2) How best to teach these skills?
Just what is it that the student must know? I have grouped the items into 4 categories
- What allows for optimal function
- How to learn and study
- How to read
All the particulars of preparing for life fit into one of these categories. How to read is placed last as a person can be successful even if they cannot read, it will just be challenging.
Before I get into the particulars for each category think about what you would put in each one.
Hint: Look back at the conversation about Simone Biles
Once we know what to teach we are left with, “how to teach?” and how to teach when you have a curriculum mandated that doesn’t include any of these items except reading!
And what about the child with the learning disability?!?
You mean the mass majority who do not learn in accordance with the pedagogical philosophy? I wouldn’t call that a learning disability, but rather a teaching inability. And I don’t blame the teachers. They don’t know what they don’t know. My question is why the General Ed. Teaching certification exists? Every classroom has students with learning differences. That’s not a disability, that’s individuality. Some of the students have been “identified” and are mainstreamed and some simply haven’t been identified. Wouldn’t logic dictate that every classroom needs a teacher with a special education background so that the teacher has the flexibility to teach to multiple learning styles and the background necessary to spot the learning difference and refer appropriately (instead of labeling the child as lazy or disruptive)?
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