This article is about bright children who don't do well in
school.
The following eye-opening information is available to us with
thanks to P'TACH.
Yossi is a smart boy, mature, courteous, has a good mind but
is slow in reading, math and generally in his studies. His
grades are average but sometimes low and don't match his
potential. He wants to learn and to succeed but is not making
the mark.
Chani has common sense and clarity. She is bright but doesn't
do well in school. She is spontaneously creative when it
comes to organizing chugim (after-school crafts groups
etc.) and home day-camps for neighborhood children. How do we
hook into her talents and intelligence in school?
Today, we are slowly acknowledging that all children or
adults are not the same and we look for a school that is best
for each child. The particular line of education may or may
not address a child's gifts or special needs. Often, vacation
time with the family or after school extracurricular groups
or private lessons fill this need. But for a minority of
children, these avenues are not enough. Is the question
solved? He or she is bright and not doing well in school. Why
is this and what can we do to help the child?
There are children who ideally require an extra year of pre-
school or Grade One. Sometimes, this extra year in
kindergarten does give them pre-skills that they need to get
through school easier. Here they spend time with tactile-
visual and conceptual-sensory activities that promote
creativity and thinking skills. These activities speak to
most children, especially those who learn best through these
channels.
The transmission of concepts and learning is through a
child's particular learning channel to his/her mind. If a
child learns through his particular channel, it is very
likely that he will have a better chance to achieve
satisfaction with himself and his life or at least to know
the taste of success. For example, we may have a child that
is a kinesthetic (active), visual and simultaneous learner.
He may not understand about the basic concept of under and
over by hearing the teacher say these words in a story. He
may need to get on his hands and knees and crawl under a
table and climb over the table while the teacher is
explaining the words. He may need to be physically involved
and/or see the total picture of a lesson in order to learn
the material. He will integrate new concepts from seeing and
doing. He can build a copy of the Mishkan with wood and craft
materials based on illustrations and posters he saw after the
teacher gave out work sheets with information and taught the
laws of the Thirty-Nine avos melocha. Some children
work out their personal expression or talents and areas of
difficulty before they are ready and relaxed internally to
proceed to more intellectual concepts. This is true of Yossi
and Chani, two bright children who learn best through visual
and tactile information.
Yossi and Chani are benefiting from the overall picture of
cheder and school with wonderful programs on
middos and are in the company of staff and students
with Yiras shomayim. This is Priority Number One. So,
if we are generally happy with the education but the child
learns best through other channels and is not reaching his
potential, then what?
The answer begins with understanding the differences in
learning styles. From this we can see clearly and help our
child. Learning styles are the channels or ways your child
learns best. Is information transmitted to your child in a
way that he will best receive it, store it and later retrieve
it and use it?
Recommended reading and prelude to learning styles is the
book, Unconventional Wisdom: Torah Perspectives on the
Child Who Has Difficulty Learning, by Reuven Elkins,
Targum/Feldheim. Rav Elkins begins by illuminating the
dictum, "Al pi darko" - to educate a child according
to his ways in his youth so that when he grows old, he
will not stray from it.
"We, as parents and teachers, must find and nurture every
child's hidden predispositions and abilities. In this way,
even the child who appears to have difficulty in one area or
with one style of learning, excels in another area with a
different educational approach. Only if we approach each
child with sensitivity to his individual nature are we
assured that the Torah and Hashkofa we have given him
will continue to guide him throughout his adult life. One of
the richest and yet least known areas of chinuch is
that of learning styles."
There are six or eight main learning styles. A child may
favor one or more learning mode:
1. SIMULTANEOUS LEARNER
The child learns best by seeing the total picture. He needs a
title, a picture, a summary to process information. Once he
sees the total picture, he can understand.
2. SEQUENTIAL LEARNING
This child must have details in the proper order. He then
puts the picture together and can then grasp the main
idea.
3. THE AUDITORY LEARNER
He processes information through hearing. Tones, intonations
and words are emphasized. Sometimes he can become distracted
by visual input.
4. THE VISUAL LEARNER
He processes information through pictures. The visual
information can be flat, such as a diagram, bulletin board or
poster. He needs to see it. He has a difficult time
processing auditory input alone. It may not always be
difficult to process auditory input, it's just easier for him
to process visual input.
5. THE THREE DIMENSIONAL LEARNER
He can process words. He feels objects or subjects from words
or a hint or symbolic representation. He does well in
language, spoken or written. This is not necessarily the same
as the auditory learner.
7. THE TACTILE LEARNER
He uses his fine motor movements to take in information.
8. THE KINESTHETIC LEARNER (often hyperactive)
He will learn by using his gross motor skills, i.e. from
walking on large letters (from sandpaper) in his socks on the
floor.
We have clues to learning styles by how people (children)
talk. Their words give voice to their learning style with
expressions such as, "I hear you. I feel. I see." Most people
are combinations. Common groups are often 2 and 3 / 1 and 4 /
7 and 8 / and 3 and 6. We can find other variations as well.
There are no rules about which goes with which.
[To be continued...]
Devora Piha is available for art and crafts therapy for
motor skills and/or emotional difficulties.
Ramat Beit Shemesh 02-992-0501
