- 在線時間
- 148 小時
- 最後登錄
- 17-4-5
- 國民生產力
- 26
- 附加生產力
- 1613
- 貢獻生產力
- 0
- 註冊時間
- 10-10-30
- 閱讀權限
- 10
- 帖子
- 1209
- 主題
- 42
- 精華
- 0
- 積分
- 2848
- UID
- 674229
|
本帖最後由 motherotk 於 12-3-25 09:56 編輯
My girl has learning difficulties, very different learning process from son, so have to understanding and accept this difference:
I) getting marks strategies:
1) work on the workable areas;
2) practice and practice to get the high marks on workable areas; usually i can get 40-45/50 marks in test, for those difficult ones, you just let go..
II) getting the concept right (need more time and you need to know what concept he does not know, so if for tutorial, you may not know him well, use long holidays to work on these)
1) go back to P3 or P2 concepts (during long holidays) , to check what are the solid understnading level, start from there, teach him one concept, consolidate, then go to another step..
2) for learning difficulties kids, one small step at one time, then learning build up on these small steps.. repeat and repeat the same concept, come back to the previous concepts.....all these I am working, tutors cannot do this.
III) supports from parents and teachers
1) enormous patience, understanding from parents, understand that this is not the child's fault or the child's "laziness", it's some types of "limitations", just like when a child have visual difficulties, you cannot force him to see clear pictures without eyeclasses, and based on these to say he is incapable. As paresnts, you need to prepare a glasses for him, to teach him to learn within his limitations, and to use alternative ways of learning strategies. These cannot be done by tutors, unless you have an excellent tutors who understand these types of children, otherwise, another source of stress for the kids.
2) Motivate his learning, avoid emotional stress, get him a sense of control over learning.
3) To assess carefully the school envirnoment, if this is facilitating or limiting his learning, connect with teachers to accoomodate him, like special exam arrangements if possible.
4) Do not compare with children without learning difficuties, but never under-estimate the potentials if with good support
|
|