Individual attention

Scenario

Individual Attention

The Learning Challenge – Narative

Due to the difference in educational levels, some learners require from the educator more individual attention. It can be a complicated issue as the classroom time is limited and more so the teaching time. Thus, it is understandable that the educator cannot spare much time on a single learner. Apart from the time limitations, focusing on individual students can disrupt the group dynamic as some of the learners will not appreciate the extra time given to certain students -especially if that happens continously and they feel it hinders their education or the educator has favorites. For this reason, the educator will need to employ strategies that keep the learners occupied (whether it be the academically challenged or the advanced ones) and the time for individual attention is distributed equally.

Solving the Problem: Activities for Learning Groups

Title of activity

Don’t mind the gap (Mind maps)

Working on the activity – Suggestions

Summary: Lesson time is limited and the educator is always anxious about getting everything done in the designated timeframe. Keeping the learners occupied with the creation of Mind maps, can provide the educator the extra time for giving individual attention to anyone who requires it.

Objective: For the learners to create their own Mind map.

Description: Mind maps can be extremely useful to students and educators alike. Their big advantage is that, essentially, there is no need for an educator once the learners get the hang of it and, as a result, this can free up some time for the educator to invest in the individual attention that is required from the students. Usually, mind maps are used as a consolidation activity with the objective to understand the lesson’s content. It can be used in a variety of subjects, such as literature. For example, creating a mind map using an application, like Mindomo, the learner can visualize the concepts presented in the work of literature and the relations between them and discover new connections and patterns. Additionally, they can make claims and support them with evidence, improve their memorization and make plans for essays. At the end, each assignment will be reviewed digitally by the educator.

Suggestions: It can also be a group activity in which groups of students are working on the same map. If the division of the teams is based on the educational levels, then the educator will be able to spend more time with the group of students that are struggling (making sure though to also spend time with the more advanced learners). Moreover, the more advanced group can undertake more challenging assignments on the same topic which can keep them equally occupied.

Learn more

Mindomo: https://www.mindomo.com/mind-maps-for-education

Title of activity

Stay in touch (Moodle)

Working on the activity – Suggestions

Summary: Due to the time limitations of didactic hours, a revision of each lesson will be uploaded to the Moodle platform in which learners will have the opportunity to converse with fellow learners and the educator on aspects of the lesson that are difficult to grasp.

,b>Objective: For the learners to be supported academically by conversing with their classmates and educators through the Moodle platform.

Description: The educator will set up an online classroom in the Moodle platform, in which revisions of the course will be uploaded, along with supplementary material if that’s available. The learners will be able to navigate through the content and make inquiries in the form of board posts. The educator and the other learners will be able to respond to those inquiries, thus assisting the students that have difficulties with certain aspects of the course. In that way the learners will receive the individual assistance that they need without taking away much time from the didactic hours.

Suggestions: In order to avoid imposing on anyone’s time (especially the educator’s), it can be set as a prerequisite of the class that everyone has to log in and be active in the platform once per day. No more than that unless anyone is willing to do it on their own accord. That means that the educator will not be expected to be active in the platform all day in order to assist anyone who has a problem.

Learn more

Moodle: https://moodle.org/?lang=en

Solving the Problem: Self-reflection (educator’s reflection)

Digital diaries
The learners (along with the educator) can keep a digital diary in which they will document whatever they deem relevant to their educational experience in any way they desire or feel comfortable with. The educator can give a few directions on the content, for example to include a weekly reflection on the activities that took place or to document their progress in an area in which they struggle. Along the way, the educator will be able to review those diary entries and self-reflect on the activities that went underway and their impact on the students.

Quote boards
When the educator sees it fit, a quote board can be created as a useful way to initate reflection. The learners can choose any quote that represents their feelings. Afterwards, the educator asks them to group those that are similar together on a board and identify (and write down) the common sentiment. At the end, a discussion with the class will be held regarding the feelings that the quotes signify. It will also be indicative to the educator about the changes in the learners firstly, on a personal level and, secondly, in the group dynamics. It would be most useful if this activity is done on a regular basis so that the documentation of the changes will be more precise.

Reflective meditation
The educator can use the self-reflection meditation to gain insight into their thoughts and aspirations. As this process of self-reflection becomes more thorough, the educator can better recognize their thoughts, feelings, values and beliefs for what they really are. Meditation reflection also helps by recalling the short and long-term goals that the educator has set for themselves and it is achieved by deliberately setting aside some time to think about past actions, current priorities and future goals. In that way, they can also monitor their personal change and growth.

Points for Discussion with your Organisation

The first step, when becoming a part of an organization’s team, is to learn about the organization’s policies (if you haven’t done already before joining them). So, after studying the policies, you can arrange for a meeting with your coordinator/supervisor to discuss any possible issues or enquiries you may have and what aspects of school life you can control (such as school time). You can ask about the way they want to handle problematic situations and their preferred strategies. You can contribute your own insight as well and judge from their reactions if it’s welcome or not. In either way, when an issue arises do seek guidance if it’s too much to handle.

Suggested Training Course available online