Teachers

Children with learning disorders obtain results much below their capacity. There is a double disadvantage: weak development of learning abilities (speaking, reading, writing, calculating) and, due to their different thinking patterns, school subjects and studying are not as accessible to them. The existing deficiencies lead to new deficiencies. The teachers’ purpose is to prevent the accumulation of setbacks and look for new teaching methods, other than the traditional ones. How to educate the dyslexic child? • Request information on dyslexia; • Show a positive attitude towards the child and the empathy required to understand his/her specific needs; • Become involved in what we do; • Arise the child’s curiosity; • Be flexible and willing to change plans; • All activities need to be short and several options need to be available for each lesson; • Offer him/her the chance to show us the acquired skills and knowledge; • Be ready for several explanations in several manners until we are certain that he/she understood everything; • Don’t provide too many new concepts (maximum 6 words/hour); • Rephrase instructions in a simpler, more accessible way; • Repeat what he/she already learnt, possibly through other means of approach; • Take into account the child’s interests, hobbies, extracurricular activities; • Consider the fact that he is unable to write and pay attention to us at the same time; • Permanently motivate him/her; • Create a routine through similar activities; • Note signs of fatigue; • Pay attention to low self-esteem; • The child must feel that his/her ideas are appreciated; • Try and conclude each class so that the child feels he was successful; • Be good listeners; • Keep the breaks—everybody needs them; • Relax and have fun. What kind of teacher am I?

  • I use various multi-sensorial methods and procedures;
  • I use didactic materials;
  • I take into consideration the pupil’s individual learning style;
  • I state the purpose of the class from its very beginning;
  • I don’t use the blackboard a lot, when I do I write in large-size letters, legible, using colors to help the pupil orient on the blackboard;
  • I warn him/her of tests in advance;
  • I assess the child according to the method that most favors him/her (verbal answer, through audio and video records);
  • I smile if he/she asks for my help and I explain, offering at least two examples;
  • I attend training courses and read specialized literature on dyslexia.

What kind of schoolmistress am I?

  • I use several images, boards, etc;
  • I use various, multi-sensorial methods, especially didactic games;
  • We notice, discover everything with the pupils through action, movement, and not only discussions;
  • I use an accessible language;
  • I clearly state my expectations at the beginning of the class;
  • I make one request at a time;
  • I grant him/her enough time;
  • I help him/her in case of blockages;
  • I am very patient;
  • I create a pleasant atmosphere during class.

What king of governess am I?

  • I notice if some of the child’s abilities are lower than those of his/her colleagues;
  • I communicate efficiently with the child’s parents;
  • I collaborate efficiently with the kindergarten speech therapist;
  • I am aware that the development of the elementary movements is the basis for fine motion;
  • I focus on activities developing the child’s creativity and esthetic sense, such as: handcraft, drawing, music;
  • The methods I willingly use are interaction, kinetotherapy exercises, didactic games, drama.

Learning environment

  • Dyslexic children will sit in the front desk, with a friendly class mate, willing to offer help when required;
  • There will be no agitation around him/her, so that he/she is not distracted;
  • The didactic materials offering support in the learning process will be readily available;
  • The board will be white;
  • The information on the whiteboard will be photocopied so that it is available to the dyslexic child, preferably on colored paper (cream-colored);
  • The desks will have a 45 degrees angle (closer to the verticality of the board).

Efficient methods for dyslexic children to acquire reading-writing abilities Using diversified didactic materials http://en.wikipedia.org/wiki/Mind_map Multi-sensory http://www.resourceroom.net/Sharestrats/multisensory_ida_carreker.asp “Mind map” Method http://www.brainstorming-that-works.com/mind-map-brainstorming.html “Brainstorming” Method http://en.wikipedia.org/wiki/Brainstorming Using the adequate methods for multiple intelligences http://www.pzweb.harvard.edu http://www.thomasarmstrong.com