Rochelle, you're right, of course, when you write about your 'Try 
Another Way' philosophy. I often resort to the large toolbox metaphor 
myself, especially when the conversation turns to how best to teach 
people to read. I have observed that possession of a large toolbox does 
not necessarily mean that a person will use the tools in it. You hit 
upon that too when you wrote about how we are often inclined to teach 
the same way we learned ourselves. I think we all do that to a great 
extent; it is a typically human attribute. It is probably also a reason 
why we so often run into problems with students who learn differently.

The cognitive psychologists refer to rigid thinking as being an 
impediment to creativity and insight. This is thinking inside the box, 
or thinking confined by paradigm, and it is extremely difficult to break 
out. Ability to recognize this kind of thinking in one's self as well as 
an ability (and willingness) to try something completely new are 
qualities I think the best teachers have. Or maybe I should say it is 
what the most versatile teachers have.

Tom Woods
Community High School of Vermont

RKenyon721 at aol.com wrote:


> Robin and Tom,

>  

> I have to jump into the discussion myself.  In the staff 

> development/training that I do, the most asked question is "what 

> strategies do I need to know to teach students with learning 

> difficulties and disabilities."  When I ask how many workshop 

> attendees use learning style assessments, critical observation, and 

> interview techniques to see how their students learns best, I find few 

> that respond positively.  When I ask how many try to find their 

> students' strengths to build on them rather than to concentrate on 

> their deficits, I hear similar responses.  

>  

> Teachers/tutors want to help students, but often just don't know how.  

> They have limited things to choose from in their 'tool box.'  They are 

> looking for what I call a 'recipe' that will work.  (I remember an 

> earlier discussion strand where the discussion centered around a 

> "Silver Bullet.") When I say that I have never found such a perfect 

> recipe that works in all cases, I know it is disappointing to them.  

> Instead, I present as many different ideas, techniques, strategies, 

> etc. for teachers to own and to choose from.  The "Try Another Way" 

> philosophy is one that I developed for myself in the 1960's when I 

> began teaching.  It requires a huge capacity to persevere and the 

> confidence to know that your efforts will be worthwhile and useful to 

> your students.

>  

> I find that often adult education teachers and tutors don't have the 

> reservoir of strategies they need.  Many know only one way as that is 

> the way that they learned how to teach/tutor.  If that way doesn't 

> work, they just try harder.  I agree with Tom's statement that we need 

> to be continually reflective.  However, I believe that teachers need 

> assistance in developing their own personal toolboxes where they can 

> pick and choose from strategies that match students' strengths and 

> abilities.

>  

> How do we do this?  It requires a much more comprehensive approach 

> than you will find at concurrent sessions during conferences or at 

> typical workshops. 

>  

> Have any states used a systemic approach to proving such training for 

> teachers/tutors?  I am most interested in hearing Tom's, Robin's, and 

> other subscribers' responses to this.

>  

> Thanks,

>  

> Rochelle

>  

>  

> Rochelle Kenyon

> Moderator, LINCS Learning Disabilities Discussion List

> Center for Literacy Studies at the University of Tennessee

> RKenyon721 at aol.com <mailto:RKenyon721 at aol.com> 

>  

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>  

>

> Very succinctly stated , Tom !  Bravo.

>

> I have reflected a great deal lately on how fortunate I was in my 

> training as an LD tutor nearly 35 years ago at the Kingsbury Center in 

> DC.   From the first day, we were taught several important principles 

> for working with those who learn differently:  1) Everyone can learn  

> 2) Everyone has a personal " learning prescription"--and it is the job 

> of the tutor or teacher to work with the learner to find out what that 

> is so that the learner will be equipped with the necessary information 

> about how s/he learns to be able to learn independently (this includes 

> even very young children).  3) No one approach or method or set of 

> materials will be sufficient for this-- some parts will work well with 

> some learners and others need other things.   and , as you stated, 

> Tom, 4) the approach of FDR, who said "Do something.   If it works, do 

> more of it.  If it doesn't work, do something else."

> Robin Lovrien Schwarz

>

>

> The answer to this question, in my view, is we try something else with 

> these individuals. I know it is a gross oversimplification, but it's 

> about an attitude of instruction. We need to be continually 

> reflective. If one thing does not work then we need to reflect upon 

> that and try a different approach.

> Tom Woods

>

>

>

> What do we do for the learners we see in our classes and programs 

> every day that exhibit characteristics of a possible learning 

> disability, that have co-morbid disorders, that have achievement 

> discrepancies, and that are failing to progress?

> Rochelle Kenyon

>

>

>

>

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