help

[teacher]

:confused:Not sure where to post this but, one of my tenth grade students is well behind the rest of the class. I mean literally, she cant tell the difference between left/right, upside down/inside out, pull/push. Her reading comprehension is a disaster. When reading one on one with me she can read nicely, but in front of a class she skips words, misreads words. She still though has very bad comprehension of what she is reading in and out of class. She is one of those quiet girls who sit in the back of the class. I moved her to the front, but she never raises her hand. Im not sure really what i should do. She was tested before, but they found no disability. It also takes her hours to do class work, assignments. She has very low self esteem so im scared to call on her too often because she gets really nervous and usually doesnt get the right answer. Im not sure how to approach her or what i should say or what i should do

[Unregistered]

This is a tough situation. I think that you need to talk to her parents. It probally isn't a learning disability, just that the student is extremely shy and has no motivation.

[teacher]

just that the student is extremely shy and has no motivation.

sorry I forgot to mention, she studies extremely hard, but does not do well on tests. MOst of her grades are between a 40 and a 60. I just feel so bad failing someone who puts in more effort than most of the other kids.

[Unregistered]

I just started private tutoring with learning different kids and your student sounds very much like mine. What kind of testing was done when she was checked for a learning difference? If physical tests can come back with a false negative, it seems probable that learning tests can do the same. She needs intervention, in my humble opinion, and a true educational advocate.

[slauhaus]

You need to speak with your special needs department about having your student tested right away. It sounds like she has some serious issues that should be addressed. You should also try and vary her information input. make sure that you print out notes for her ahead of time and try to use as many visual aids as possible.
Testing however, is important right away.
Good luck.

[Deepreader]

I ask students to do two things right away: (1) I use a "Personal Profile" sheet I adapted from book I received years ago by Benjamin Mahle. If I recall correctly, the title was "Power Teaching" and it may be out of print. The profile gives students a chance to think critically yet humorously about their lives and their education. I promise confidentiality to anything students divulge on that sheet. (2) I ask students straight out to trust me. Kids need--and want--to trust someone. My students wrote to a prompt this past week I called "The Good, the Bad, and YOU!" They wrote--more or less--about anything that they felt impacted their lives. I received some responses that really "cleared my educator's sinuses," let me tell you! Again, I promised confidentiality, as per the contract I have developed with my students. I don't start my classes with rules and guidelines; for three days, I just work to get to know them, to "read" them, and to build a relationship with them that will stand up under the weight of their shyness, or disability, or exceptionality, or anger, or any other negatively-motivating influence. I ask kids to rate their life, and I explain how I rate mine. I let myself become cautiously vulnerable to my students. Even some who "hate" school keep coming back.
I'd suggest a 1-on-1 talk with the girl. If she has an IEP, use it to set up the talk. Read it, underline her responsibilities listed. Show her yours. Then, just ask honest, open questions, without expecting or guiding her answers. She has a story to tell--good, bad, or indifferent. Let her have her catharsis. THEN, tell he what she can expect from you.

[Unregistered Ms.SpecialEd]

Perhaps you may want to let her know in advance what you would like for her to read so she can practice. This will allow her to prepare which will in turn build her confidence as she is able to vocalize what she is thinking in her head. Also, try modifying her tests. The key is to discover what she does know. She may not be strong with multiple choice questions, but does well on essays. I realize this requires more effort on your part, however if she does not experience positive classroom interaction she will continue to be aprehensive and not participate.