Experiment with a variety of teaching methods and strategies to keep learners interested and to cater for and develop different learning styles. There are many simple ways of
addressing different learning styles in the classroom. Here are a few more ideas:
• Content: Choose interesting themes and texts that will stir up interest and enthusiasm in the learners and encourage self-expression. Give the learners ample opportunity to engage with stories, texts and themes that they can relate to. Assist weak readers by giving them texts with pictures that they are familiar with. If a child battles to speak in front of the class, consider giving them a topic that they are able to talk about.
• Environment: Where possible, change the environment – go outside, organise a field trip or take the children on a walk. Many children will respond to a change from being inside the classroom.
• Classroom organisation: Consider how your desks or tables are arranged and make some changes where necessary. If all your desks are arranged in groups, you can turn one or two of these desks to face the wall for the children who need a quite space. If all your desks are in rows, consider moving them into groups and doing some group work. The ‘social’ learners will enjoy the change.
expression. There are many ways that a child can ‘show’ what they have learnt according to their abilities.
Ideas to address specific barriers to learning
• A reading corner: A reading corner does not have to take up a lot of space. It can consist of a small bookshelf or bench with some books, magazines and newspapers. Have a few cushions on the floor and pictures on the wall (or old book covers). If possible some audio device with earphones could be available for children to listen to stories or music.
Lesson plans, teaching methods and classroom organisation should reflect the Teacher’s awareness of different learning styles. This will help to address many potential challenges or barriers to learning. However, some barriers to learning require more specific attention. Some children struggle to read, others
to write and still others to focus. Some children struggle to manage the input and some struggle to manage the output. Every teacher deals with children with various physical, neurological, mental and sensory disabilities on various levels. A teacher may not be able to address every need or provide specific treatment but there is a lot that can be done to help the child who is struggling.
• Posters: You don’t need lots of fancy posters to get the children interested. Use the posters that you have and swap them around your classroom so that they are not always in the same place. You can also use current newspaper articles that can be changed on a regular basis.
• Teaching methods: Vary your teaching methods. Have a good balance of group work and individual work, written work and practical work, presentations and discussion. Provide learners with opportunities to express themselves according to what they enjoy. Instead of introducing a lesson by giving the class a short presentation, try something different – play a song, read a poem or a story or a debate. Think of alternate ways for children to ‘complete their work’ to allow for self-
Poor concentration
Classroom organisation plays a major role in creating or addressing barriers to learning. Firstly, always check which children need to be seated in the front of the classroom due to weak eyesight or poor hearing. If there is a medical report, find out which ear works the best and position the child accordingly. There are other reasons why a child may benefit from being close to the front, e.g. some children struggle to concentrate (Attention Deficit Disorder) and some have sensory integration issues (Sensory Integration Dysfunction). It is very difficult for these children to pay attention if they are surrounded by other children or distracted by an open door or objects hanging from the ceiling. Be aware that these children may need you to repeat instructions, use concrete
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