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.
• 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- expression. There are many ways that a child can “show” what they have learnt according to their abilities.
• 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 quiet 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.
Ideas to address specific barriers to learning
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.
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 learning aids, have extra time to complete a task and keep drawing their attention back to the task at hand. It will help them and you if they are well positioned in the classroom.
Weak spelling
Spelling words As learners get older, it becomes more difficult to encourage them to focus on improving their spelling. In Grade 7, and in the early terms of Grade 8, learners will be receptive to playing spelling games and holding spelling competitions
such as these explained below: • Spelling competitions – give points or prizes to teams or individuals who get the most words right.
• Spelling bingo – call out words and have learners find these words on word lists/cards that you have provided. Each card should be slightly different. The first person with all the words present on their list is the winner.
• Snap – show a word and let learners look for it in their readers or dictionaries. They can play in pairs and get points for finding the word first.
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