Characteristics of slow learners:
1. Functions at ability but
significantly below grade level.
2. Is prone to immature interpersonal relationships.
3. Has difficulty following multi-step directions.
4. Lives in the present and does not have long range goals.
5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and generalizing information.)
6. Scores consistently low on achievement tests.
7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)
8. Has a poor self-image.
9. Works on all tasks slowly.
10. Masters skills slowly; some skills may not be mastered at all.
Working with Slow Learners:
2. Is prone to immature interpersonal relationships.
3. Has difficulty following multi-step directions.
4. Lives in the present and does not have long range goals.
5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and generalizing information.)
6. Scores consistently low on achievement tests.
7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)
8. Has a poor self-image.
9. Works on all tasks slowly.
10. Masters skills slowly; some skills may not be mastered at all.
Working with Slow Learners:
1. Reduce distractions by
providing a quiet, private place to work.
2. Emphasize strengths. Use lots of praise and reinforcement frequently.
3. Make lessons short. Limit the working time and have several short work periods rather than one long one.
4. Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible.
5. Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off.
6. Make learning fun and comfortable. Your positive attitude is very important.
7. Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students.
8. Go over his/her daily work to reinforce the learning. Slower learners need repetition.
9. Provide meaningful, concrete activities rather than abstract.
10. Give short specific directions and have your child repeat them back to you.
11. READ! Set an example by reading yourself. Read to your child and have your child read to you.
12. Work closely with the teacher to help strengthen academic areas that are weak in school.
13. Stress the importance of education.
14. Encourage your child to explore areas of interest to him/her. Career opportunities often come from these interests.
15. (Source: Material supplied by University of Central Florida, School Psychology/Counselor Education Programs--Dr. Carl Balado.)
2. Emphasize strengths. Use lots of praise and reinforcement frequently.
3. Make lessons short. Limit the working time and have several short work periods rather than one long one.
4. Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible.
5. Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off.
6. Make learning fun and comfortable. Your positive attitude is very important.
7. Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students.
8. Go over his/her daily work to reinforce the learning. Slower learners need repetition.
9. Provide meaningful, concrete activities rather than abstract.
10. Give short specific directions and have your child repeat them back to you.
11. READ! Set an example by reading yourself. Read to your child and have your child read to you.
12. Work closely with the teacher to help strengthen academic areas that are weak in school.
13. Stress the importance of education.
14. Encourage your child to explore areas of interest to him/her. Career opportunities often come from these interests.
15. (Source: Material supplied by University of Central Florida, School Psychology/Counselor Education Programs--Dr. Carl Balado.)
Teacher to teacher, slow learner questions
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