I spent that next week doing all of the research I could on how to help a student with dyslexia learn to be a better reader. That very next session, I came prepared with an arsenal of knowledge, diagnostic tools, and a craft-tivity (for fun!). I found our table, and I waited for Rosie to return, desperately wanting to help her navigate the amazing books I selected for her to read. About 10 minutes after our session should have started, I was approached by the program director who asked if I could help another student today, since my student has not shown up. Of course, I said yes, even though I was prepared for Rosie to come. My new student--we will call him Ben-- walked over to me, and so did his mom. His mom quickly sat down next to me and explained hesitantly that Ben suffers severe anxiety, anger management problems, mild Post-Traumatic Stress Disorder, and was newly diagnosed with a learning disability. She said if he starts to have an anxiety attack, or if I cannot work with him, to go and find her.
I felt overwhelmed and concerned that I was not going to be able to meet Ben's needs. We started with an ice-breaker activity, and I quickly saw what a sweet and extremely witty student he was. He was at a relatively high reading level, but experienced some problems when it came to expressing his ideas, and writing those ideas down. Our session was very successful, and Ben and his mother were pleased with the rapport we had built in just over an hour. Ben's mother asked me if we could continue our tutoring together for the next session, and I replied yes. As soon as I said yes, I realized that I would be working with two different students who had their own needs, goals, and struggles. This was going to be my first time really learning and understanding how to accommodate, and differentiate for my students.
When I was planning for our next session all together, I made a general list of goals that I wanted to meet during every session:
- One read aloud where we discussed for comprehension (read by me)
- One writing activity (especially for Ben)
- Reading something together (choral reading, taking turns reading, etc.)
- One grammar activity
- Some time at the end for mini conferences, where each student gets one-on-one attention that meets their needs. The student who is not having the mini conference completes an activity independently.
With these goals in place, I was able to make sure that they both received at least one dose of writing, hearing me read aloud, grammar, and some individual time.
The first session all together went really well! All of the parent's seemed pleased, and Ben's mother even offered to pay me (which I obviously declined). We continued our sessions for six more weeks, until the program had ended. I was very impressed with my commitment to these students and kept thinking about just how gratified I felt when my student moved up in reading level, or even quickly blended a word that we had been working diligently on mastering. I loved this work, and I felt even more validated as a future educator.
About two weeks after our sessions ended, I got a call from Ben's mother asking me to attend his yearly IEP meeting. I quickly responded yes, and after we hung up on the phone, I frantically called my advisor, a professor in the School of Education, and asked her for advice on what I should wear, bring, say, and do during this meeting. I had just learned what an IEP was in my EDU211 class, and I felt so honored that Ben's mother wanted me to be a bigger part of his education.
I walked into the meeting and met his team, consisting of his mother, classroom teacher, speech therapist, school psychologist, reading specialist, and one administrator. We immediately got down to business, and his mother refreshed the team about the traumatic life experiences Ben has endured. His classroom teacher discussed Ben's reading level, and his negative attitude towards school. The other specialists began to recount goals that Ben has achieved, as well as other goals they needed to continue working on together. They began working in new goals for reading, math, and behavior, and I just sat back and absorbed every ounce of information I possibly could. Before we all signed the IEP, his classroom teacher asked me if I noticed any other behaviors during our sessions that needed to be addressed. I added that I noticed that Ben has a difficult time expressing himself through words, and through his writing. His teacher agreed with me and the school psychologist added one goal to work on self-expression though words. We printed the IEP and all signed it. On the drive back to campus, I was in awe of the effort put in by everyone on Ben's IEP team.
The Village Project provided me a relaxed environment to explore how to go about catering to individual needs of my students. I made and kept a running list of what worked, what did not work, and even some feedback from my students (who begged for more craft-tivities!). The Village Project also paved opportunity for me to work with students from different backgrounds and circumstances, and even see a team of professionals actively advocating for my student. I will always think back to these initial experiences as I learn how to effectively teach every individual student, and advocate for their success.
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