PLEASE don’t be offended by this section – but we all need reminding about it sometimes.

I have days where my husband says “ Ah – it’s going to be -  a sit down – shut up – and get on – if you are going to treat your students in the way you are treating your family today!”

• At all times avoid the use of sarcasm, continual criticism or bringing attention to student’s different needs in front of his peers. Recognize that this student will respond significantly  better when encouraged and when positive achievements are noticed and mentioned

• Don’t compare LD students with other pupils or siblings.

• Don’t make the student work for long periods without a break.

• Don’t ignore the signs that the student is losing concentration or not understanding.

• Catch the student being good, and reward this behaviour.

• Show sympathy, concern and understanding.

• Be a good listener.

• Recognize the frustration felt by the LD student.

• See that the peer group understands the nature of the LD problem so that the student is not mocked or bullied.  LD students are vulnerable to bullying.

• Avoid blaming and name-calling.  Label the behaviour, not the person.

• Emphasize to students that their worth as a person is not related to their test scores or how well they did on a particular assignment.

• Help the student see his/her progress using checklists, graphs or other visuals.

• Sensitively share the knowledge of your student’s difficulties with appropriate others.

• Avoid letting the student become aware of your own frustration.

• Encourage the student to compete against himself, not others.

• Talk to the student.  Ask him/her what might be better.

• Let the student know privately that his/her difficulties are recognized.

• Frequent parent/teacher communications via whatever works: home/school agendas, face-to-face meetings, phone calls, emails.

• Help the students feel comfortable with seeking assistance.  Many students with LD will not ask for help.  They need to be taught how to ask questions.

• Teach cognitive restructuring to students with low self-esteem.  For example, positive "self-talk," - "I did that well.”

• Help the student to succeed.  Avoid failure, be constructive and positive.  Praise helps boost flagging self-esteem.

• All efforts should be made to build the confidence of the students through the development of their superior aptitudes, be it in music, sport, design, technology, science or drama.

• Show patience, understanding, encouragement, and friendship at all times.

• When you start blaming the student, you’re burning out.  Burnout comes from feeling that you’re not making a difference.

• Students with LD problems often feel they are stupid, dumb, and worthless, and that they are the only ones with this problem.

• Make sure a student feels safe and secure in your classroom and in your presence.

• Discuss the value of making mistakes as a way of learning.   Hold a brainstorming session to discuss,  “What could I, as the teacher, and all the kids do, so that no one is afraid of making a mistake in this class?”

• Praise in public, reprimand in private.

• Humour and exaggeration are two great teachers.

• Teachers are urged to re-examine the notion of what is “fair.”  “Fair” does not mean that every student gets the same treatment, but that every student gets what he or she needs.

• Be prepared to learn from the parents. Interest, involve and work closely with them.  You both need each other’s help.

• Arrange for frequent parental contact, not just when problems or crises occur.  Celebrate successes, too.