Moments of frustration are common for all learners, but especially for learners who struggle in school. Some learners give up and see themselves as failures. Others may exhibit behavior problems that relate to their learning difficulties.
To help learners learn to clarify and specify their differences, All Kinds of Minds uses a process called demystification. Through open discussion with supportive adults, learners understand that everyone has strengths and weaknesses. This process creates a shared sense of optimism that the learner and adult are working toward a common goal while conveying that learning problems can be successfully managed.
The following suggestions can help as parents, teachers, and learning specialists work together to demystify learning difficulties.
- Eliminate any stigma. Empathy can reduce the learner’s discouragement and anxiety about their learning difficulties. Emphasize that no one is to blame, and that you know that they often need to work harder than others to complete learning tasks successfully. Explain that everyone has differences in the way they learn. Reassure the learner that you will help them find ways that work for them. Share a story about how you handled a learning difficulty or an embarrassing mistake in which your learning challenges were the culprit.
- Discuss strengths and interests. Help the learner find their strengths. Use concrete examples, but avoid false praise. You might say to the learner who seems to learn a new software program effortlessly, “You’re a real computer whiz. Could you write a short guide telling me how to use the program?” Identify books, videos, websites, or places in the community that can help the learner build on their strengths and interests.
- Discuss areas of weakness. Use plain language to explain what aspect of learning is difficult for the learner. Use concrete examples, such as, “You may have difficulty starting a writing task because you have many wonderful ideas and can’t decide which ones to use.”
- Emphasize optimism. Help the learner realize that they can improve – they can work on their weaknesses and make their strengths stronger. Point out future possibilities for success given their current strengths. Help the learner build a sense of control over their learning by encouraging him to be accountable for their own progress. A learner who has difficulty generating ideas from scratch may learn to use a brainstorming strategy. Have the learner monitor their progress in becoming a better brainstormer by tracking their many good ideas.
- Identify an ally. Help the learner locate a mentor – a favorite teacher, an older child, or a neighbor – who will work with and support them. Explain that they can help themself by sharing with others how they learn best. Older learners can explain the strategies that work for them, while younger ones may need adult support. Encourage the learner to be an active partner with her allies.
- Protect from humiliation. Help the learner strengthen self-esteem and maintain pride by protecting them from public humiliation, especially in relation to their learning differences. Always avoid criticizing the learner in public and protect them from embarrassment in front of classmates and siblings. For example, if the learner has graphomotor weaknesses that affect handwriting, do not share drafts of their work with others or ask their permission first.