I recognized three students struggling with some lessons in eighth grade science after observing my mentor’s class for a 40-minute period. The following day, I had students Javier, Elias, and Tim meet me for small group instruction and some fun while doing remediation during the lesson. I first conducted a practical assessment with the three students to gauge their levels of comprehension of the prior lecture. Concept understanding tests, interviews, learning style assessment questionnaires, and activity observation were used to gather data. Students were chosen based on how well they each understood several topic groups.

Two of the three students were visual learners with one kinesthetic learner. An instructional strategy for Tim, our Kinesthetic learner would be to make sure to have many options for manipulatives and games. Another strategy would be to use games like memory or a card game to help create connections (Murawski & Scott, 2019). If a student has a visual learning style, they will prefer visual materials like pictures, diagrams, presentations, demonstrations, handouts, movies, flip charts, etc.

These people will say things like "Show me", and "Let’s look at it", and they are best at picking up new skills after reading the directions or watching someone else do them. These are the people who will adhere to written lists, directives, and rules.

The learner will be engaged and given control over their learning if lessons and activities are tailored to them and created with them in mind (Dabroski & Marshall, 2019). Understanding how and why studying new material would benefit the learner can improve their conceptualization and give them more control over their learning. The presence of materials for all types of learners throughout the classroom will encourage student confidence and ensure that they never feel excluded. Offer options to students based on their various interests. There may be mutual interests among many pupils, so there is frequently something for everyone. I've designed activities around the interests of those students who have major disengagement concerns, either as a targeted preparedness activity or as something the entire class might participate in. The advantage is that disengaged students will make the connections they require, and the others will get new insight into the learning aim.

The exams yielded insightful data about the student that will aid in understanding and fostering positive relationships between teachers and students. Studies show that teachers who additionally focus on social and emotional development among their students have a positive impact on their attitudes toward learning, behavior, and safety in the classroom.

There are many different learning styles that take into account the learning preferences of the pupils and suggest particular exercises. Although these theories provide excellent broad suggestions for how to accommodate various learning styles in the classroom, it is the teacher who must identify the most effective techniques in practical situations.

This is when blending learning methods in the classroom to represent each child's unique characteristics and interests comes into sharper focus. The creation of a top-notch curriculum and effective classroom management are crucial components that support the student’s growth and aid in their development as good people.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REFERENCES

Murawski, W. W., & Scott, K. L. (2019). What really works with universal design for learning?

Thousand Oaks, CA: Corwin.

Dabrowski, J., & Marshall, T. R. (2019). Choice & Relevancy: Autonomy and personalization in

assignments help motivate and engage students. Principal, 98(3), 10-13.

Lista, L., Atmowardoyo, H. and Salija, K. (2016) The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students' Writing Ability ELT Worldw. J. English Lang. Teach. 2 62-76