Group Learning Versus Individualized Learning?

Many parents look for different types of solutions for different types of problems. In some situations, there are classes that are offered for students that are best suited for a group approach. Other subjects are geared more for the individual approach - where the student has to demonstrate their true potential in front of the instructor.

This has been something that I have been critiquing for many years. I remember a number of years ago, I decided to take some dance classes in order to understand and be well versed in the art of classical dance. My experiment consisted of taking private dance classes in a studio - and taking group classes where there were other individuals who were in the same situation as I was. The results were quite astounding.

When taking the private dance classes, I was given immediate feedback on my timing and sequencing of different moves in the different areas of dance that I was learning (classical ballroom, foxtrot, salsa, tango - and so on). In the group class, the experience was a little less "feedback" driven and the instructor did not really have the time to give an individualized analysis on what I was doing. As my mother stated to me when I was really young in life, "It is important that when you are developing a skill, you have the proper foundation, or all of your efforts will be futile." It is through these and other experiences that I am able to guide individuals on what options are best suited for their child. Sometimes a class is what your child needs - other times it may be that individualized support that would be beneficial as well.

If you have any questions on which learning style would work best for your particular learning situation, please feel free to contact me at any time! 

It's Not About Having It All, It's About Sharing All of What You Have

I am a firm believer that children should have less - but more. They can have less of the material aspect of life - if you trade it in for more of the social experiences that they are craving for when they are younger.

Recently, I was at the library putting together a curriculum for a community center in the metropolitan Atlanta area. It was in the middle of the afternoon and there was a flurry of children that had surrounded me and the different stacks of manipulatives and lessons that were set for deployment. Scissors, glue, play doh - you name it, it was on my table for all of the children to gawk at. When I turned around, I noticed that they were given books and activity sheets to work on...all by themselves.

As an adult, I look at each and every child with a different perspective on what experiences we can provide to them to enrich their quality of life. I find it very disheartening to see a child being given activity books - but no guidance on how to interact with the book. I see that children surround me not to ask me for things to write with or draw on, but to converse with them on how their day is or to engage in some type of meaningful conversation. It is hard for me to ignore what these children really need from us because they need to feel special - even though they may appear to "have what they need".

I know that we have given them the tools, we have shown them how the tools work, but we should also be there with them to share those experiences in learning. Education is not merely giving the student a book to read from or a workbook to put various pencil marks in. Education is meant to draw out or carve an experience that will change your perspective for a lifetime to come. 

Parents Who Read - Know More Than Those Who Do Not..

Looking at the coffee table of some  families that I work with gives me a little bit of perspective on how serious they are about their children. Some of them have photo albums, while others have copies of Southern Living where their house was the featured article. What lurks under some of those magazines are copies of the newest parenting book that is helping to guide many of their parental decisions in the next five years.

My favorite parents are those that are constantly giving themselves more information than their carpool buddies will ever share. For some reason, parents seem to hide many secrets from each other: who their housekeeper is, who their nannies or babysitters are, or in my case - the educational service provider that has helped their child gain 30 IQ points in the last year (it was a long year - but it was accomplished nonetheless). Parents keep many secrets - and many of them are actually found in the public library.

It is no surprise who these parents are. When problems come their way they seem to have a great deal of insight and will always have that sinister grin on their face where they hide all of their strategies of intervention. Sometimes they wait to meet up with other important advisors such as their friendly neighbor who is an Early Intervention Specialist or even the retired psychologist that is in their neighborhood. Whatever their secret to success is - it is still a secret that only the well read are inclined to know.

Experiential Learning - Is There Any Other Way?

For some reason, the students that I work with get younger and younger each year (actually, they stay the same age, I suppose that it is me that is getting older and older). What I notice with each passing school year is that students are expected to learn so much more - before they enter school that it causes many parents to hyperventilate knowing that their five year old needs to finish a mini-dissertation for their Kindergarten exit exam.

My only saving grace when working with this new generation of "wired kids" is that they still like to have fun. This older article from Time shows a different approach to teaching that I have come to embrace more than the dose of coffee that is in my hand when I am working with a student.

"Experiential learning" as defined by Wikipedia, is:

"the process of making meaning from direct experience.^[1] Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, "For the things we have to learn before we can do them, we learn by doing them."

I am a very intuitive learner and learn by emotion. The classes in college that I enjoyed the most were the ones in which I knew my professors were in it to help us become better individuals. They came to university with the intention of enriching the minds of young people - and I am very happy to say that they accomplished their task. When I work with a child, that is the one thing that is constantly on my mind as I become fixated on solving their educational challenges.

One student of mine was working on some high level analogies when she had to determine what the relationship between a circle and a sphere was. It was the perfect opportunity for us to learn something right there and then. Instead of drawing a one dimensional picture on a piece of paper, I had her stand up and we walked over to where I had placed my lunch and I pulled out an orange. I showed her that the shape of the orange is not a circle, but rather a sphere however, if you pay attention closely and slice the orange - it is in the shape of a circle.

Given that my students allow me the privilege of learning with them (over and over again), I stop to see the "A-ha" moment in their eyes as they understand the concept. Learning is not boring if done correctly. She learned something more than shapes that day. She learned how to enjoy the act of acquiring knowledge in an active way!

When You Hear, "I Can't Do That"

I always work in the vicinity of parents, grandparents, and other caretakers during my sessions. There is nothing that I hide when I work with a student (except sneaking in an occasional piece of gum to a kindergarten student..That always seems to do the trick!). They oftentimes listen to what I have to say - and sometimes I even notice that they are taking notes in the background after hearing some of my useful strategies.

What one parent heard today was rather discouraging on his end of the room. His daughter was expressing what most students express when they are unable to do something "perfectly". When given an essay to write, she repeatedly chanted, "I can't do that. I am not good at this.". He did not hear the conversations that we have had each and every session in which we would discuss how someone becomes great at something - and we all gain proficiency in time, and in critiquing our work. Her father was a little more subjective. He immediately looked at her and said, "You should stop saying that you can't do that. You have not even tried."

Many times our students give up too easily. I fear that as an adult, we do the same thing. If there is a problem that you are confronted with the best way to show your child the skill of problem solving is by persevering through the situation. It is not a matter of doing something perfectly or skillfully; it is about making a decision and following through on it.

Give your children the opportunity to learn a new skill and convey to them that learning is a process. Sometimes it happens immediately, other times it make take a little longer. Regardless of what it is, you should take the time to really focus and enjoy the experience.

What Separates Teachers From Non-Teachers?

Recently, I've had the pleasure of speaking to a student who has enrolled in a local test-preparation course for a college entrance exam. He debriefed me on some of the areas of the test-preparation facility that would be of interest to me. One of the stories that he had shared with me was the environment that was apparently unfriendly compared to what he is used to.

After attending several sessions, he stated that some of the hired "tutors" made him feel stupid (I dislike this "s" word and spent several minutes even contemplating using this banished term from my blog) because of some of the mathematics concepts that he has not been exposed to. Another iota that was shared during the discussion was the amount of teaching (or lack of) that he was receiving during the test-preparation sessions. I know the price that his father has paid for this service - and to hear that a professional service provider would be doing this is something that upsets me more than any parent can imagine.

Before I became I teacher - I was definitely a great facilitator both in businesses that I had started at the age of 19 and in the various national companies that I have worked for. I recall that when it was time to study for a certification exam, crowds of newly hired employees would surround me to listen to me "teach". Even when I was in high school, my teachers would call on me to take over class discussions and offer my (very polarized) opinion on what the topic was.

Education - and the psychology of learning by leadership (and a certain knack for commerce) was handed down in my family. I come from a long line of "know it alls", but being humble and not imposing on a student's self-confidence has always been a priority for me. Insulting a student because they do not know the answer to a question is not a poor reflection on the student, but on the person that is requesting for that task to be performed. A true educator is one that demands more from themselves - than their own students. If you have not found the right switch to turn on, then you are probably in the wrong place.

Whenever you talk to your child about their tutoring session, ask them how effective their teacher is in helping them understand the information. Teaching is not about writing information on a piece of paper, blackboard, whiteboard or orange board. It is about providing an environment and experience where students will understand the information - naturally. There are many people that are teachers out there, but it takes a special person to help someone learn.

Adult Learning Success Happens... One Student At A Time..

Beginning in February of this year, I had an adult learner approach me with a situation that was quite unique in scope, "Help me study and pass an important medical board examination." Given my track record of helping adults with test preparation examination, I was quite excited and intrigued at the thought of working with a medical professional on a project as important at this. I took the challenge like I do many things in life - with caution and a high degree of planning. The end result - you will learn about later.

My adult learner was what I consider to be someone who was highly motivated - and in extreme need of structure. I utilized many strategies that were customary to learning and also incorporated solutions that fit to his unique learning style. My experience "working with subjects with one eye tied behind my back" has always given me the advantage to dig deep within a content area in order to understand the information as if I were the student. For some reason, it is in this experience that I have been most effective when working with groups of individuals for testing preparation.

Weeks of preparation had led us to a road that had a very difficult fork in which my client had one of two choices: proceed with an unwavering degree of commitment to success, or continue working the way that you are with no certainty of what the outcome could be. As my client showed signs of fatigue in this process, I quickly reminded him of two things: "You have worked incredibly hard for this. Failure is not an option." It was this statement that caused him to change his tempo.

After I made that statement, I noticed that he took light of the "plan" and followed it. He did what he did best - created an environment of learning by using the resources around him - making it easy to access and remember the information. The hours of consultation and phone conversations that I had provided to him were starting to all come together. All I had to do now was wait for him to take the medical board examination.

He took the test on a Saturday - and I remember waking up that day wishing him the best of luck all day long. When I checked my phone, he had messaged me telling me how he felt about the test and that he will hear back in six weeks. Six weeks is such a long time for anyone to wait, but I did...patiently as I always do..

And there it was - a confirmation six weeks later stating, "I passed the test. Thank you so much." I have worked with many adult professionals in my lifetime but this is an experience that I will never forget. Through hard work - and dedication, I was able to accomplish this (and will continue to accomplish a whole lot more!)