Learning Differences 

        Reading the resources of this week I recalled real life situations in my classroom and how as teachers we are able to apply what we learn in the classroom.  Knowing about multiple intelligence and that every student has a different way of learning according to Garner, (pg. 123), I thought that I should find a different way for every student in order to make them understand concepts better.  I feel much better now that after I read the chapter is more clear to me that although multiple intelligence is a theory and some of it has a strong base, learning is hard to be achieved and is uncomfortable for the student because it has to be challenging.  I remember students who even I explained many times in many different ways, they had hard time to understand concepts but different way of learning was not the reason.  After some more effort I used to see the difference in learning.  As teachers then we have to encourage our students to take studying seriously.  School is fun but it is also school.  

      What really surprised me is that some students with difficulties just because they followed the objectives of an IEP or 504 plan learned more than other students who did not put any effort.  As a teacher I had worked with social workers about the progress of students with disabilities and the difference in learning for these students can be significant.  Students with ADHD (pg. 145), were very hard to deal with.  In one of my classes the symptoms of a student were so obvious that I could not go on with my teaching.  Drug use was necessary with the consent of the parent and the student adjusted fine in the classroom environment.  On the other hand, I totally agree with the readings of chapter 4 that drug use will bring negative side effects in the future.  As a teacher then I agree on ADHD medications but as a parent, although I do not have any kids, I do not know if I would like my child to be engaged in drug addiction.  It is a very hard decision and only research can show later the results. 

       I really enjoyed by reading the Immigrant Learning chapter this week because I can associate with it.  As an immigrant going to college with limited English knowledge I had as well all the symptoms of an ELL student.  Many times I did not want to participate in a discussion or I was afraid to ask questions because I did not know if my language was proper.  I want to use my own experience and help my students not to feel the same way.  Using the methods of teaching ELL students and emphasizing on student participation more that teacher's constant speaking (pg. 191), I want to make ELL students become useful members on the community they live, and language is an important skill to have.  

       ELL students are also considered bilingual students.  It is very sad as the book refers that many students after living many years in a country they loose their native language.  I think that after a point being bilingual requires an effort too. I currently teach afternoon school once a week to Greek American students but because learning a language is a preference they do not give the attention they give in the regular school.  Personally I have seen the benefits of bilingual because I can also speak German.  For me though it was not a preference but I had to learn it in school.  I think the way we approach language in general makes a difference.