I have a student who is struggling. What should I do?
If a student is struggling it could be for a variety of reasons:
1. Are you using best practices for Tier 1 (core instruction)? This is often the most uncomfortable question, because it forces teachers to self-evaluate and take a hard look at their own instructional practices. Here are a number of research-based instructional practices that will be successful if executed properly:
Teacher Clarity: Describe to the students the purpose of the lesson and a clearly stated desired outcome. Your lessons should not be driven by the activity, but by the desired learning outcome. Use clear, direct language when delivering instruction, but still aim to increase students’ tier 2 vocabulary.
Building Background Knowledge: Front-load students with background knowledge and key vocabulary.
Explicit Instruction (I do, We do, You do): Provide clear step-by-step explanations and demonstrations of the instructional target. Provide practice with feedback until students master the skill. Use active engagement strategies frequently such as choral responses and think-pair-share to keep students focused and engaged.
Verbal: Allow students to respond verbally as a whole group (e.g., choral response) or in groups or pairs (e.g., Think-Pair-Share). Keep in mind that students who are quiet or unsure of the answer may find it easier to “hide” in whole group choral responses.
Non-verbal: Allow students to respond non-verbally (e.g., signaling thumbs up/down, writing answers on note cards, using dry-erase boards).
Meaningful Feedback: high-information feedback that informs a student why they were not successful with an outcome is the most effective feedback.
Reciprocal Teaching: Having a student (child or adult) teach another person the concept is a highly effective teaching strategy.
For reading, you will find information on Reading Rockets or William and Mary College for how to use this technique. Here is an example of a 2nd grade classroom. This technique works well for all age groups.
For math, divide the students into groups with 4 students in a group. Give them 5 math problems and have each student take turns explaining the problem step-by-step to their peers. For the last problem, have the students write a step by step explanation of how to solve the problem.
2. Have you identified the skill deficits?
Universal screeners and diagnostic assessments: Use benchmarking tests like STAR or MAP, or screeners like DIBLES to discover skill deficits.
3. Are you targeting skill deficits with small group instruction?: Small group instruction is not valuable unless you are using the data provided in benchmark or diagnostic assessments. Plan your small group time to do targeted skill practice. Most benchmarking software provides a reporting feature that will give you the skills that students need to work on.
4. Are you tracking what is working? Using the diagnostic data, work with the student in a small group using an evidenced-based strategy. When assessing, take notice of the trends. The goal is to ultimately close the gap, not just compensate with accommodations and modifications.
5. Have you consulted with your colleagues? Best practice is for schools to have data meetings where brainstorming conversations are had. The school team should make an action plan for struggling students before bringing in the parents to discuss the student’s difficulties. Do not expect the parent to solve the problem that educational experts should attempt to solve first!
As Catholic educators, we have the profound responsibility of shaping the learning experiences of our students, especially those who are struggling. Taking the time to reflect on our own instructional practices is key to ensuring that we are meeting their needs. By committing to using research-based strategies, continuously assessing skill deficits, and tailoring our small group instruction to target specific gaps, we create an environment where all students can thrive. Remember, growth starts with us. When we are intentional about improving our teaching methods, we empower our students to succeed. So take a moment to evaluate and refine your approach—because every student’s success is worth the effort.