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Date Posted:10:01:04 02/03/12 Fri
My son struggles with getting his good ideas down on to the paper in class. It
therefore appears to teachers, and one day it will be to examiners, that he
doesn't actually have any good ideas. Yet, when given a task to make as many
origami houses as they could in one lesson, and to receive a merit for each one
finished, most children in the class made 2 or 3 and coloured them in neatly.
Meanwhile, my 'big-picture thinker' was busy for the whole lesson making 25
houses out of folded paper and getting lots of merits for his group! It is this
sort of entrepreneurial thinking that somehow isn't channelled at school. The
targets to aim at can seem so unattainable for those already struggling with
literacy, and their own skills so woefully disregarded, that it is not
surprising that many children with dyslexia give up the game as unfair and just
stop turning up.
It is therefore vitally important that a teacher should ask a child how they
learn best and tailor the teaching appropriately.
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