I Can Relate…

When I was a child, and young adult, I suffered from a number of traits and behaviors that would, in today's world, be consistent with a diagnosis of attention deficit/hyperactivity disorder (ADHD).  In those days, however, schools and teachers weren’t as knowledgeable on the subject of ADHD (and similar disorders) as they are today. Instead, students who displayed such symptoms were simply labeled "easily distracted", "unable to focus" and "disruptive." To be fair, in my case, these descriptions were quite accurate. As such, I was often viewed by teachers as not caring enough about my school work, and lacking a desire to be successful. This could not have been further from the truth. 

The problem, for me, wasn't that I didn't want to learn, or that I didn't care. Truth be told, it would have been far easier if that were the case. The problem was that I often did not understand the material in the way that it was being presented.  When I would find myself in such a situation, I would raise my hand and ask the teacher if he/she could explain the material in a different way, so that I might understand it. Some teachers would make an attempt to try an alternate explanation, but most would not. If I persisted with the argument that I still did not understand, I would be told that the class had to move on, whether I understood or not. To be fair, many teachers would offer the option to come after school for additional help, but that was a tough sell. So, I would often do what most students do when they feel hopeless:  disengage from the process altogether and accept that I was never going to "get it." 

There can be no question that teachers have an incredibly difficult job to do. They must balance the needs of the individual students, and the class as a whole.  When one student falls behind, the teacher cannot stop everything to get that student back on track. To ask them to do so would be unreasonable, and unfair.  For a student who feels lost and helpless, it can seem like there aren't many places to turn.  When I reached that point, I went to my parents to tell them that apparently I wasn't smart enough to understand what I was being taught, and that I was tired of being a failure.  I told them that I wanted to be done with the process of school because I wasn't good at it and, apparently, was never going to be. My parents, being the saints that they are, politely informed me that kids weren't allowed to quit school in the fifth grade, unjust though it may be. They did, however, offer to work with me to find a solution - and that is exactly what we did.   

Each day after school, when my parents got home from work, I would sit down with them so that they could teach me a different way to learn the material I was supposed to be learning in class that day.  If I couldn't figure out how to do a certain type of math problem, or couldn't remember definitions for vocabulary words, I would ask one of my parents to show me a "trick" to help me understand.  I thought of them as "tricks" because when we used them it was as if, by magic, I was suddenly able to understand and retain information. The truth is, there was nothing "magical" about what was happening.  The information was merely being presented in such a way that my brain could now process and understand the information. Over time, my parents and I became masters at developing these “tricks.” I went from being a student who seemed to struggle in every class, (both academically and behaviorally) to an outstanding high school and college student. Despite my learning difficulties, I went on to attain a law degree from one of the best law schools in the country and pass the bar exam on my first attempt. 

This is not to say that the road to success was easy.  These additional steps in the learning process meant that I had to develop outstanding executive functioning skills (planning, prioritization, time management, working memory, self-monitoring and many others.) I spent a great deal of time working with amazing mentors and instructors who would teach me the function and importance of these techniques and skills.  My education and mastery in these areas came not by choice, but by necessity.  Without them, I would not have been able to survive academically.  

I used to think that my situation was unique - that, perhaps, I was the only one who ever felt "left behind" in the classroom. Yet, I came to find that so many students suffer from educational difficulties not unlike my own. Their children are bright, capable students who, despite their intelligence, seemed to be struggling when it came to various aspects of their education. I firmly believed that there was a "solution" for these struggling students - just as there had been a solution for me - and I wanted to be the one to teach it! 

I have spent years implementing these techniques with students of all ages and abilities.  Academic coaching has proven to be the area of my practice that brings me the most personal satisfaction. Helping a student overcome his/her academic challenges and realize his/her full potential is an experience like no other. 

To learn more about how we can help your struggling student, click here.