CONFIDENCE BUILDING IN
CLASS

Building self-confidence is not just an exercise that we can do with a dyslexic child one to one. It is an element of our day-to-day teaching in the classroom which benefits the dyslexic children as well as everyone else. Alison Page describes some of the methods she has used.

Dyslexia is not a visible disease or condition. It is a silent learning difficulty, which can leave people feeling frustrated about their inability to learn things their friends find easy, such as spelling, reading or writing.

The education system that has been in place for hundreds of years is in fact a contributor itself in that everything is geared towards the dominant way of learning. Phonics, spelling strings, letter sounds, etc., linked to tests and exams at every stage.

These methods work well for the dominant majority but set impossible tasks for dyslexic children to achieve. Students with dyslexia often seem very bright but they cannot learn in the ways that are so successful for their peers.

People do not understand the problem – parents, teachers, friends – even the dyslexic children themselves.

People might label the student ‘lazy and not trying’. This can lead to feelings of low self-esteem and negativity for the dyslexic child.

However there are things that can be done to help the child and a good starting point is ‘to focus on the hopeful and the positive.’ One way to do this is to set realistic goals.

With one class I have established a target-setting program to help people to cope with spelling tests. Every week we have words to learn in line with our school policy.

Learning 20 new words a week is a difficult thing for a dyslexic or any child with learning difficulties to do.

However by target setting, each child is able to look at the list of given words and decide how many they think they will be comfortable learning that week.

Linguistically able children always put down the full 20/20 while some are happy with 15. James used to regularly get 1 or 2 out of 20 – a failure rate to him of 18 or 19 words.

Now James usually chooses to set a target of 3 or 4. We call this differentiation by choice in our planning.

Now, when the tests are marked and the results checked James achieves his 3 or 4 word target for that week. He has achieved as much as the children who set and achieved a target of 20 words.

Children are rewarded merit points in line with their own target settings, NOT by the number out of 20 they have achieved. This is very successful, as James is not penalised for his inability but praised for his achievements.

In another scenario I sat down with a child - Sam - and made a list with him of his strengths and weaknesses. The weaknesses are what you might have expected, namely reading, writing and spelling.

However, working together, the list of strengths started to grow and grow. Things on the strengths list included tap dancing, acting, swimming, sporting activities, drawing and looking after people.

I must stress here the working together part – it was not until the list started to grow that Sam became enthused by the exercise. His whole attitude changed when we talked about how important all these things are to his life. They make him the person he is today.

The list set me to thinking as well about the rewards I give out in my classroom.

Yes there are lots – merit points; smiley faces; ink stamps with praises such as ‘brilliant’, ‘excellent’ and ‘well done’; special mentions in assembly; praise from the Head Teacher when he visits the class, etc.

But when do I give them and why? I wanted to think of some new ways of encouraging different talents and marking achievements that were not in any way linked to academia.

My first came to me while changing the boys back from PE.

Most are independent but tying the tie always causes problems. ‘If you can tie your tie by yourselves today I will give out certificates,’ I called out.

Sam came straight up to the front of the class and did his tie up quickly and perfectly, no problems. What’s more he had the biggest smile on his face!

Three others achieved this feat that day but Sam was the first and we now have a permanent list on the wall to prove this.

It is a small step but it made his day! Now when anyone else gets the tie certificate their name is added to the list to mark their achievement. But Sam will always be top of the tie tiers!

There are many ways to boost a child’s self-confidence and help them feel valuable members of the school society. We now have a range of certificates and rewards in place for everything from neat handwriting and spelling results to being a good friend, expertise with the computers, listening well in class and keeping your area tidy.

It may not be possible to get all these rewards but the children – ALL the children are having fun trying!!

Alison Page

November 2002.

Some practical methods for confidence-building and increasing motivation

Ideas for encouraging children to succeed both at home and in the school are as follows:-

• At our school they have a "Principal's or Headteachers award", where a child that has made an achievement, is called out to the front in assembly. They are given a "Principal's award" sticker and a bottle of pop as a reward. My son got this award only last Friday. He greeted me at the school gates, telling me what a wonderful day it was, as he had been given the "Principal's award" for writing a lovely beginning to a story.
  
  
• Another alternative to the Principal's award is "The Brilliant Brick award". If a child has made an achievement they may be given a "Brilliant Brick". which is a photocopy of a brick. It has the child's name and why they were given the award. All of the Brilliant Bricks that have been given for that term are then pinned on the wall outside the Head teachers office to build a wall of achievements. This idea could also be done at home.
  
  
• In the K-2 (Infants) department, the most deserving child in each class is made the "Star of the day". They are given a special chair to sit on for the day, so that everyone knows that they are special. If the children are asked to sit on the floor to gather around the teacher, the "Star of the day" is allowed to remain on their chair. This really makes the child feel special.
  
  
• We have the normal star charts that come in various different forms. When the child earns the appropriate amount of stars, they can receive a reward.
  
  
• I think it would be nice for a child to be able to bring a letter home from school for the parent to read that their child has done well or tried hard at something. That way the child would get praise at school and again when they get home. The letter could then be hung on the wall.
  
  
• One of the most important forms of praise is verbal. I try to make a point of verbally praising my child for all of the achievements that he makes. I explain exactly what he did that made me feel pleased with him, so that he understands why I am so proud of him. That way he is more likely to want to do what ever it was again and again.
  
  These signs of praise are very important to a child with a learning difficulty. Praise doesn't make their problems go away, but it certainly does help to make them feel better about themselves. Everyone should feel proud of their achievements no matter how big or small those achievements are. Unfortunately people with learning difficulties tend to put themselves down. So we need to show them that we have noticed their achievements and let them know that we are proud of them and that they should feel proud of themselves too!
  
  Gail Harrison
  
  February 2003