EBA learners in particular, but also EFZ learners with learning difficulties react to various influences in learning processes. With regard to this topic, John Hattie has delivered various results that are very applicable in practice and can offer added value in the learning process of the learner. [1]
What helps a learner in their learning process?
Learners who are able to assess their level of performance well usually perform well. You should therefore always give young people the chance to reflect on themselves. Only those who know and address their weaknesses and learning difficulties will learn from them and develop further. Too much help is harmful. Those who know their strengths can use them fairly and gain self-confidence.
Of course, this is all related to the level of cognitive development. Therefore, today’s regulation of putting children of the same age in a class is counterproductive. Children and adolescents who develop cognitively more slowly are punished in this way and develop an aversion to education at an early age. In the worst case, they will be banished to special classes. Classification according to cognitive development would save everyone involved a lot of suffering.
One of the biggest factors for satisfaction, happiness and motivation is the perception of self-efficacy. Only those who feel that what they are doing make sense and have an impact will feel a sense of happiness. Education should therefore work towards self-efficacy in a targeted manner. It is good for the learners when at the end of the day they see what they can do now or what they have produced. Flip charts, blackboards and the like must therefore never be banned from the classroom.
What harms the learners?
Stereotypes are one of the greatest obstacles to learning. If you put cognitively slower adolescents with learning difficulties in a class, they get a stamp on them. Many people carry this stamp around with them for life. Statements such as “I’m at Sek C and can’t do anything anyway” nip any effort in the bud. It is up to every educator to break down such stereotypes and show their students where they have their strengths. Permeable performance classes are z. B. a good means to tackle this grievance. Unfortunately, there are still cantons in Switzerland that have not yet introduced this system. Boredom, anxiety and lack of sleep are other obstacles to learning and should be banned from classrooms as much as possible.
In the following, I will show who or what plays a role in the cognitive development of a child / adolescent and how he can work in a way that promotes or prevents learning.
The parental home
Unfortunately, the socio-economic status still shows a positive effect on the learning processes of young people. This is also related to the fact that the level of stimulation is generally higher in these households. There are many reasons for this, and they are often related to the time parents spend with their children. If there is a high level of support from parents in a household and if the children are strongly encouraged from an early age, this often results in good school performance. Various studies, on the other hand, show that high media consumption counteracts this.
The teacher
A teacher should always be fair and open about student performance. This enables the learner to assess himself correctly and as we have already read above, this is important for a learner in the learning process. Now you can do this constructively or destructively. Simply giving bad grades cannot be the solution. Showing the student how he can improve and perhaps looking for solutions to learning difficulties can bring a lot more.
Teachers should always come across as credible and clear. Learners have a good sense of whether the person up front is authentic and knows what they are talking about. Teachers who put on a show or even make inhuman statements do not belong in a classroom. If a learner trusts the teacher and feels that he is being taken seriously, he will be more motivated to take part in the class and thus achieve better performance.
This is directly related to the teacher-student relationship, which, according to Hattie, is one of the most important aspects in the learning process. If the learners feel comfortable in a room with the teacher, they perform better.
The quality of the teaching naturally also plays a major role. This starts with the teacher clearly communicating where their expectations are.
The school
School size is a factor that has often been underestimated recently. Weak and insecure pupils in particular still feel insecure in large schools and find it difficult to orientate themselves. she becomes
n inhibited in their learning process by external circumstances. Politicians, who are increasingly merging schools for cost reasons, are not aware that they will generate a loss in the medium term, as the quality of education will suffer as a result. An unparalleled shield prank! Interestingly, Hattie points out that buses and school expulsions don’t have a positive impact on learners. Destructive behaviors cannot be remedied with penalties, as their cause is not recognized and thus no learning process can take place. Instead of issuing fines and reprimands, more should be invested in coaching and personal support.
[1] Hattie, John A.C. (2009): Visible learning: A synthesis of over 800 meta-analyzes relating to achievement. London: Routledge.