COMMUNITY MAGAZINE May 2008

82 COMMUNITY MAGAZINE A s adults we can choose a field of endeavor that highlights our strengths and caters to our inter- ests. We can reject careers or jobs that will expose our shortcomings. Children are not given these choices and cannot shield themselves from failure. We expect them to be good writers and astute mathematicians, and to do well in language arts, problem solving, memorization, criti- cal thinking and organization. They must follow instructions well, process data accu- rately, take good notes, produce exemplary work in both Hebrew and English studies – and do it fast! Is it any wonder then that many children do not measure up to the heavy expectations placed on their young shoulders? Consider Michele 1 , an eleven year-old who is finding school difficult. She seems to easily lose the thread of class discus- sions, and is often confused when new material is explained. Instead of asking for help, she tunes out and makes little effort to understand. Michele reads well, but slowly. She requires instructions to be repeated numer- ous times. She would rather take the work home, where her mother repeats the lessons. “My mother knows how to explain it slowly so that I understand,” she says. Michele is manifesting slow data-pro- cessing, a frequent – if often undiagnosed – source of trouble that affects performance in almost every academic area . Scholastic achievement depends greatly upon being able to keep pace with rapid presentation of information. Although in the elementary grades, new facts and pro- cedures are presented slowly and with rep- etition, gradually, the pace accelerates. The processing of new material is demanded 1  Name changed to protect privacy. with greater frequency during a child’s school years than during adulthood! Students must be able to respond to rapid- fire quiz questions. They must think fast during class discussions, and are pressured to quickly grasp numbers, charts, pictures and other forms of nonverbal material. Children like Michele have difficulty processing material fast enough while they simultaneously listen, read, or observe. They may find themselves trying to digest the teacher’s first statement, while the teacher has gone on to another idea which they have missed or heard only partially. With a fragmented understanding of the subject, these students are at a disadvan- tage. As they struggle to keep up, they experience frustration, mental fatigue and overwhelming feelings. “Very often, slow-processing children become discouraged and anxious,” says Dr. Mel Levine, author of “Educational Care.” He offers some suggestions for assisting these children: At home: Allot more time than usual for home- work; stagger the material, giving frequent breaks. Place emphasis on review, locating the point where comprehension was derailed , and repairing the “holes” in knowledge and understanding. Give the child scanning, skimming and reviewing techniques while reading. It helps to break down new material into small sections rather than approaching as a complete unit. Give a time limit for reading a chapter or finishing a math page. Using a timer pro- vides the child with the incentive of trying to “beat the clock.” In day-to-day living, repeat directions and explanations. Family conversations may need to be slowed to ensure their participation. At school: Teachers should watch for disorienta- tion in children who are slow processors. Because note-taking and copying may be difficult for them, teachers can provide handout materials for later review. Give more time or fewer questions on tests. Allow them to take standardized tests without being timed. When an important lesson or review session is being given, they could benefit by using a voice recorder. This will allow them another opportunity to process the information. To avoid embarrassing students, teachers can refrain from calling on them to respond to complex questions. “Tailoring” the teaching style and curric- ulum to accommodate the slow-processing child is standard in many classrooms, and many of the above suggestions may fall under the category of “common sense.” Sometimes though, we find classrooms being managed by teachers who are insensi- tive to the anxiety – and at times, panic – that children like Michele experience, when they become so lost they cannot articulate what it is they do not understand. Parents and teachers can help by tun- ing in to these children, anticipating their disorientation and acting compassionately to reduce confusion. Mrs. Rifka Schonfeld founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. As a kriyah and reading specialist, she has successfully set up reading labs in many schools and yeshivot, and offers teacher training, educational consulting ser- vices, and educational and social evaluations. She specializes in social skills training and focuses on working with the whole child. RIFKA SCHONFELD Is My Child Having Trouble in School? WHY