Samantha has many of those issues -- not listening, being disruptive, running way (a big one). Her English has improved a ton but she's got a long way to go, especially in expressive language. Her language, and, especially, developmental/social skills are quite delayed, which has led to a lot of behavior problems at school. Poor kid is so far behind and just doesn't know what to do. The school is dealing with the symptoms of her delays, but really we need to focus on the underlying causes. Not at all easy.
Great idea you have! Thanks for not giving up on these kids.
I feel that any kid can thrive in orienteering, but teaching a bunch of kids in a group is challenging. One-on-one, I think I could move more quickly with each person.
It is very interesting to hear about Samantha. It sounds hard for her.
How to teach a bunch of kids is the essence of classroom management. Every kid is different - starts from a different place, and responds to instruction differently. Yet teachers have to create a one-size-fits-all lesson...
Today's classrooms are so much more diverse than when we were growing up, because our society has become more diverse. Cambridge has it in spades, from university faculty kids to immigrants just off the boat. And that's before considering the kids who have special needs, who were probably warehoused (shipped off to 'Special Ed' class) in our day.
The key is how to differentiate the instruction so that each kid can start from where they are at, and go at their own pace, and have the whole lesson still hang together. The saving grace is that kids learn well (better?) by figuring things out for themselves, as opposed to being 'lectured' to, so you don't have to instruct each kid individually, but create a learning opportunity that each kid can run with on their own. You *just* have to look in from time to time to keep them on track. Still not trivial, but at least conceivable.