Another misdirection popular with some ‘systems’ is over learning. The notion is that if students work to be able to knock out 100 problems of a type in less than 10 minutes or so, they will necessarily become competent students. Often we find these students to be very able, but not very creative in unfamiliar situations. To be fair, there is some value in the over-learned approach. Many students simply avoid effort and there is no substitute. Inherently bright students can be particularly guilty of this, up to the point where they hit their knowledge barrier in inevitably more challenging work. Memory and practice are essential, but they are not sufficient.

Content is the stuff of grades and grades are the indicator most often cited by concerned parents. So we must address content knowledge in our work, and we do. But we also use that content as a vehicle to teach students how to learn more effectively and efficiently. We prioritize content as our immediate objective, while we prioritize knowing-how-to-learn as our lasting gift to our students.

Both agendas are not incompatible, rather they are interdependent. Students, and most often struggling students, want to get the job done. They are not interested, at least initially, in how to do it. You can’t teach about ‘how’ without having a ‘what.’ We focus on what the student wants help, but along the way we guide them to learn how they personally can do so more effectively and efficiently.

This approach requires an engaged coach with the understanding of who our students are, academically, behaviorally, and cognitively. Our assessment becomes the guide to making the student more self-aware and appreciative of themselves; who they are intellectually. From this, they gain the insight to see how they learn, why they have certain challenges, and how they can overcome them. They come to realize they are not outsiders or handicapped, but simply distinct, normal individuals with distinct learning assets.

Last, Westlake Learning understands that here is no quick fix to motivation and engagement. This aspect of successful learning and easy thinking is a common issue. There are two sources of low motivation but ultimately one solution.

Low motivation is most often an expression of hopelessness. Students who are extraordinary rather than ordinary are not, and cannot be, the focus of high ratio classrooms, public or private. Teachers can make an effort to address differentiated learning but they cannot invest the time for every extreme at all times. When a student struggles unsuccessfully for too long, they inevitably capitulate to the futility of their efforts and lose faith in themselves. They quickly fall into the cracks and see no escape from their rut. These students are the most wonderful and compelling to turn into successes.

A second, rather contrasting group are those bright or indulgent students who are either bored for lack of challenge or whose environment is over-vigilant. Without any real challenges for their minds or validation of their independent ability, these students fall likewise into a rut which becomes a bad habit. Soon they are behind in their self-awareness and independent ability to complete tasks for which they have more than sufficient talent. These students are a joy to re-engage in the meaning that comes with creativity, knowledge and competence. They become our high flyers.

In both cases, the issues are solved through working with dynamic, successful, and motivated adults. For the challenged, the teacher becomes the source of encouragement and an example who can relate their own pitfalls and turnaround success stories. For the under-achiever, the teacher creates engagement by identifying a fitting, attractive challenge. In both cases, the student ‘gets it’ by seeing and working with a coach who is excited about knowing, who shares human triumphs and failings with them, and who is dynamic in choosing the tack to engage them. That’s modeling.

Whether the student needs methods to be more successful or to be challenged to think, it comes through the relationship they have with real people and through emulating the engaged models they represent; those models are our teaching staff, face to face. When this occurs, human magic happens. Students engage learning like they just got their favorite toy on a birthday. It is amazing to see the lights come on, and the smiles come out, and even to have students brag, rather than complain, about coming to Westlake Learning.

We wish the best for all of our students and work diligently to deliver it. We want the chance to serve you and yours. Call us and let’s have a visit to discuss your concerns and their solution. We are waiting eagerly.