Teachers need to have a firm grasp on types of learners in order to deliver well.

1. Poor School
Performance
Diagnosing the causes

2. Normal Hand Opposite Hand
 Comfortable  Uncomfortable
 Easy  Uneasy
 Neat  Untidy
 Fast  More Time taking
 Output as desired  Output not as desired
 Better Performance  Poor Performance

3. Are we all
same?

4. Every individual is
unique and has his/
her own strengths
and preferred
learning style.

5. Underachievers
at school are
generally not
Poor Performers
in life.

6. It’s the
circumstances and
opportunities that
make the achievers
and underachievers
different.

7. It’s only that
“EXTRA”
which makes
anything ordinary
”EXTRAORDINARY”

8. Poor Performance is
not a problem. It
may be symptom of
a problem, cause of
which has to be
diagnosed.

9. Environmental Poor
Causes Intelligence
Emotional Causes for
Under
Disorders Achievement Physical
Attention
Learning Deficit
Disorders Disorders

10. PHYSICAL PROBLEMS
•Hearing Pr oblem
•Shor t Sight, Other
eye Pr oblems
•Neur ological
disor der like silent
epilepsies
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11. POOR INTELLIGENCE
•Less than normal
intelligence
•Delayed milestone
•Impaired cognitive
development (Mental Retardation)
•Slow Learners
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12. LEARNING DISORDER
(LD)
•Reading Disorder
•Writing Disorder
•Spellings
•Mathematics
•Dyslexia
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13. ATTENTION DEFICIT DISORDER
(ADD)
• Inborn brain disorder
• Major problem in
concentration
• Cannot sit quietly and
learn
• Hyperactivity Disorder
• ADD + HD
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14. EMOTIONAL DISORDER
•Emotional Problems
•Conduct Problems
•Fear of going to school
•Unstable emotionally
(Anxiety)
•Defiant, disobedient
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15. ENVIRONMENTAL PROBLEMS
• Deprived or discordant
environment
• Poor discipline at home or school
• Broken homes or fighting parents
• Punitive teachers , frightening
friends
• Frequent change of school or
medium of instruction
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16. Learning Disorders
Potential of an LD
child may lie in
something else
worthwhile, other
than academic skills.

18. 10% of
all school
children
are
affected
by LD.

19. Being an
LD child
doesn’t
mean
he/she is
a bum.

20. LAZY!
STUPID!
!
Will labeling
help…???

21. …or there’s
a remedy to
it…????

23. Need of the hour is
to
Create Awareness
among the
teachers, parents,
& school authorities

24. Tell me, I
may forget
show me,
I may
remember
but involve
me, and I
will learn.

26. Know
your
child’s
brain

27. Left
or
Right??

28. Left Brain Hemisphere Right Brain Hemisphere
processes the world processes the world
through through
 language, letters, the senses without words
words taste, touch,
numbers movement, colour, music/
focusing on details sound
making lists focusing on the whole
(sequentially) picture
step-by-step global perception (mind
maps)
facts
intuition & feelings

29. A child with Dyslexia
May not Reading , Writing, Maths
be good at
Music, Dance , Sports
Games, Sketching ,
But may Painting, Art, Architecture
excel at
Agriculture, Chess,
Motors and Machines,

30. A teacher or parent
through deliberate
observation can
recognize potential
skills of a child with
Learning Disorders so
as to make him an
achiever.

31. If I can not
learn the
way you
teach, will
you teach
me the way
I can learn?

32. Learning should be fun…
…not a burden !!!

33. Learning Styles:
Multi-Sensory
Learning

34. Visual

35. Auditory

36. Tactile

37. Kinesthetic

38. Kinesthetic

39. Learning by Doing

40. On an average
normal
learners
retain…

41.  10
_____ % of what they read
 20
_____ % of what they hear
 30
_____ % of what they see
 50
_____ % of what they see and hear
 70
_____ % of what they discuss
 80
_____ % of personal experiences
 90
_____ % of what they do
 95
_____ % of what they teach others

42. 10 % of what
they read

43. 20 % of what
they hear

44. 30 % of what
they see

45. 50 % of what
they see & hear

46. 70 % of what they
discuss with others

47. 80 % of personal
experiences

48. 90 % of what
they do

49. 95 % of what they
teach others

50. Research shows that when we teach
something to others, we ourselves
definitely become good at that...

51. Our students could be
teachers…

52. Importance
of
REVIEWS

53. Without review,
information is
forgotten almost
immediately

54. 54
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55. Recall is
dramatically
improved with
regular reviews

56. 56
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57. We forget easily
After 24 hours we
only remember
20- 30 % of what we
have learnt without
any review.

58. Good News !
We remember 80% of
what we have learnt
after six months
with regular short
reviews.

59. 5-Minute Reviewing
 At end of lesson
 After 24 hours
 1 week later
 1 month later
 3 months later

60. Quiz/ Mind
Explain to Games Map
Partner
Act
REVIEW Out
Song
KEY
POINTS Flow
Chart
Write in
colour Illustrate Story/
Sentence
s

61. Let them be themselves
61
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62. With love and
positive
reinforcement
make them
feel good
about
themselves.

63. Cheer them up with
affirmation, appreciation
and celebration of their
each little success

64. Motivating the learner
I feel happy in this
school
It’s okay to
I have set goals make mistakes.
for my
learning
It’s okay to My teacher
ask questions. cares about
me
I know my I feel
learning style valued &
& how to learn respected
It is not so I am involved in the
difficult!! learning process
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64

65. Informal Learning
Importance of teachers’
communication skills
and behaviour

66.  Respect for all
students
 Respect for students’
ideas and opinions

67.  Smiling and warm
 Positive, caring tone
of voice
 Positive non-
threatening body
language

68. Attn: The
parents, teachers,
& school
authorities…

69. Each child
performing poor
has a NEED
not a
PROBLEM!!!

70. There’s just a
need to identify
that NEED…

71. …and help him
overcome that
need with care
and lot more
love!!!

72. Schooling is not all an all in terms of
Education, it is just a part of education
72
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