Catching the Signals
By Susan Mandel Glazer

If you're like I am, you want your students to be able to learn everything in an easy, peaceful and happy manner. It's your hope they "get it" without any frustration or pain. Realistically, however, this is not always possible. Sally, for example, may have a propensity for writing stories, and although she is able to do well in math, she doesn't really enjoy it. Jimmy, on the other hand, loves to multiply everything but struggles when he has to write a story, especially when it's by hand. Often we labor over figuring out the reasons for children's strengths and attending to their needs.

Pay attention
I believe there's no such thing as a lazy child; there are only adults who say they are. A student might appear not to be paying attention, but it might be attributed to an inability to understand the information because of the way it's presented. There could also be a physiological problem, a hearing deficit that hinders participation, an emotional response to the materials or something that has occurred outside of school and has nothing to do with instruction. The feelings that result from such circumstances can cause children of all ages to be inattentive and withdrawn or decline to interact with many situations.

Are they prepared?
Although we may think our students are prepared for the information included in our curricula, some may not be able to make connections to the content because of a lack of experience with that material. Therefore, interest in and attention to the task are clogged and unimportant because there is no reason, in the mind of the child, to learn it.

Too much talk
Is one of your students talking a lot? Well, that can be attributed to many things. A child may truly need attention and talking may be the only way he or she knows how to acquire it. Receiving a response, even a negative one like, "Hush, you need to quiet down" is better than not being acknowledged at all. Repeating information, which requires lots of talk, is one way a learner remembers information he or she's heard, seen or read. It's also a way of rehearsing one's oral communication skills. Talking a lot is, for some, a way to release tension. I know that because it's what I do to rid myself of anxiety when I'm feeling that things are beyond my control.

In another world
Daydreaming is often referred to as being in another world. And I have to wonder, is that so bad sometimes? But, there's a difference between short and infrequent instances of daydreaming and ongoing practices. If you believe the frequency of the "other world" behavior is extraordinary, it's important not to make that judgment but necessary to contact the appropriate professional for guidance.

Intuitive notions
Believe it or not, children pick up on what you think and what you are saying about them even if they don't hear it. There are ways, however, of getting your ideas across to children that are helpful rather than detrimental to their development. Instead of using negative statements, I remind myself that there's always an alternative statement that is child-friendly and constructive for their growth.

We have intuitive notions about why some students act as they do. The most sensible way, however, to handle our responses to unique behaviors is to seek resources, including the appropriate professionals, that guide us to understand what children's behavior might mean. I always take notes about a student whose behaviors seem to limit his or her capacity to engage in classroom activities. I try to take these notes daily and record information about the child's actions in the same activity, carried out at the same time, every day. I also ask other professionals in school to take note of the child's actions/reactions to daily situations. Observing kids in many settings over time and conferring with colleagues is a productive way of guiding yourself to look at a child's actions for clues as to why they act as they do.

Trust your instincts
When behavior is consistent, no matter what it is, it's often a sign that a child is well-adjusted in some aspects of his or her life. If, however, a child is happy one moment and hysterical another, does extremely well in a subject one day but very poorly in the same subject the next, this might be a signal that indicates something is bothering him. Trust your instincts, seek help, but remember, children want to do well in all of their endeavors and if they don't, there's probably a good reason for it.

Susan Mandel Glazer is the Director of the Center for Reading and Writing at Rider University in Lawrenceville, NJ.