“This year, I have been blessed with a student who may be the nicest kid I’ve ever taught,” writes Exasperated Educator, who teaches in New York City.
Always prepared with an ear-to-ear smile and enormous enthusiasm, he is friendly to everyone even the mean kids. . . . No matter how challenging the lesson is for him, he works hard to understand. He is a walking ray of sunshine.
She’s also got a student who can process information in the moment, but can’t retain anything.
I model it. I give him manipulatives. I’ve had other students tutor him. I’ve given him extra homework. I’ve given him no homework. I’ve let him investigate the topic using videos or computer games. I’ve kept him at lunch for private tutoring. If he does understand the lesson, it lasts only a short while and certainly not into the next day.
It’s the same kid. As much as she likes him, she worries his inevitable failure will make it harder for her to be labeled an “effective” teacher. She resents that — and hates herself for thinking of this warm-hearted boy as a problem.
Value-added analysis is supposed to account for this kind of student: He’s maintaining his previous rate of growth — none — in her class. Whether it actually works like that is another story. Exasperated doesn’t say if he’s been diagnosed with a learning disability. Inability to retain information should qualify him for an Individualized Education Program, though that’s no magic cure.