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If we take a moment, most of us will be able to think of an activity or subject that we feel confident performing or learning. Perhaps we have a natural aptitude for it, or through helpful steps or guidance, we were able to practise and improve; a positive confidence spiral towards accomplishment. On the reverse side however, we may have taken part in an activity that didn’t come quite so easily to us. One that others around us improved and mastered, while we, no matter how hard we tried, seemed to have repeatedly fallen short of our peers. With each difficult step, confidence is knocked, until it is decided ‘I can’t do it’. From that moment on, a block to learning is established. But does this mean we can never learn, improve and overcome our block? Absolutely not!
Now imagine the ‘we’ or ‘I’ in this scenario is a child struggling with Maths at school. Children’s confidence can be so low in this subject, that they truly believe they cannot do Maths at all. A theory that is compounded when they compare themselves with those to whom the subject comes naturally, or are set a piece of homework that they struggle to complete.
As educators, we are lucky enough to work alongside children to help boost their basic mathematical skills and most importantly, their confidence. Any house needs solid foundations before anything else can be built. These foundations in maths include (among others) counting, place value, the very basic meaning of the 4 mathematical operations and times tables. Often, children who struggle with Maths are insecure in, or missing, one of these basic skills. Only when the foundations are strong can the rest of the house be constructed. In addressing these small missing links, in fun and memorable ways, confidence grows. With confidence comes positivity, which brings with it the desire to learn.
It is always important to remember that every child is different and no one method of learning will suit everyone. As teachers we have a responsibility to find a way in, to grab their attention by making learning fun, active and most importantly memorable. A silly story or rhyme can work wonders! Everyone is capable of learning; it is through tapping into how each child learns best, that we can truly help them. A struggling child means we need to work harder to find a way in. My rule of thumb? If you don’t understand it, it is my fault. I obviously haven’t explained it properly!
