This is a useful article if you are working with students who are dyslexic or encounter similar challenges. The insights given here can help adjust our thinking about the nature of their challenges and the ways we can support each child in meeting and surmounting them, ultimately empowering them to advocate for themselves.
Regardless of whether a child is identified as dyslexic or not this article serves to remind that when any child is experiencing frustration while learning it is our job as educators to pause and ask ourselves “What is their frustration point? Can I make the material/experience more accessible for them by changing my approach, the environment, or the task?” Too often we lay blame and responsibility for the frustration on the child, becoming frustrated with their frustration or failure. We abandon them in a moment of need instead of stepping patiently and gracefully into our role as educators, recognizing we don’t have all the answers but that we can – in believing that all children can be successful – model growth-mindedness, risk-taking, and perseverance in the face of challenge: all the while holding on to the belief that success can be had.
It’s so important to sometimes take ourselves outside of the situation and look back in. Sometimes when we are able to do this we catch important details that are overlooked in the pressure-laden moments when the frustrations appear.