Student Learning Profiles:

A Teacher's Success Story

In June 2005, teachers from three New Orleans public schools attended an intensive training on Student Learning Profiles. Read on to see how this session helped one of the participants, Carol Otillio, a veteran teacher of 30+ years, from Benjamin Banneker Elementary School in New Orleans.

“When you’ve been in the trenches teaching for a while, it’s very helpful to come up for fresh air and re-evaluate your teaching methods. The week spent at CDL’s Learning Profiles Institute gave me some fresh air.

“As teachers, sometimes we have to look closely – like looking into a microscope – to see the child’s struggle. Once you can identify his struggle, you can sit down, figure out his needs, and then – like an orchestra – bring together the pieces to address his needs. There can be so many logistics to figure out, but sometimes there is a simple solution!

“A student’s physiological need can sometimes look like a classroom behavior problem. This year I had a student who always had to be moving something in his hands while I was teaching. A rubber band, a ball of paper – something small. Although it concerned me and I assumed he wasn't paying attention, I found his ability to comprehend the information was not affected by this behavior. If I tried to get him to listen without something in his hands, it would have become a negative situation. After this training I realized that there are students who require this additional stimulation to remain focused. I now see this behavior in a different light. When he has something to move in his hands, he can give me his undivided attention – he can pay attention if his hands are busy. The stimulation keeps him alert and aroused and helps him pay attention. Understanding this puts less pressure on the student and less pressure on me!”

A Note from Glenda Thorne, CDL Psychologist:

Very often, children who have difficulties with attention, especially with maintaining alertness and arousal, will use physical energy to increase mental energy. Thus, if they want to really pay attention to what someone is saying, they may doodle or shake their leg or engage in some other kind of physical movement. It is helpful if their teachers allow them to have an object such as a rubber band or squishy ball in their hand while they are trying to listen to what is being said in class.

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To find out more about CDL’s professional development sessions on Learning Profiles and other teaching and learning topics, contact Alice Thomas at (985) 893-7777 or email learn@cdl.org