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I think this children have low discipline. Maybe they have low encouragement, low confident. They think they are not enough. They need to be supported more

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I teach grades 5-8. I try to help them using different games related to the subject I teach

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I have been teaching for about 10 years in a vocational school in central Italy. My students are sensitive and attentive young people but with few financial resources and often with rather particular family situations. Keeping their attention alive is very difficult so I try to organise my lessons in a dynamic, active and participatory way. I avoid the frontal lesson that bores them. I use a lot of applications that teach while having fun and cooperative learning through group work.

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I teach English in a secondary school from Romania. When I work with students that have difficulties in understanding English, I work with them differently. I try to teach them this foreign language using interactive games,worksheets, we work on projects together, I provide them the chance to be part of innovative educational projects. This way, I give them the motivation and the confidence they need to be able to succeed.

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I believe that the most important thing for any student is to feel good in class in order to learn successfully. I always carefully observe the situation in my lessons. If I see that the student is not motivated to work or is in discomfort, I always find time for a conversation. I have the help of an incredibly talented person in pedagogy, who is not an educator, but always makes an apt suggestion for a solution. We have dozens of techniques that allow the child to see the situation from a different angle, understand the situation and realize his worth.
It is a constant daily work, not only in the subject (English), but also in education

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I am IT teacher at secondary school and I encourage my students to search for new things using the Internet.

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I teach English to 15/16 year old students in a town of Spain. In a very same group, some students already have B2/C1 Cambridge or Trinity certificates, others have a B1 while some others can hardly say they have a B1 in their own native language as they show worrying oral and written handicaps. Although I try to personalize my lessons, lower students can't help feeling bad as they compare themselves with the other students

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Well I teach math in a greek highschool. Sometimes I have students that don't even know the answer to 6x7... in the same classroom with students that are able to solve advanced analysis problems. The educational system in Greece is such that everybody gets their highschool diploma at the end of the day, so they have no motivation, and no matter the amount of encouragement end effort they are so determined not to get involved that it feels just not possible.

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I am a kindergarten teacher and I try to encourage my students every minute. I use verbal rewards, feedback, encouraging smiles and personal instructions on how to achieve something.

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Providing work tasks according to their levels and have a lot of patience with them. 

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Providing work tasks according to their levels and have a lot of patience with them. 

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I work in a kindergarten school . The curriculum is designed around the interests and abilities of the students. The weaker students I try to help them with different games, give them easier tasks or express their thoughts in speech.

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1. Remedial Teaching

This is an alternate approach for the regular class room teacher in instructing the slow learner. Remedial teaching is the use of activities, techniques and practices to eliminate weaknesses or deficiencies that the slow learner is known to have . For example deficiencies in basic math skills are reduced or eliminated by re-teaching the content that was not learned earlier. The instructional environment does not change, as in the compensatory approach. Conventional instructional techniques such as drill and practice might be employed. We have implemented such a programme, ROSE, an European programme, where our teachers instruct remedial activities.

2. Incorporate Individualized Learning Materials

Slow learners respond favorably to frequent reinforcement of small segments of learning. Therefore, programmed texts and interactive compute r instruction often are effective in remediation of basic skills of slow learners. In addition, an emphasis on frequent diagnostic assessment of the student progress, paired with immediate corrective instruction, often is particularly effective.

3. Incorporate Audio and Visual Materials

One common characteristic among slow learners is that they often learn better by seeing and hearing than by reading. This should be no surprise, because performance in basic skill areas, including reading usually is below grade level among slow learners. Incorporating films, videotapes, and audio into lessons helps accommodate the instruction to the strategies learning modalities among slow learners. Emphasizing concrete and visual forms of content also helps compensate for the general difficulty slow learners have in grasping abstract ideas and concepts.

4.Develop Your Own Worksheets and Exercises

Textbooks and workbooks, when written for the average student often exceed the functioning level of the slow learner and sometimes become more of a hindrance than an aid. When textbook materials are too difficult, or are too different from topics that capture your students’ interests, develop your own. Sometimes only some changes in worksheets and exercises are needed to adapt the vocabulary or difficulty level to the ability of your slow learners. Also, using textbooks and exercises intended for a lower grade could ease the burden of creating materials that are unavailable at your grade level.

5. Encourage Oral Expression Instead of Written Reports

For slow learners, many writing assignments go un - attempted or are begun only halfheartedly because these learners recognize that their written product will not meet even minimal writing standards. A carefully organized taped response to an assignment might be considered. This has the advantage of avoiding spelling, syntax, and writing errors.

6. Provide minimum homework

We all agree that homework although with its benefits is more of a burden for a child and her parent. Slow learners, in particular, find it difficult to be attentive throughout the school day, let alone coming home and completing homework assignments. For such children, quality matters over quantity. Having minimum homework would help them understand learning and reduce their anxiety. This, in turn, would maintain their enthusiasm toward school. An educator can assign and alter homework personally and leave out small details that may be of little importance. For example, a homework of writing an essay on an English chapter could be modified to reading the chapter twice, and telling the summary to the teacher would be a better idea.

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I work in a primary school and I encourage my students to try,to study all things new, because the study îs the key to understand.

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I teach Kids from 7-14 years old.
I always use different worksheets for the kids who are low achievers than the rest of the class.
I use different evaluation.
I use ICT tools  to make my lessons more attractive so they can understand.
Sometimes I mix the class so they can work with their colleagues and help eachother.

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I teach 8 years old students  with learning problems in reading and writing.
-Promotion of multiple means of communication, presentation and evaluation;
-Constitution of small working groups/ peers;
-Motivational strategies with cards / badges attribution

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I teach English at a sports high school. My student's focus is on sports: fencing, athletics, wrestling, judo, karate.
I support my students' reading skills as follows:
- I give them personalize reading worksheets
- I encourage intensive reading by using modern divices- Internet articles
-I encourage extensive reading by recommending readers- short books on classical texts abridged
- I practice dictation exercises
- I use vocabulary games
-I teach lessons in the library of the school in order to befriend students with books
- I use drama teaching methods
-I go with my students to the local library.

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I work in a kindergarten school, and every day I encourage my students to try, even if they don't succeed. With effort, patience and perseverance they will get better every day.This is the motto of our classroom.

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In my previous school , vocational school, i had some students which were low achivers. I allways tried to individualise my programme according to their needs- for instance if they didn't had a compter, I told them they could write the homework on the paper. I would borrow them textbooks from school so they have the resource to study. I would sometimes buy them material like notebooks. Sometimes we would organise actions in school and collect supplies and money to give to those students. Anonimously of course. When you have a students like that , it is really important to work as a team and that all the professors work towards the same goal with pedagogic support from the school.