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Behavior problems result in disrupting class, being aggressive, and/or upsetting other students. For example, a student with behavior problems may be yelling, hitting, throwing things, and touching and taking things without permission.

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Some students may be further behind their peers with social, emotional, and/or communication skills. There are various ways this can be expressed. A student may be very shy among their peers and not speak up. Another student may be loud and demand all of the attention at all times.

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A student may have difficulty focusing and be off-task often. Instead of participating, they may also be distracting other students which can tie into behavior problems.

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A student may be performing lower than the rest of their peers due to incomplete assignments, late assignments, and not completing assignments correctly.

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How to Identify if a Student has a Language Need or Learning Disability

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How to Identify if a Student has a Language Need or Learning Disability

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The teacher identifies a student is struggling and takes note of their behavior.

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To Do: Check the Student's Overall Ability

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To Do: Check the Student's Overall Ability

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If the student is struggling in class, the teacher should check to see if they struggle as much in their native language. If they don't, it's most likely a language need. If they do, it's most likely a learning disability. The teacher should also keep in mind that it could be both.

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The teacher accesses the student's school records and discusses them with other teachers to see if the situation is new or reoccurring.

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The teacher meets with the teachers, counselor, etc... related to the student. The student's guardians are then called to meet and discuss the situation along with possible modifications and stratedgies.

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The whole support system starts implementing the modifications and strategies. They take note of their effect (or lack of) and alter the plan as needed.

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If the plan, tried in various ways, still fails to provide satisfactory results, then the support system may need to look into finding professional help for the student. They may be referred to special education testing.

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Have a One-on-One Interview with the Student

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Have a One-on-One Interview with the Student

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Give Assessments in both the Target Language and Native Language

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Give Assessments in both the Target Language and Native Language

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Links to Help Identify if a Student has a Language Need or Learning Disability

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Links to Help Identify if a Student has a Language Need or Learning Disability

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LDAOeng. (2017, September 18). Language acquisition difficulty or learning disability? how to differentiate and support English language learners with a learning disability. LD@school. https://www.ldatschool.ca/language-acquisition-difficulty-or-learning-disability/

Louise Spear-Swerling. (n.d.). Learning disabilities in English language learners. Reading Rockets. https://www.readingrockets.org/topics/learning-disabilities/articles/learning-disabilities-english-language-learners

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How to help struggling students in the classroom. Bonyan organization. (2023, July 6). https://bonyan.ngo/child-protection/how-to-help-struggling-students-in-the-classroom/

Matera, B., & Traver, J. (2020, January 8). Five principles for supporting struggling learners. Teacher Magazine. https://www.teachermagazine.com/au_en/articles/five-principles-for-supporting-struggling-learners

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Everyday Ways to Help All of Your Students Succeed

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Everyday Ways to Help All of Your Students Succeed

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Often, accommodations made for one group can also aid many unintended people.

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All students are learning at their own pace. The teacher should give them enough time to answer a question, finish an assignment, etc... Let them know that they're in a safe place where they can try and make mistakes.

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Students all have their own areas of strengths and weaknesses. The teacher should have a opportunities for students to learn in different ways and also highlight their skills whether it be by writing a story, sharing a presentation, singing, etc...

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Students are at different levels in their learning. The teacher shouldn't judge the students on the work of their peers. Students should be assessed by their effort and personal growth over the school year. Subsequently, assessments should cater to the student. Perhaps certain students are assigned less lines to write, given more time to finish, etc.

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The teacher, especially in a foreign language class, should be giving their instruction in the clearest way possible. That can mean visuals, less text on a screen, slower and more enunciated speaking, etc.