In Steve Sherwood's article, "Apprenticed to Failure: Learning from the Students We Can't Help," he discusses his experience with trying to help a student who had learning troubles. Byron had been in a car accident and suffered from short term memory so he asked if he could bring a recorder to help him remember what the consultant said. Byron would rewind and listen to different parts of the tape, which proved to be difficult for the consultant, as he would lose his train of thought frequently, and he began to struggle with helping him in the writing process.
I was confused as to why he felt like he couldn't help this student. In class, we talked about teaching at a beginner level. I gave the example of my algebra 2 teacher in high school who had a brilliant mind for math and literature, but because she understood it so well she often had difficulty explaining to us "beginners." She certainly had numeracy, but her numeracy was so complex we couldn't understand her. So if we couldn't understand her numeracy, she would have to teach us with literacy. Her literacy, however, was also too complex for us and we were lost in translation.
The students in my algebra 2 class were like Byron. We needed a different way of understanding. I think the consultant should have asked him to write notes, rather than to record what he was saying. Byron needed a clear process that started with a simple idea. I believe he could've been helped if a step by step process were established for him to use. I don't think there is a student you actually "can't" help, there are just students that take more time and effort to help. That is what we should take out of these experiences.
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