Fall is in the air. It’s almost time for college football, apple-picking, falling leaves and . . . the beginning of a new school year. Here at my school we have been busy putting up bulletin boards, meeting about exciting curriculum changes, sharing our very best teaching ideas, opening boxes of materials. The excitement is palpable.
Teachers love the beginning of school because it means a year of hope and promise lies ahead. We are as eager to meet our new students as they are to meet us. There’s just something about seeing those eager young faces that makes it all worthwhile. It’s why we all went into teaching. There is nothing like watching the light bulb click on when you’re introducing a new concept or listening to a child speak articulately about something new they have just learned. We live by the successes of our students.
But we also realize that the beginning of the school year may not mean the same thing to all students. There are always those kids who just “get school.” They read well, memorize easily, and grasp all concepts quickly. These children already have their file folders labeled, their binders color-coded, and their pencils sharpened.
Then there are those students who struggle academically. Here, our children are all dyslexic, and they come to us from schools where learning was not much fun. They were not taught to read the way they need to learn, and reading is of course the foundation for all learning. Even math, which used to be a safe place for many children, now presents stumbling blocks to the struggling reader, since we are using words to talk about and describe what happens in math. Fortunately for our students, however, we specialize in the remediation of dyslexia. Our children will be directly taught how to read, spell, comprehend, and write. They will be given the tools and strategies they need to become better readers.