Two Steps Toward Improving Learning for Students with (and without) “Learning Problems”

Abstract

Rather than being viewed as a reflection of a disorder within the person, most problems in learning and behavior are seen as a reaction to settings which do not deal effectively with the person's motivational and developmental status. In particular, many facets of school settings are seen as “set-ups” and are characterized by reactive rather than active solutions to problems and programs. From this perspective, the discussion focuses on what motivates a student to approach or avoid learning activities in school. Specifically, it emphasizes the need (1) to establish an environment which can optimize the match between the learning situation and the learner's current developmental and motivational status, and (2) to develop a mutually satisfying learning agreement or contract. Through a discussion of such concepts, the authors suggest ways in which teachers can facilitate learning, engender an atmosphere of mutual respect between school professionals and students, and participate in a process which allows each person to reclaim her power and deal with others as equals.