A new student started in my class mid-year in a previous academic year. He arrived to us fresh out of the public education system’s French Immersion program, where he was struggling academically and as such, held very little confidence in his ability to achieve success. We were delighted to have him join our classroom community.
As with any new student to the school, I began his instruction with diagnostic assessments to gauge his academic knowledge and skills in order to ensure that we began where he was, and that he would receive the necessary supports. He was shocked that I was able to take time to sit and read with him each day. He told me that in his past experience, teachers were usually too busy to spend time reading with just him. To think of what he missed out on for so long made me quite disheartened.
The students welcomed him and helped guide him to follow the rules and protocols in our class. The new student was delighted to complete his work with the teacher when needed, and he was even excited to complete extra assignments to help improve his skills. With his commitment, this student was able to improve greatly in all areas, both academically and socially. It was rewarding to see him start to believe in himself. As his academic skills continued to develop and improve, he began to participate actively and became a much happier student who willing to take educational risks.
After only a few weeks at Rowntree Montessori, this student’s mother came to see me. She shared just how happy she was that not only had her son improved greatly with regards to his academics, but he was a much happier child at home, too. He went from dreading going to school, to waking up with a smile on a school day. As an educator at Rowntree, it is so important to me that I have all the necessary supports in place which allow me to work one-on-one with students and to ensure that every day, every child is learning.
by a RMS teacher