- Carroll Connection
This article was originally featured in the Winter 2018 edition of Carroll Connection. In this edition we asked our students how we are doing on our mission to give each child what he or she most needs. Read what they had to say. (Article 3 of 8)
Small Classes + Tutorials
Why does Carroll School work for our students whereas other schools have not? It’s because we’ve set-up our classrooms and tutoring to provide exactly what children with dyslexia needs - small group and individualized instruction.
But does this structure work for students? Read what they have to say …
Dureti O’Brien (5th grade): In my old school, there were 24 kids in my class. It was hard for the teachers to focus on individual students. At Carroll, I can ask the teacher for help and she can focus on me.
Stacy Santos (Upper 9): Here, there are less kids in each classroom so teachers really focus on you as an individual. They give me what I need. And you don’t have to be scared if you don’t understand something because maybe there are others who also don’t understand it.
Jess Caron (Upper 9): The benefits of small classroom is that, if you don’t understand something, there is more help. Some students feel more comfortable raising their hands and asking for help.
How does this differ from your previous school experience?
Jessica Caruba (Upper 8): At my last school, they destroyed my IEP so I got no support. My teacher would do things backward - assign homework and then teach us how to do it the next day. When I didn’t understand, she would tell me to come back after school. But half the class is there after school. Here, it is much different. I get what I need.
Katie Byers (6th grade): I didn’t learn how to read an (analog) clock until 3rd grade because I was always being pulled out of class. I felt really behind even though I was getting pulled out to get ahead. It wasn’t really helping.
Oakley Robbins (7th grade): I hated getting pulled out of class. I would walk in my classroom, see all my friends, and the tutor would be like “come with me.” We would go down in the basement, in this little room with a broom. She would be teaching me letters and I’d be thinking, “I don’t want to be here right now.” And my friends would be working on building a soda volcano or something.
Henry Beling (8th grade): I was put in a group that had kids with all kinds of different learning disabilities. You start thinking that your capabilities are like everyone else’s even though we were all different.
Eliot Woessner (Upper 9): The teacher would say come after class but then there were 10 other students there. You could never get 1 on 1 help that you get here. Here, there are blocks built into the schedule where you can talk to the teacher.
Read the Print Version
- CC Winter 2018
- Classroom Tips
- Give Each Child