Kicking off our MyloWrites podcasts series, we talked individualized and differentiated learning with NYC Independent School Learning Specialist Sari Biddelman. Sari shares how she sees her role in the classroom and how learning support has impacted her life in a very personal way.

Sari Biddelman is a Middle School Learning Specialist at a New York City progressive private school. Sari has a Master in Middle School Special and General Education from Bank Street Graduate School of Education. Growing up in NYC’s school system, Sari understands firsthand the competitive nature fostered in schools today. That is why she is passionate about empowering students and addressing education from their strengths, not their learning differences.

You can listen the podcast here.

Here’s this podcast transcribed:

Mya: [00:00:30] Thank you for taking the time to talk with us here at MyloWrites.

Q: Tell us a little bit about who you are and what is it that you do.

Sari: [00:00:39] I’m a learning specialist at a private school in Manhattan for sixth, seventh and eighth graders. I typically work with students one-on-one, although sometimes it’s groups of twos or threes. While I try to work on specific skill sets that I identify either the beginning of the year or throughout my work with each student, it’s typically within the context of their homework assignments. Those are not isolated skills but I try to bring them out of whatever assignment we’re working on.

Mya: [00:01:09] That’s pretty incredible.

Q: Tell us why did you decide to be a learning specialist.

Sari: [00:01:14] This was probably in the works for me since I was a kid where had my own learning disabilities– I have a language processing disorder. I always had trouble in school. I knew I liked being in school I just didn’t like the experiences I was having. But the learning specialist I was paired with just throughout my schooling changed my life.

[00:01:35] One specifically I worked with probably three times a week either in groups or one-on-one, she basically just worked with me until I found out not only did I know how to write and I could find my voice. I learned I wasn’t stupid I learned that I could do everything, I just was doing in a different way.

[00:01:56] When I was teaching at a summer school, thinking maybe education could be a route I take for career, I worked with a kid who kind of was me, who liked being in school but didn’t really like being a student in school. We’re working on a writing project and she wasn’t getting it and so I took it apart put it back together with a few different ways. Then he finally got it. I talked to him a little bit later in the year and he was doing really well in English. So solving those puzzles was just a really fun thing for me to do for kids who couldn’t do it on their own.

Mya: [00:02:32] You seem like you really probably had such a huge impact on that child’s life.

Sari: [00:02:39] I think the confidence was so big you know I remember thinking just how dumb I felt in school. I can’t imagine a worse feeling for middle schooler. I knew I didn’t have any worse feeling than that. So being able to say “you know don’t have to figure this out right now. I can help you figure out how to break it down, but it’s not because you can’t do it.”

Mya: [00:03:01] And making it into basically manageable parts for them to then grasp because sometimes it’s so overwhelming for kids.

Sari: [00:03:12] Exactly. And that overwhelming feeling affects their confidence so much.

Mya: [00:03:17] Q: How do you approach a session with a students? Let’s get in the mind of Sari a little bit. How do you think about your sessions with students? And then how do you approach them.

Sari: [00:03:36] I think about each student as somebody with strengths and then I go in from there. Once I figure out what they feel confident about, what they feel good at, then I go in and say “well what are you stuck with.” I use their strengths to figure out how to get past that obstacle that they just can’t get through.

[00:03:54] Then from there I’ll take whatever the assignment is and break it down and minimize how often they see that weakness that they’ve already identified or that I’ve been able to identify so that they’re using their strengths to overcome that, as opposed to just feeling like they’re hitting a wall and I’m going to have to take them over it.

[00:04:11] I think making sure that they feel independent and that I’m not doing it for them, I’m just showing them a different way of getting around that problem. I think that identifying strengths and weaknesses is really important. I think breaking an assignment down so that they can see they can do this every single time is really important. It’s not just a writing assignment, it’s just a math assignment, it’s not just reading. Every single assignment is made up of several pieces and more often than not, you’re not going to have a problem with every single piece.

Mya: [00:04:47] So really identifying and pointing out their strengths and honing in on what they can do versus what they might have trouble doing.

Sari: [00:04:57] And using those strengths as an access point for whatever information they’re to get out of it or whatever skills they’re trying to use.

Mya: [00:05:03] Q: What challenges have you overcome in teaching?

Sari: [00:05:10] Finding the right balance between a disciplinary figure, somebody who really does have to remind them to do the right thing, and also being someone they feel safe with and can kind of goof around with. Finding that balance especially when I first started, I think a lot of younger teachers have that problem, making sure they know that I’m not just their friend, but I’m a teacher.

[00:05:31] And I think knowing when to say “okay, this is going to be hard, this stinks, this is never going to come easy to somebody” and figuring out how to get them to say “whenever I see this, this is my go to to say I need more help with this.” So getting them to identify a problem that is always going to be a problem and you know what kind of strategies that work, but you have to ask for help with those strategies. Really teach you those advocacy skills without diminishing any confidence.

Mya: [00:06:03] It’s so important, such important skills for them to learn.

Q: Why do you think individualized learning is so important in education?

Sari: [00:06:15] No two kids are going to learn the same. They all have different strengths. They all have different weaknesses. They all have different interests which should be used to teach. I think in a classroom you can teach with all that differentiation. I think that the same student who’s having trouble in one area could be challenged and another to make it more difficult.

[00:06:37] The more individualized a lesson is or the more individualized the work with the student is, the more enriching that lesson will be and the more that skill will stick with them.

Mya: [00:06:50] Absolutely. We touched on it before, anything else you want to add in terms of how you really individualize the learning for each student?

Sari: [00:07:00] I’m lucky that when I meet with students for the most part one-on-one, that it’s already very individualized. I’m already taking what teachers have done and am able to tweak it for that specific student. I work with the teachers on that too. I’ll say “Okay, I work with a few of your kids, could I take your outline and just adapt it a little bit more so that is more user friendly for them.” I have the benefit of not having to teach an entire class, but having taught entire classes, I know that it’s confusing, but very subtle changes in something can make a huge difference for any of those students that are really struggling.

Mya: [00:07:41] Absolutely, and I think even just being open to the fact that everyone learns on different levels and at different speeds is kind of half the battle, just embracing that and being open to that.

Sari: [00:07:55] Also just deciding on what you want each student to get out of something. For one student analysis for an essay is going to be a huge challenge and they’ll get there, and for others maybe summarizing is going to feel like that same challenge. So identifying what you want each student to get out of it can be part of the individualization.

Mya: [00:08:16] Definitely, I think that’s so important.

Q: And how you think about what you do as a learning specialist and why do you think of it that specific way?

Sari: [00:08:30] I think my job is to figure out where the problems are. Identify how to fix those problems, understand strategies that consistently work, and help the students understand why those strategies work. Then I teach how they can ask for those strategies to be used with a teacher or in a classroom or for an assignment. I think it’s the process of learning. Just the way I would teach the process to write, I think my job as a whole is the process of how each person learns. And I think that’s why it’s so individualized.

Mya: [00:09:03] And I think it’s really important what you just said. “The process of learning.” I think that’s so so important for teachers, learning specialist, to know that there really is a process and that it’s going to be different for everyone.

Sari: [00:09:22] And that’s not a bad thing.

Mya: [00:09:23] Exactly.

Sari: [00:09:26] And I think we have to keep reinforcing that.

Mya: [00:09:29] Q: Well, so that’s a follow up question: Do you think educators think that that is a bad thing (differentiated learning)?

Sari: [00:09:36] I’m lucky that the educators I’ve worked with, and until this year I’ve been working in a special ed classroom or setting, I’m lucky that those educators really don’t think that it’s a bad thing. However coming from my own education, I know that there are teachers do, who do think that having to differentiate, having to go through these extra processes of figuring out what’s going on is bad. I can understand how that would slow things down if you’re not approaching it from that differentiated level. And everything should be differentiated. So if you have to pause and go back to do that, then yes, it slows you down. I can understand how that’s frustrating.

[00:10:14] But no, it’s not a bad thing. I think differentiation, either slowing down or speeding up, gives the rest of the class this different perspective. It teaches empathy in a way that no other lesson really can. And I think that’s huge, I think that is a huge part of school. It also gets them to see the things that they wouldn’t necessarily see through just rote teaching, through just answering questions when you know the answers.

[00:10:43] Giving people a little bit more time to think about those answers, could be one way of differentiating for some of the kids who have slower processing speeds. And I think the rest of the students can benefit from that too. So it’s not just for specific students in the class, I think everybody can get something out of that.

Mya: [00:11:00] I agree, I think it’s so important.

Q: How you think about your role with students?

Sari: [00:11:08] I think above all I want to be, and I think I am considered a safe person or a safe place where they can ask the questions they may not feel totally comfortable asking their teacher in front of a classroom. I think I’m a place where they can save face. And if it’s a question that they should be comfortable asking a teacher but don’t, I can teach them how, or work through with them how to ask that so that they’re comfortable asking it.

[00:11:36] And I think when you don’t know where to start, I want them to know that I can help them figure out where to start no matter what. So with the right questions and with their honest answers, we’ll figure it out.

Mya: [00:11:48] Q: How do you think about your role with teachers?

Sari: [00:11:51] I love being able to work with teachers. I know how much work a classroom teacher has, especially with differentiation, with prepping, with following up, with parent communication, there’s a lot happening. So however I can make their lives easier, I love to. Whether or not that’s creating an outline that can be used for everybody, but it’s really specifically in mind for my caseload, and passing that on and saying “give this to whoever you want.” Or saying “Hey, I hear you’re teaching this class. Could I help you make it in different kinds of media? Not just auditory but also making sure there’s a visual, I can help with that.” So being an extra help where they may not either think they need it or they just don’t have time to do it.

[00:12:37] And getting them to see a student as a whole. I’m lucky that right now my coworkers really can see student a whole, but every now and then you get a teacher who sees just the deficit and I want them to see the strengths and see that with the right tweaks in educating, those deficit are going to be reframed in the teacher’s mind.

Mya: [00:12:55] Yeah absolutely.

Q: How do you think about your role with parents?

Sari: [00:13:01] I think just making sure that parents understand who their child is at school, figuring out and then them telling me in return what they’re like at home, and figuring out how to get that balance, or figuring out what’s causing that change. I think also reassuring parents that a learning difference isn’t a bad thing and it’s not going to limit the success of their child.

Mya: [00:13:24] Yeah, that’s really important for parents to understand.

[00:13:30] Q: For college students who are thinking of going into education, what are some of the things you would share with them about the role?

Sari: [00:13:41] I knew it would be personal because I chose my career for a personal reason. But I didn’t really know how personal it could be and how much it affects when I come home from school. It’s not just the end. And it’s not because I’m bringing home that much paperwork. It’s because some days, seeing someone feels so bad about themselves is heartbreaking, but at the same time having someone figure something out and having that “aha” moment, you take that home with you too.

[00:14:08] However it should be noted that not all your friends will get that excited about either of those things. (laughs) My kids are not the best thing to everyone or the best people in the world to everybody that I know. That’s something to keep in mind.

Mya: [00:14:26] But they are to you and which is super special.

Sari: [00:14:29] It’s life changing for students, but it’s fully life changing for you too. I mean it changes the way I interact with my family. It’s really rewarding. I’m so happy with the profession I chose, or it chose me. I was definitely made for this job.

Mya: [00:14:48] Yeah, you can tell, you definitely were. You are touching so many people.

Sari: [00:14:53] Thank you.

Mya: [00:14:55] Q: What do you hope to foster in students?

Sari: [00:14:59] You know I think curiosity and confidence are definitely on the top. I think understanding and the ability to gain different perspectives is really important. You know sometimes a teacher doesn’t hate you, they just don’t know how to get to you. And for the most part that’s the case. So I think that’s important to teach or to try and instill.

Mya: [00:15:23] Q: What does innovation in the classroom mean to you?

Sari: [00:15:27] You know I think it’s building awareness of other people. I don’t necessarily think it has anything to do with different types of technology. I think it’s using technology to be helpful. It’s using tools we already have and making them just a little bit better used for each student. I think that can go as far as somebody who’s just not comfortable answering questions in class and them being able to answer something on paper instead, to adaptive technology. Innovation is being able to use what you already have and using it to your best advantage. And getting all those moments where they figured something out, where they now learn 1. how they learn something and 2. how to ask for help the next time and 3. using all the tools that someone has already taught them in every other subject and every other obstacle they have moving forward.

Mya: [00:16:21] Q: What resources do you turn to as an educator?

Sari: [00:16:26] My colleagues. A lot of the work I do with my students is from asking them all the questions I can about how they learn and then figuring that out from there. But I think talking to colleagues, talking to my students is really the best resource I have. I think having access to Google Drive is obviously really helpful because it means I like to set things up for them in an easier way than I ever have. But again, we talked about innovation that already existed. Now we’re just using it to our advantage.

Mya: [00:16:56] You touched on this a little bit before and I want to obviously just kind of wrap up with this question because we’re at MyloWrites here, so I want to bring you back to Sari as the middle schooler.

Mya: [00:17:10] Q: How did you see writing when you were in middle school? I know you touched a little bit on your background in education but I’d love to have you elaborate that further.

Sari: [00:17:20] I didn’t really know how to structure anything in middle school. I didn’t know writing had structure. I knew I wasn’t doing well and when I had to write something, I didn’t understand why I was doing badly. And when I’m taught that there’s a beginning, middle, and end, and a point to every sentence and a theme to every essay, when you start figuring out why you’re doing each thing, it changes everything.

[00:17:45] Every step has a purpose, and when you know what that purposes, it doesn’t seem is arbitrary. It doesn’t seem like you’re writing something for someone and you don’t know why. So I think that was huge when I figured out what each step was for.

[00:17:58] I think for a while these writing workshops for teaching, especially the ones that I was taking, learning skills, study skills, and whatever it was, in so many of them were just “going through a textbook” and “reading out loud” and “going through activities” but not really saying “why it was so important” and how it was actually going to help me. So I think within the context of each assignment: “I’m writing and I need a beginning, middle, and end,” no one was pointing out what I was doing wrong, just that I definitely was doing something wrong. So I think the more people that told me “here is that what I’m missing and here’s how to start over,” that was really big for me. And it meant that I didn’t have to lose my voice. I still sounded like Sari, I still had my style, I didn’t lose that and that was huge. The fact that I could still do that and also learn how to structure and how to write a structured essay, that’s where I found my confidence.

Mya: [00:18:55] I think that so many kids, Sari, have that where they are just told “you’re doing something wrong” but not show how to do it in a way that clicks for them. I think that you really do such a amazing job figuring out and getting under the hood of each child of how they tick and how they learn and then helping them to figure out that map that works for them, because not every single map will work for everyone.

Sari: [00:19:29] Right and I think that’s why if you ever sit in on any of my sessions with kids, I ask so many questions because it’s up to me as the educator to figure out what they’re missing. So by asking them questions, all they have to do is answer honestly. And if they say “I don’t know”, that’s one step closer for me to getting to what they don’t know and why.

Mya: [00:19:49] Q: Do you think sometimes educators are worried to find out what kids don’t know or why they’re not getting it or what they’re missing?

Sari: [00:20:02] I think there are two possible concerns that can arise from that. One is that they’re not doing their job or you know that kind of defense mode, which I understand. We have a big responsibility on us and if something’s missing and we don’t know how to reframe that in our minds, that can be hard especially when you’ve chosen to dedicate your life to this. That’s upsetting. But I think the other thing is when you start to think about what you can do for them, it can be pretty daunting to have to break down every assignment.

Mya: [00:20:34] We know time is so precious for all educators, so it could be very overwhelming and daunting. Absolutely.

Sari: [00:20:42] I think even with that, you’d be hard pressed to find a teacher who wouldn’t be willing to do that.

Sari: [00:20:47] I think the other part of it is whether or not parents want to know what those questions are. The more questions you ask, the more answers you’re going to find. The answers may make it a little bit of a bumpier road, but at least it’s a bumpier road with maps and with tools to get through that. Without those answers, it’s just a bumpy road.

Mya: [00:21:09] Well at least that the bumpy road and not just a stationary vehicle. We are moving and it might be bumpy but at least the vehicle is moving, not just stationary.

I definitely agree, it’s definitely hard for educators and parents.

Mya: [00:21:27] Q: Do you think education in the 21st century is headed in that direction of personalized individualized learning?

Sari: [00:21:38] I think we’ve come a long way even from when I was in school of making it more individualized, allowing students to learn at their own pace and in their own way. I think we have a lot of work to do because I don’t think everybody still buys into or that everyone buys into that yet, but we’re closer.

END OF PODCAST

Thanks for tuning into our podcast with Sari.

Are you a learning specialist or an educational leader? We’d love to sit down and learn more about how you’re impacting the education community today. We’ll record and share it with the learning community via our podcast series!

Just send us an e-mail at mya@mylowrites.com or hop on our site mylowrites.com/podcasts to join. We can’t wait to feature you on our show!!

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