Effective Strategies for Teachers to Handle Students Saying 'I Don’t Get It'

Teachers often encounter the phrase 'I don’t get it' from their students, whether it is during a math lesson, a philosophy discussion, or any other academic topic. While the immediate response might be to ask, 'What don’t you get?', this approach can be counterproductive. Instead, effective strategies can be employed to assist students in truly grasping the material.

Addressing the 'I Don’t Get It' Mindset

First, it is important to acknowledge the courage the student is showing by admitting they are struggling. This is a significant step towards receiving help. As a teacher, you can say something like, 'Thank you for telling me you don’t get it. That took courage! Tell you what: you and I will work together and I will help you until you do get it! And I know that you will because I work with you every day and I see how hard you try and how smart you are.'

Breaking Down the Task

When a student says 'I don’t get it', the first step is to determine what specifically the student does not understand. If the student can identify a particular part of the task that is challenging, you can focus on that specific area. For example, in a two-digit multiplication problem, the student may not understand where a specific number comes from. In such a case, you can ask, 'Which part don’t you get?' and guide the student through the process.

If the student is unable to express what they don’t understand, the task should be broken down into smaller pieces. Start from the most foundational concept and slowly work your way to the more nuanced aspects. This can be done in class as a review for everyone or in one-on-one tutoring/extra help sessions. For instance, if a student is struggling with multiplying two-digit numbers, begin with single-digit multiplication, then move on to place value and regrouping, ultimately reaching the application of these concepts in the multiplication problem.

Positive Reinforcement and Acknowledgment

It is important to be positive and acknowledge that some concepts can seem difficult, especially at first. The teacher should also reassure the student that with explanation, practice, and time, these concepts will become easier. When a student says 'This is too hard...', you can respond with, 'Yes, I know it seems hard, but we can figure it out together and with practice you’ll be able to do it on your own. Be positive but acknowledge that some concepts can seem difficult, especially at first but with explanation, practice, and time it will become easier.'

Flexible Ways to Support Learning

Understanding that not all students learn in the same way, teachers should tailor their explanations to the particular way the student learns. For instance, if a student is a visual learner, use diagrams and charts. If a student is an auditory learner, provide detailed verbal explanations. If a student is a kinesthetic learner, incorporate hands-on activities or manipulatives.

Additionally, offering up your free period for one-on-one sessions can be an effective way to provide tailored support. Give the student the option to meet with you to go over the material step by step. This not only helps the student but also reinforces the material for you as a teacher, ensuring you understand the concepts thoroughly.

Conclusion and Encouragement

Encouraging students to say 'I don’t get it' is a powerful catalyst for growth. By engaging in a supportive and understanding approach, teachers can help students overcome their difficulties and achieve greater success in their academic endeavors. Remember, every 'I don’t get it' can be turned into an opportunity for growth and learning. With patience, positivity, and tailored support, the journey to understanding can be both rewarding and fulfilling.