Classroom interventions should aim to improve the students’ lives. The classroom may have students with different talents or obstacles. These challenges should be addressed, but they shouldn’t be too intense as children with learning disabilities have different levels of difficulty. RTI 2 is an intervention-focused level that effectively addresses these concerns (Feldman and 2020). The mentor teacher realized that students should receive a substantial amount of assistance while also seeking to improve their conditions. This is in contrast to the focus on complete support which could lead to dependence on the teacher to teach comprehension and reading strategies. The mentor teacher was concerned that intervention strategies and plans were geared towards the student’s talents, and in turn, improved their performance.
Mentor instructors devise intervention strategies that encourage students’ cognitive abilities, and help them pursue goals and do the right thing. My experience has taught me that teachers should not focus on short-term goals but rather give skills to students that can be used as a basis for their future success. The use of comprehension strategies and picture tours focuses attention on the entire classroom, and provides a basis for dealing with learning problems in the future. Picture walks are designed to guide students through a series of visuals, and then force them to predict literary texts by constructing the story from the images (Taking a Picture Walk 2019, 2019). This tool can be useful to improve observation skills and fluency, as students will need to complete the tasks individually or in small groups. Comprehension techniques, by contrast, help students activate past information to enable them to summarise, evaluate, recall, challenge and infer any literature material. This will enhance their learning capabilities (Teaching Comprehension 2018). Because of their understanding of the goals and importance of intervention techniques, the talks and interventions of my mentor teacher will significantly impact my professional practice. I have completely changed my understanding of the reasons children receive these strategies, which range from addressing short-term goals to long-term learning problems.
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