The Process in Connection

We sense it, but we don't know exactly how long it will take for one or another cognitive ability to strengthen. This is connected to human development and each person's individual experience of its stages. The impact depends not only on the teacher's efforts but also on the family's world. Therefore, even when applying the most advanced methods, a degree of uncertainty always remains. Sometimes it is clear from the very first meeting what kind of teaching approach is needed and effective. Sometimes it isn't clear even after several meetings. Researchers work tirelessly, continually updating their understanding of Dyslexia, Dysgraphia, ADHD, and other challenges. The information and methods are not static. In such moments I say: we are "taming" these difficulties — because they did not form by accident, and this experience matters in some way. We accept it with respect and observe what is needed for the journey forward. Very often, the student themselves shows what their learning abilities need in order to grow stronger.

I remember a first-grader experiencing reading challenges who reacted very sensitively to difficulties — stormy emotions would surge. We discovered that gentle, rhythmic tickling of the palm allowed him to calm down. During this soft touch with a pencil, I noticed that we were able to train working memory and concentration simply by counting and trying to recall the next number. Remembering was a difficult task. This kind of training happened almost naturally, driven by the child's own desire and request. It was a significant exercise from the perspective of slow pedagogy. Once the ability to hold auditory information in memory was strengthened, reading quality naturally improved. It takes keen eyes to notice this.

I share what experience has revealed to me, refined through psychological supervision.