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My Learning Centre Journey
I joined the Learning Centre in Grade 10 after having an extremely challenging year in Grade 9. This led me to complete an assessment administered by a psychologist where I received a diagnosis of ADHD and generalized anxiety disorder as well as identified challenges with reading and writing.
Before entering the LC, learning had always been a challenge, as it felt like I was carrying an extra burden on my shoulders. I felt like, no matter how much I studied, that my results were not reflective of the amount of effort I would put in. I struggled to maintain focus in class and had difficulty learning information the way my peers seamlessly did. This created the belief that my failure was inherent.
Joining LC was the turning point in my academic success. There I was able to access extra resources and build a skill set that has allowed me to thrive in all areas as a student. I was made aware that my learning exceptionalities were the result of my brain functioning differently which explained why certain tasks or traditional ways of teaching were hindering my success as a student. My inability to focus for a long period of time and struggles with time management on tests and assignments were finally explained. The LC’s supportive environment taught me that my learning differences were nothing to be ashamed of: they just needed to be embraced to understand what works best for me as a learner. Our exceptionalities should not limit or label us as learners for they do not define who we are as students nor do they represent our intelligence or ability.
LC teachers help by presenting the opportunity to access additional resources and learning support that is specific to each student’s Individualized Education Plan (IEP). These supports are what help us to thrive in Brentwood’s demanding academic environment and also allow us to work on our areas of challenge in our learning.
Our learning accommodations allow us to learn on an equal level with our peers. Without accommodations, we would be unable to perform or achieve the results of which we are capable. Extra time, separate setting, and laptop use for writing are examples of accommodations that allow me and many other students in our school to demonstrate our true capabilities. Without these, we would be at a disadvantage that would result in an inaccurate representation of our knowledge and learning.
The Learning Centre develops our problem-solving ability in being able to manage all of our tasks at hand. We are taught how to advocate for our learning needs, effectively communicate with our teachers, and come up with plans to support our success. Support begins with the teachers having awareness about who we are as students, knowing how we function socially, emotionally and academically. In my IEP meeting last year one of the teachers shared their surprise to know that I was a student in the Brentwood LC program as they didn’t view me as a student who would use the Learning Centre. This demonstrates two important points: the stigma that can be present for students who access the learning centre, and that learning differences are not always visible nor easily identified. We are competent students but what you don’t see is the extra effort we need to put forth behind the scenes to be successful. I am a student who works extremely hard to achieve my goals and from the outside, a teacher or peer may just see my successful results, not realizing the anxiety and effort I have to undergo to achieve my best. It is important that teachers not label students who use the Learning Centre as underachieving learners; any student has a right to reach their full potential. Our successful results are the outcome of all the work and skill-set building done through the LC program.
We want to give a special thanks on behalf of all the students who access the Learning Centre to Mrs Pettit, Ms Nasmith and all other staff who help lead the program. Without them, many students, me included, wouldn't be where we are today. We are grateful for all you guys do in guiding us in their learning journeys both during and after Brentwood.
Blanca G, Allard ‘21
Before entering the LC, learning had always been a challenge, as it felt like I was carrying an extra burden on my shoulders. I felt like, no matter how much I studied, that my results were not reflective of the amount of effort I would put in. I struggled to maintain focus in class and had difficulty learning information the way my peers seamlessly did. This created the belief that my failure was inherent.
Joining LC was the turning point in my academic success. There I was able to access extra resources and build a skill set that has allowed me to thrive in all areas as a student. I was made aware that my learning exceptionalities were the result of my brain functioning differently which explained why certain tasks or traditional ways of teaching were hindering my success as a student. My inability to focus for a long period of time and struggles with time management on tests and assignments were finally explained. The LC’s supportive environment taught me that my learning differences were nothing to be ashamed of: they just needed to be embraced to understand what works best for me as a learner. Our exceptionalities should not limit or label us as learners for they do not define who we are as students nor do they represent our intelligence or ability.
LC teachers help by presenting the opportunity to access additional resources and learning support that is specific to each student’s Individualized Education Plan (IEP). These supports are what help us to thrive in Brentwood’s demanding academic environment and also allow us to work on our areas of challenge in our learning.
Our learning accommodations allow us to learn on an equal level with our peers. Without accommodations, we would be unable to perform or achieve the results of which we are capable. Extra time, separate setting, and laptop use for writing are examples of accommodations that allow me and many other students in our school to demonstrate our true capabilities. Without these, we would be at a disadvantage that would result in an inaccurate representation of our knowledge and learning.
The Learning Centre develops our problem-solving ability in being able to manage all of our tasks at hand. We are taught how to advocate for our learning needs, effectively communicate with our teachers, and come up with plans to support our success. Support begins with the teachers having awareness about who we are as students, knowing how we function socially, emotionally and academically. In my IEP meeting last year one of the teachers shared their surprise to know that I was a student in the Brentwood LC program as they didn’t view me as a student who would use the Learning Centre. This demonstrates two important points: the stigma that can be present for students who access the learning centre, and that learning differences are not always visible nor easily identified. We are competent students but what you don’t see is the extra effort we need to put forth behind the scenes to be successful. I am a student who works extremely hard to achieve my goals and from the outside, a teacher or peer may just see my successful results, not realizing the anxiety and effort I have to undergo to achieve my best. It is important that teachers not label students who use the Learning Centre as underachieving learners; any student has a right to reach their full potential. Our successful results are the outcome of all the work and skill-set building done through the LC program.
We want to give a special thanks on behalf of all the students who access the Learning Centre to Mrs Pettit, Ms Nasmith and all other staff who help lead the program. Without them, many students, me included, wouldn't be where we are today. We are grateful for all you guys do in guiding us in their learning journeys both during and after Brentwood.
Blanca G, Allard ‘21