Mihaela Cajnko Gojkošek

Organization responsible for the interview: PUBLIC UNIVERSITY OF PTUJ

Country: Slovenia 

Occupation: English teacher

Small bio / CV:

Mihaela Cajnko Gojkošek is an English and German teacher with 20 years of experience at Mladika Primary School. She is dedicated to adapting her teaching methods to meet the diverse needs of her students, particularly those with learning difficulties, using innovative strategies to enhance their language learning experience.

Date of the Interview: 17.5.2024

With 20 years of teaching experience, Mihaela recognizes the importance of adapting teaching methods to meet the diverse needs of her students, particularly those who face difficulties in learning.

Mihaela notes that while many students engage well with English due to its prevalence in games, apps, and social media, a significant number of students, particularly older ones, struggle with issues like attention deficits, behavioral problems, and a lack of motivation. She observes that students with learning difficulties often have trouble retaining information and require constant repetition and alternative learning methods to make progress. Additionally, she finds it challenging to balance the needs of students with varying abilities within the same classroom.

Mihaela employs a variety of strategies to support students with learning difficulties, including the use of game-based digital tools like Kahoot and other interactive online exercises. She also adapts teaching materials by adjusting font sizes, using colored paper to reduce glare, and creating her own exercises and board games. While she has experience with teaching stations and other group activities, she notes that these methods can be difficult to manage in larger classes.

Mihaela emphasizes the difficulty of creating individualized learning plans for all students, particularly given the general nature of the official adaptations provided for students with learning difficulties. She focuses on peer support and tries to accommodate different learning styles by adjusting the way she assesses students, placing more emphasis on oral assessments for those who struggle with written tasks.

Mihaela works closely with the school’s counselling service and participates in team meetings to address the needs of students with learning difficulties. However, she expresses a need for more subject-specific professional development opportunities that would better equip her to meet the unique challenges of teaching foreign languages to these students.

Mihaela shares that students who show even a small amount of enthusiasm and willingness to learn often experience success, particularly when they transition to secondary school. She highlights the importance of positive reinforcement and creating an environment where students feel they can succeed.

Mihaela’s experience underscores the need for creative, adaptive teaching methods and better resources to effectively support students with learning difficulties in foreign language learning.