Liaise with other external professionals with may come into contact with the pupil i.e. Physio, speech and language. | Teachers | Deliver curriculum, class responsibility. Plan and assess work, consult with parents and teach differentiation. | Support Staff | Plan and support work with the teacher.
CASE STUDY OF A VULNERABLE PUPIL (Suggested areas to include when drawing up a case study of a potentially vulnerable child to assess the effectiveness of the care, guidance and support / teaching and curriculum adjustments for individual pupils) |Pupil (Use first name only or Pupil A) | | |Date of placement on SEN /AEN register (if applicable) | | |Pen Portrait including area(s) of need / barriers to learning | |
Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher. Group 4: If the principal of a school is ineffective in providing curriculum leadership and in instilling a culture of self-discipline among teachers and learners, there needs to be support in the form of social and professional services. Provide examples of ways in which the community can also play a role in transforming the school into one displaying an appropriate culture of teaching and learning and
In this meeting we will be educating parents about the different forms of abuse namely physical, verbal and emotional abuse. This will be discussed with students as well, We will inform the parent/guardian of their child’s participation to make sure the parent is aware of their child’s response should there be a lack of interest or any concerns thereof, we will inform the respective parents or guardians. In the event that a teacher suspects that a child is being abused or any indication of neglect, the teacher will make a note in the learner’s diary to contact the parent. The process is as follows: The child is first identified by the teacher who then addresses it to the school principal. If the principal is in agreement with the teacher, the parent/ guardian will be contacted by the principal.
She should use this resource to have these ELL students assist those who are struggling but can relate to the similar cultural attributes. 2.What strategies can she use on the first day of class to help determine the interests of the students in her classroom? Determining the interests of the students can be done by the teacher using question and answer sessions that incorporate students likes and dislikes into the discussion. She can use surveys and other assessment tools to give to students asking them about what they find interesting in regard to their interest in school as well as life in general. The focus should be on determining the students studying habits and learning styles to develop the most astute lesson plans that can cater to the student interests to facilitate a learning environment that gives students the most optimal chance at success 3.How can she include aspects of her students' language and culture in her plans for the school
The time you meet these external professional will be when you working with an individual pupil and collaborate with your school’s SENCO. Examples of external professional: Educational professional you find them at the Local Special Educational Needs Department. They will support the SENCO providing feedback to parents, making assessments and observations. Speech and Language therapists: they asses communication problem and find way to treat it. There should be a number of SLT’s working in your local
2. Develop professional relationships with children and young people and adults. 3.5 Explain when and how to refer other adults to further sources of information, advice or support. When an adult needs advice, support or asks where to find further information I would support them to the best of my abilities within my job role as a learning support assistant, if their request for support or advice was above my role within the school then I would refer them to a teacher, a specialists (i.e. school nurse, SENCO, speech and language) or a member of the senior management team, When a colleague asks for help I would support them to the best of my knowledge, refer them to a teacher, line manager or head of department, or member of the specialist’s
Coaching Report Leading Through Coaching Report-Module 8 Rhondalyn J. Cornett Grand Canyon University-TCH 518 April 25, 2012 Leading Through Coaching When examining the real-world applications of collegial and peer coaching you see educators who are beginning to take control of their growth as an educator. In the past teachers depended on their administrator to tell them what they were doing correct and what they were doing incorrect in the classroom. The administrator would come in the classroom for 30-45 minutes observations looking for strengths and weakness, and not really understanding the dynamic of the classroom. The administrator will offer recommendations for the teacher, and give them strategies they will expect to see
The roles of an educational psychologist include:- * Giving advice to teachers about individual children. * Intervention work such as counseling, behaviour management and child study skills. * Therapeutic work. * Carrying out individual assessments on certain
To the person with the challenging behaviour A. On the first day of my first placement, I was informed that there would be a child with ADHD in the class that I was about to teach. My first thought when I was told this was, “how am I going to keep them under control and that ADHD children are dangerous, demanding and a lot of hard work”. With this in mind, I approached my supervising teacher and asked her what she thought about teaching a child with ADHD for the first time. Like me her response was, “how am