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tell students where they can go and who they can speak to in case you are not around/ where they can find you

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Relate Maths and English to vocational areas, eg, averages to find best product, descriptive writing for menu designs, etc 

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Relate Maths and English to vocational areas, eg, averages to find best product, descriptive writing for menu designs, etc 

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Often students need to discuss things before they can write anything. I find a simple opportunity to discuss ideas out loud can help to formulate ideas. You can then help them to construct written sentences

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If proof reading an assignment do error correction in a sensitive way i.e could you rephrase that .mmm is that the right spelling. At the same time don't be tempted correct to a style which would be your own. It is their work.

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If proof reading an assignment do error correction in a sensitive way i.e could you rephrase that .mmm is that the right spelling. At the same time don't be tempted correct to a style which would be your own. It is their work.

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These are really useful for students who struggle to start pieces of work as it allows them (with your direction) to see what is expected of them in a (written) task (especially when combined with a simplified mark scheme), how to start and also to break up a large task in to the sections visible in the template.

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Try not to give direct answers to questions about the work but respond with a series small (easy to answer) focused questions which will direct the learner towards the answer they seek. This will develop both there independence and problem solving skills.

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Getting students to formulate questions for us: makes things fun, reveals if a deeper understanding has taken place, shows if they can apply terminology.

Also, openly (and loudly if appropriate) ask the class tutor if you aren't 100% sure on something - you modelling this behaviour helps less confident students do the same and they get to learn the content in more detail too. In fact I think it's even worth doing even if you do know as so many students don't ask when they don't know.

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Involve colour, symbols and pictures in support in every and anyway possible. This is especially useful with dyslexic students who struggle with syntax and grammar (try to scaffold this support over time, can be time consuming if they are heavily reliant on it e.g using symbols to construct every sentence). Using physical representations of things also makes things easier to work out, applies logic to a seemingly abstract task and is more memorable. This is useful in vocational and GCSE classes.

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Creating small competitions, timed or not, can be effective to get students to focus who struggle to, or don't to save face with their peers. It is also good for showing multiple methods of approaching a problem. I have found that this works best either in maths or when researching - something with an objectively measurable end goal.

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I have found that this has been especially helpful in maths when working with students who have a tendency to be lazy/not pay attention. When working on a problem and you are working it out together pretend to make a small mistake that will throw the answer off - Why isn't this working? That should be fine, I don't understand? I have found that this makes the students really perk up, pay attention and scour the works out to find the error. It also makes it quite fun.

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Taking the lead as support in ensuring that the weaker students I support do not have to keep up with their class if they don't need to. Being the one to initiate these conversations with the tutors where necessary in organising separation of groups if needed e.g. If the class is playing 'bingo' in maths and you know your students will not keep up with the workings out/method then take yours away from the activity and work on 2 or three in detail ensuring they understand. Improves confidence and understandings.

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- ASD students in particular feel far calmer with a timetable to help them know when to study and how long for in their free time. We tend to make it flexible with optional sessions, so that their independent study can be increased during deadlines/exam time. I have found that this helps them to keep on top of their work whilst having a work/freetime balance and helps to develop independent skills at home if they also need support with this.

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Use a computer if possible  - google docs, then share with student - they can be accessed anywhere (home or college) and cant be lost....

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If it is difficult to refocus a student you are working with, who is talking continually to a student next to them:

Go to the other side of the student they are talking to and engage the other learner asking them about their work, which should refocus them and then your student will not be able to be distracted by the other student and they will refocus on their work again.

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Mind maps
Use a show me board

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help student to get into contact with peers by asking other students to help with/ explain a task to you and your student
"Could you help us out?"

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formulate bullet points first (even let them tell you and you write them down), construct full sentences and paragraphs from that

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let them listen to music

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google sheet to keep track of their work
-visualisation of their progress
- SC, LA & tutors can be shared into it
- accessible everywhere