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• address (if any) issues at home ie are the child’s needs met? have they been fed and had enough sleep?
• assign a TA to the child
• review/ monitor the child through observation and 1 to 1s
• accommodate lesson or adapt teaching to allow for involvement or group work or perhaps a more hands on and fun method of learning
• address the child individually by their name to  ask for contributions/ opportunities to reward and boost self-esteem

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He doesn’t feel like he is good at the activity, using growth mindset, we can try and help him realise that we doesn’t have to be directly like George because not everyone is the same

Perhaps try positive reinforcement with praise and encouragement to join in

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- encourage growth mindset. ‘Just because you don’t think you are as good as George *now* doesn’t mean you never will be, you have to keep practising and persevering’
- motivate the child to not compare himself to others (encourage intrinsic motivation)
- resilience: encourage to not give up
- self esteem is clearly low, remind child of other things they are good at to build self esteem
- ask child how he would feel more comfortable when joining in
- try and motivate child to join in

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Morning activities, for example Wake up, Shake up.
Vicarious reinforcement, observe from a highly motivated child.
If the behaviour is becoming regular, could possibly create a breakfast club for the future.

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- positive reinforcement towards themselves and others therefore motivating them to imitate this behaviour

-work directly, motivate the child towards doing individual task

- investigate as to why they are distracted and make changes to benefit this eg move them towards the front

- work with another teacher or TA to help focus

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- positive reinforcement
-one to one with the child whether that it from yourself or with TA
-model and scaffolding
-ask what part they are struggling with and recap the knowledge

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Look at self-esteem - remind the child of what they are good at and suggest an area they could possibly improve on.

Alter their mindset from fixed to growth.

Leads onto motivation, encouraging the child that no one is better than each other.

It’s not the outcome, it's the process. It’s about taking part that counts.

Not a competition, it’s a game. For fun and enjoyment.

Meta-cognition - it’s okay to make mistakes - that’s how you learn.

Positive reinforcement specific to the child in question, sense of belonging.

If it’s a team game, put child and George on the same team so that they are not in competition with one another.

Resilience - remind the child to keep going and that they can achieve.

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Scenario 2:

Use motivation to uplift the child and make them feel worthwhile in the classroom and use your pedagogical knowledge to find a teaching theory that suits them.

Having a good self esteem can make a difference to the childs learning and after learning so much make sure to praise their work and efforts, this can not only make them want to learn more but can improve their overall wellbeing.

Have a lot of patience and resilience when working with a child who does not want to learn and dont give up until they can tell you at least one thing they have achieved throughout.

Have a variety of strategies for example praise the process not the outcome, take each step slowly for a better understanding and help focus. This can stop distractions by using things such as games and ice breakers into the new subject.

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1- Motivate them with praise

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1- re visit the day before and highlight issues

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1- giving them extra support. Scaffolding to help them move to the zone of proximal development.

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Growth Mindset- show them their progress and highlight how much they have improved already.

Self-esteem- build their confidence and praise them for how they have done previously.

Motivation- offer rewards for any effort they put in this lesson.

Metacognition- recap all the previous days learning and help them close any gaps in their learning.

Resilience- encouraging them to continue and never give up

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- growth mindset, get him out of the negative mindset of him considering himself “rubbish” at sport, reassuring him that he doesn’t have to be exactly like george - everyone has talents in different places
- motivation, encouragement to join in
- self esteem - show him he needs to believe in himself, if more positive could perform better
- positive reinforcement - reward and praise once joined in which could have a knock on effect of boosting self esteem.

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Using positive enforcement to help motivate them to learn new concepts 

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Using positive enforcement to help motivate them to learn new concepts 