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1. Sharing from all TG on the strategies to share with teachers on asking students how they feeling

2. Study & process skills strategies to help students pay attention in class

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1.       The range of study skills shared today are very useful, such as the Marker Strategy & SLANT. Thank you for the explanation on how to apply them during withdrawal sessions.

2.       I like the term ‘neurotypical’ though I rarely use it. I agree with Lady Louise’s sharing and the point raised by Sir Azhar on how the various tips and strategies given in the links can be used by these learners. And true to her words, when Dr Liz said that if mainstream teachers subscribe to this view, there will be less need to dispel the darkness!

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Using Acronyms: Pupils will be able to remember and memorize a single word in each letter. This letter-association strategy is especially useful for remembering short lists of items or steps.

Working closely with teachers allows me to seek help about my pupil and exchange feedbacks on strategies to be use on a pupil.

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1. SLANT is useful when setting expectations for students to be attentive.

2. It is ideal to keep to 3 rules when setting self-monitoring of attention so as not to overwhelm the student.

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1. Important not to do frontal teaching during withdrawal session as they need the proximity to better understand the strategies and skills being taught.
2. We must be up-to-date with current technology especially the features of SLS so that it will be easier for us to upload resources for teachers and online lessons for the students.

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I like the teaching of different behavioural and learning strategies for the child thru many examples like using acronyms, guided notes, self--monitoring etc.

To always reflect on what work and what doesn't and also be receptive to feedback and reflection from peers and students to see how we can continuously strive to improve ourselves.

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1) I must always remind myself not to do frontal teaching during withdrawal session as they already have frontal teaching in class.
2) Acronyms are good and easy to remember however, if we don't practice it often, students will not be able to apply when needed especially during exams. For example, strategies on how to tackle MCQ questions. We must keep in mind of the student's learning abilities before teaching certain skills or strategies.

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1. SLANT. Definitely useful for all students, no matter the needs. Good habit to have as a student.

2. WALT & WILF. This strategy would be useful to train students to become active learners and take ownership of their own learning.

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1) Find out more about the child’s needs from parents, past year’s teachers, and even from informal chats with the child as well so that we are able to give the necessary support to the child.

2) Every child is different. It is important to provide the necessary scaffolding and lead the students to acknowledge small successes.

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1. I learnt that if I am using say SLANT to set expectation, it is good to break down my teaching maybe go through SLA first before going through NT. This will help students understand better as examples and non-examples can be used. This applies to PIRATES and MARKER too.
2. The three sites for ADHD, Autism and dyslexia were really informative and it is something that could be shared with our fellow teacher as it is also a form of awareness with strategies too.

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Will definitely use SLANT during my first lesson as an expected behaviour. The website IRIS has valuable information that can be use whent teaching behavior. And the use of ICT when applicable as students nowadays are IT savvy.

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1. SLANT: Something easy and useful especially for visual learners and those who can only read simple words.
2. Always keep instructions precise and short for students to remember easily.

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It’s easier to remember strategies using acronyms however I feel the acronym needs to be at the student’s level of understanding so that the child can remember, retrieve and apply it.

Very important to  set rules not only for WS, also for HBL packages and online lessons. This helps to facilitate learning to take place.

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1. The different study skills shared in the lecture are very helpful and will come in very handy in my course of work.  These skills are applicable for both Primary and Secondary.

2. Indeed, teachers can help us in our work with SEN students.  Hence, working closely with mainstream teachers by sharing ideas, encouragement and support will be a great way to build teamwork.  TEAM = Team Efforts Achieve Miracles

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Being a fan of Acronyms since I was a AED T&L, I find it a very fun and meaningful way to remember things, especially if the acronyms resonated with the topics. Crafting the acronyms with the students themselves is a very fulfilling lesson, and it makes more impact for them to come out with their own acronyms themselves.

That being said, with whatever we are trying to teach or application of skill/ strategy with the student, we must always make sure that they are on the same page (or station). It is in the student's best interest that we check for understanding and reciprocity every now and then in between lessons, so that the lesson itself is effective and serves its purpose. Therefore, in my opinion, the You-Do part in every lesson is one of the most important components in the crafting a lesson plan.

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1. I like the train analogy whereby we might be charging to our destination, too focused on executing the lesson that we fail to notice the student being left behind on the platform.

2. The need for educators to catch up in terms of ICT as there are more exciting ICT-related things for the students outside the classroom therefore educators need to find out more and use ICT to our advantage.

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1. For Simple visual reminders, we should try not to go beyond 3 points as it will be challenging for students to remember too many things.
2. Rules and routines are very important and our student must know what is the lesson objectives of that lesson W.A.L.T as for W.I.LF (success criteria), it is for us to tell if our student has learnt the lesson objectives and if our LO has been achieved.

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1. Having a platform to work closely with parents are crucial so that both can be on the same page.

2. Acronyms, acrostics, rhymes and key words are great strategies to gain students attention and understanding.

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Must build rapport with the student. Without rapport, intervention lessons will be hard.
Equipping self with ICT skills is important

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I must remind myself not to do frontal teaching and give more opportunity for students to do it with the strategies that I have taught. Practice makes perfect.
SLANT is a good strategy for students whom have issues in off task behaviours. It will be even better if teachers can use it for the whole class so that it is consistently practiced and reinforced.
Building relationships with various stakeholders are so important everyone plays a big role in educating the child. It is also important to respect the opinions and thoughts of each stakeholder and see how we can come to a win-win situation.
It is important to teach according to the needs of the child and not just follow blindly to whichever strategy that works. We may even need to customise/adapt from it.

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1. I find the professional development, process, study and expression skills useful and can be applied when I start my practicum next week.
2. The key strategy in working with mainstream teachers for me is "Mindset" not only for them but as a reminder to myself as I engage teachers and students alike.

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1) Use SLANT to get students ready for lesson. Use MARKER to set goal with students
2) Don't be happy that we cover the plan content rather we should more happy if student learn something but no accord to our plan

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1. It is important to select the tool and strategy that fits the student. The tool needs to match the students' needs, strengths and personality.
2. Acronyms are catchy, fun and easy to remember. Students will remember it better compared to long winded explanations.

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1) TSR is very important. Building rapport with the student should be included in our 'TO-DO' list.
2) Avoid doing frontal teaching!

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1. Every strategy will be useful if you are alert to the needs of the students.
2. SLANT is a useful strategy which I would like to use in my future lessons in getting students to show attentive and active gestures in class.

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1) Use of ICT in lesson as it engaged multi-sensory learning.

2) Working with student with ASD - strengthen my resilience and patience.

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Use acrostics and acronyms to help students remember certain concepts when teaching.

The use of SLANT. A good technique and reminder for students to stay attentive in class.

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1. SLANT, PIRATES, MARKER strategies that are adaptable and allow generalization for whole class application, but of course, do tweak where necessary to suit our learning audience

2. Progress together with child, hence we need manage our expectations so that we can fully support & maximize the child's growth at his/her pace. They are already being "rushed" in class, so our withdrawal session should be otherwise.

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1. Using whole class strategy not only benefits student with needs, it benefits all students in the classroom.
2. Students learn differently. It is important to use multi-sensory teaching techniques to engage students in the learning process.

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1) The importance of structured classroom routines allows the students to know what are expected of them and how to do certain things independently. These routines allow more time for meaningful instructions and productiveness. Hence making it easier for students to learn and achieve more.

2) Advising Teachers to communicate their instructions by chunking them into bit-size and avoid complicating them with jargons. Instructions needs to be kept simple, direct and succinct.

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1. Always check in on their well being and feelings before the start of the session.
2. Using acronyms will definitely help our students to remember better.

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1) Catchy acronyms will be easier to remember than those that are just plain (no offense to SLANT, but PIRATES will be stuck in my mind for a while)

2) Though we may not be very up-to-date with current technology, we should set aside time to figure out how to tap on all these newfangled tech to enhance our lessons and sustain our students' interest

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Different student has different learning needs and styles, thus, it is always important to know what students like and select the appropriate tools and strategies that will help boost students learning!

Acronyms are also a great way to teach students. It’s easy to remember, and understand. We can create it together with students to make the lesson more meaningful for them!

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1. Accommodations should be made to enhance students' learning. This includes using ICT tools, using short and succinct instructions and giving longer respond time.
2. Regardless of students' difficulties, it is important to allow them to experience success. Therefore, teaching them strategies is also a trial and error process.

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Every child not only has needs but also strengths. Focus on his/her strengths.

WALT - We are learning to ......
WILF - What I looking for ......

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The use of SLANT is a good strategy that we can use as many of us will come across students with inattentive students.

The use of acronyms is great to help students remember long words.

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using acrostics can help pupils learn better. i remember one of it, how to spell 'because'. Betty Eat Cakes And Uncle Sells Eggs.

the links given to use is also interesting as i can share with the mainstream teacher the different classroom accommodation for pupils with adhd - from seating arrangement to information delivery. these teaching techniques are applicable to all.

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My two take aways are:

1. To use acronyms to make memorising steps of a certain strategy easier to remember. By associating the acronyms with a an object of interest might further enhance the experience for the student. However not to forget, we need to model for the student on the steps they’re to follow.

2. When working with mainstream teachers, the most important quality to have is to be approachable. By being open for relationships with other colleagues, we allow them to trust us in giving them the relevant strategies that they need for their students. To have a genuine relationship colleagues, it is important to practice good communication skills such as active listening, good body language, appropriate eye contact, and finally show empathy.

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1. Using of SLANT as a personal development skill to encourage and remind students on being attentive and active in class. This does not only apply to SEN students but can also be integrated into the main class as well. Together with the MARKER strategy, this can help all students to learn how to set goals and do self-monitoring.

2. When working with mainstream teachers, we will need to work together with them as a team - this would mean being open to ideas and sharing ideas respectfully. By giving strategies that are easy to use, by both teacher and student, will help and encourage teachers to want to implement it. It will also be good to be inline with the teacher on their rules and routines, so that both will be on the same page, and it will not confuse the students as well.

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1) Expression Skills - combines special presentations of information with explicit strategies for recall. May want to get student to draw so that they can understand the comprehension or story better.
2) TSR, TTR, TPR is import. building relationship to work together and tailoring for success of the child/student. Share ideas, encouragement and support each other to foster the learning and development of their child/students.

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1) It is important to work collaboratively with the mainstream teachers. Share with the teachers whatever skills that is being taught to the student so that they can practice it with the whole class too.

2) The different types of useful study skills that can be used for the pupils. When introducing Personal development skills like SLANT, best to introduce 2-3 points at a time so as to not overwhelm the student.

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1. Some strategies can be introduced as whole class initiative. If the strategy is useful and helpful for the whole class, such as SLANT, MARKER. Furthermore, sharing strategies to a whole class will improve our relationship with the class teacher. The positive relationship will be beneficial when introducing new interventions and providing opportunities for future collaboration.

2. Process skills are higher order skills. Such skills include notetaking, and it is a higher order skill as it requires the student to listen, interpret, organise and record information. This skill is practical and essential in their post-secondary education. Notetaking can be taught through the column method and representing ideas through infographic. We must mindful when we introduce strategies to student. The chosen strategies must be practical and useful for the student, suiting their needs and personality, preferably transferable to other aspects of their learning.

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1) Attending today’s session has been meaningful and purposeful in enhancing my learning process as I am able to understand deeper the application of the various strategies and study skills which I can carefully and strategically adopt  and apply in my teaching sessions with my students during the upcoming practicum as well as in the future. Having learnt these various strategies and study skills can also help build up my resource bank so that I can plan for varied and differentiated lessons to keep my students engaged.

2) After going through the lecture slides, I am able to reflect on how I can adopt the various teaching methods/styles to enable me to overcome various barriers when teaching my students so that I am able to allow my students to think critically and enhance their thought process skills.

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I can consider using Marker strategy when setting goals and for tracking of students’ progress.

Teaching students using acronyms, keywords and rhymes is helps students to retain their learning.

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1.      It can be overwhelming for students in the mainstream classroom so we can share tips such as checking in with them regularly, having classroom routines and be mindful of how instructions are given (clear and bite-sized)

2.      Be aware when teaching that you are not leaving any of the students behind with the aim of finishing the content. Work together and pace the content so that students and teacher can reach the clear end objective together.

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Einstein said” if I had an hour to solve a problem I’d  spend 55  minutes thinking about the problem and 5 minutes thinking about solutions”
Says very much about “ how well you define a problem determines how well you solve it”
The market strategy is something I had done with my mentor before. But at that time, the structure is very sloppy. Now I have another opportunity to oil it and make it shine.
Process skill is another that I did a skeletal version during my stint. Today’s lesson jolted my memory. Time to work on this again.

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My two takeaways are:
1)
WALT - What We Are Learning To...
WILF - What I Am Looking For...

2) As AED LBS, we should not fall into the trap of conducting frontal teaching, as the students already have enough of that in classroom. Withdrawal sessions should be utilized to provide individualised lesson that is catered to the student’s learning needs

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1) SLANT is an easy technique to use and to teach children with special needs. I believe sitting posture makes an important role to start off the lesson. Children can also easily self-monitoring using SLANT.

2) short and concise instructional languages and provide immediate corrective feedback for SEN will them to digest and receive the messages on what to do. It is also easier for them to stay on task and review on what they needed to re-learn.

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1. Method of delivery matters! As much as the goal matters, the means to get there is going to determine how successful or how far the goals are reached.

2. Usage of visuals, learning through games, schedules, routines & structures is important instead of just giving it verbally.

3. Allow the child to have a say in how things are done and what they want to have.

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Avoid doing frontal teaching during withdrawal sessions. Alternative instructions can be replaced to personalised the lesson.

Acronyms, rhymes, acrostics or even songs are easy ways for students to remember things.

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1. It is important for us to match the appropriate skill or techniques to the student's needs and strength. As an AED LBS, I would advise teachers to do what they can do to make learning easier for students, not make teaching easier for the teacher. Before introducing strategies to teachers, it is important to have an understanding on how much do the teachers know about working with SEN as that could be the main barrier to student's learning, teacher's attitude towards SEN. A reminder to fellow educators about the rising number of children with special needs in mainstream schools has been happening for the past 5 years or so and teachers need to know that they can teach them too with certain strategies and interventions, as advised by AED LBS or those who have experience teaching SEN.

2. I like how SLANT (as a study skill) can be use to regulate students and  also a tool for teachers to use to look at how attentive students are.

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When we look at the different strategies and methods shared across the 3 sites, a lot of points can be used interchangeably and applicable to neurotypical learners.

The use of acronyms can greatly help pupils to remember steps and processes. Pupils have to be explicitly taught to use them correctly before actual implementation at critical points, such as examinations and tests.

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1. Work on different techniques that will help the child to learn better and stick to one that works best for them. E.g. use acronyms, acrostics, rhymes or key words.

1. Build rapport and relationship with student before conducting any withdrawal session to gain student’s trust and cooperation. Rapport with other stakeholder will also enhance the support given for the student where good rapport will encourage everyone work towards a common goal.

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1. Understand from the perspective of the students when doing the planning. How to ensure they are engaged and what are their learning styles.
2. Everyone has certain needs, customised of the lesson based on the needs and understand what works for them and what motivates them will also make their learning more engaged and interesting.

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TG3 Nisrin Osman
My takeaways from the lecture:
1) Use of visual to remind the students in their daily class activities and to self-monitor their performance.

2) To communicate regularly with our students to clarify and to avoid misunderstanding and build rapport with them.

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1. Grateful for the different strategies introduced especially for older students in Sec Sch especially like the ones for self-monitoring and note-taking.
2. Also helpful are the notes for the Dyslexia, ASD and ADHD. It is true that with the increasing numbers of students with added needs in a mainstream classroom, AED LBS can help teachers handling high challenged classes by suggesting the various effective ways of managing and supporting the individual students with needs. It is indeed challenging to cater to diverse needs in one learning space.

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Two take aways
1.Do not overwhelm the students with too many instructions,give clear and simple instructions.
2. Apply good strategies and teach skills according to the needs of the students. Focus on the student's strengths rather than their weaknesses.

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1) As an AED LBS, it is important for us to empower the mainstream teachers and work closely with them in order to support the students with special needs in their mainstream classes.

2) It is also important that we do not do frontal teaching as the students with special needs have had enough of it. This is something I as an AED LBS need to keep in mind because when I an AED T&L, I tend to do frontal teaching as well. Therefore I must be careful.

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1) Generally, students in mainstream schools are usually swarmed with alot of demands and various instructions to follow. This is especially difficult for students with SEN to follow through so it is important to share with the classroom teachers tips and strategies to use such as being mindful of the the language we use, making instructions bitesize as well as checking in regularly with the students on their understanding. At times, providing the students with a self monitoring checklist is actually useful to help them to keep track of their homework etc.

2) Apart from using SLANT in a mainstream classroom, I thought that introducing this technique during the first withdrawal session is useful in setting expectations for the coming withdrawal sessions to remind them to be attentive when I'm teaching a skill. On top of that, it is also easier for AED (LBS) to enforce this both in withdrawal sessions as well as in-class support where I can monitor and make corrective action if necessary.

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1. Advocate for the students accordingly by understanding students limitations and strengths and sharing with teachers on how we can help nurture the child holistically by tapping on their strengths.

2. Components of SLANT is a universal routine that is being used in most schools. The name may differ but the objectives are the same. This makes me realize the necessity of breaking down information for students to achieve even the simplest instruction of "Pay attention".

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1. Intervention and lessons must planned according to the child's interest and needs.

2. If we keep up to date with the latest interventions and evidence based practices, we would be more confident to collaborate with teachers and share tips.

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1) When working with Mainstream teachers, it is important to build rapport, positive relationships and work together as a team to help our students. Advice to them can involve breaking down instructions into smaller manageable tasks, use multi sensory strategies and ICT.

2) It is also essential to share with teachers that every child has strengths and it is good to focus and tap on that. It is crucial to build rapport with our students, encourage and motivate them as TSR is key. Value little steps of success for both students and ourselves.

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1. Gain a commitment from the student. He or she must want to work toward the goal, and I should always describe the classroom demands to the student.
2. to monitor the student and to continue to work with the classroom teacher to modify and adapt materials, methods, and the teaching-learning environment as needed.

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Noor laily

1) No frontal teaching during withdrawal sessions.
2) customising the lessons to suit the needs of the students.

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1. Having WALT and WILF written visually  at the whiteboard make it easier for the students to know what is exactly taught for the lesson of the day.
2. Self monitoring their own performance will help them to track their achievement and enjoy their little success.

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1.     One of the things I have learned would be some of the barriers for our students in learning. It is important to look into all these various barriers to learning so that we can look into it and help our students so that our students are able to cope better in classrooms and optimal learning is achieved. It is also very important to understand the perspectives of the students on how they are feeling before the lesson or during the lesson so that they can be attentive learners when their issues/emotions are addressed.

I completely agree that our students are swarmed with a lot of things happening in school such as instructions that can be very overwhelming for the students. Some of the advises we could provide their Teachers would be to check in regularly with the students to see how the students are feeling; to go through the classroom routines and structures for the students; to ensure that the instructions are short, clear and precise; and to also break the instructions down and provide them into bite-size information rather than providing as a whole which will overwhelm them. This is to encourage a fruitful and rewarding time for our students with additional needs in the mainstream classrooms.

2.     One of the other things I have learned would be some Self-Management strategies which we could teach our students with additional needs on how we can guide our students to regulate themselves in terms of self-monitoring, self-instructing or even goal setting. One of the ways that has caught my attention in which we could to teach our students with additional needs “The Marker Strategy” where they could:

M – Make a list of goals, set the order and set the date;

A – Arrange a plan for each goal and predict their success;

R – Run their plans for each goal and adjust them accordingly if necessary;

K – Keep records of their progress;

E – Evaluate their progress towards each goal;

R – Reward themselves when they have reached a goal and to set a new look.

This would allow them to monitor their own progress and give them a sense of responsibility and ownership as well. Of course, at the beginning, it is our duty to ensure that we teach them this strategy and guide them with this strategy over and over during our withdrawal sessions so that the students can master this skill and thereafter be able to apply it on their own.

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1) We have to ensure that students learn what we need them to learn. At the end of the lesson, they must understand what they are learning.
2) Every student learns differently. We need to provide the necessary scaffolding and lead the students to achieve and acknowledge little steps of success.

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1. The memory strategies I feel that is very useful to help students memorise things in a unique way that they like for example in rhymes or acronyms.

2. The PIRATES strategy is a good strategy to guide students in helping them to at least attempt all the questions in an exam or test.

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1. Some strategies can be applied to all three groups of students with additional needs (e.g., differentiated worksheets, students should be seated away from the door or windows but near the teacher's table, KISS (keep it short and simple) instructions, using visuals (charts, pictures and colour-coding).

2. Tapping on our students’ strengths and interests is the easiest way to find the strategies that work for them.

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1. For self monitoring checklist. It is good to have 3 pointers only.
2. I like the strategies shared today. It is just in time for our practicum. It is like a refresher. The most impt factor is to built good TSR so that we can use the strategies learnt for the students well.

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1. I should always remember to select tools that matches the student's needs , strengths and personality in my lessons .

2. SLANT, MARKER and PIRATES are strategies that can be easily implemented and even used by all the students in the classroom.Very useful visuals and easy to remember.

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1) I have learnt S.L.A.N.T is a very simple and straight forward approach to understand and easily applicable to both pri & sec sch students (preferably sec1s).

2) The MARKER strategy is a personal checklist and self monitoring strategy where I can also use this and keeping in mind with our S.M.A.R.T goals and WALT, WILF.
WALT: We Are Learning To..
WILF : What Im Looking For..

Lastly, bearing in mind that we shall not conduct frontal teaching.

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1.

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1. Strengthen on the TSR, TTR PTR, SSR to have a better understanding on the child's profile and needs.

2. SLANT, PIRATES, MARKER strategies need to customise and taught to our students based on their needs, focus on the child strength and interests.

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1.Adopt the strategies by introducing to the entire class will be useful for all students to learn in a conducive environment.
2. Teachers are also challenged with their busy schedules thus by sharing with them the tips, it acts a one-stop measure that everyone can practice.

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1. What is it like to be in the classroom on different timing of the day, midday, after recess, late noon? Consider putting ourselves in the student shoes, be emphatise and create enthusiasm in our teaching and guiding platform.

2. Teachers mindset is important to lead the path to success. So it is best to identify what works and what does not, although it can be a trial and error process, we can take the opportunity to collaborate our expertise and empower teachers and self to better understand our students.

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My takeaways are:

1. Strategies for SEN could be applied to the rest of the class. It helps the student with SEN feel included as well as helps the teacher manage all students better.

2. Study skills strategies are plenty. We have to carefully consider which one to use based on our student’s needs, strengths and personality/interests.

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1. The study skill strategies are very impactful for our learning as we can incorporate then into our teachings during withdrawal sessions. Also provides us with useful tips to embark in our career as a LBS .
2. Important pointers to take note when working with main stream teachers:
- Set classroom behavioral expectation consistently in every lesson

- Work with teachers and parents closely to achieve a positive outcome.

- Collaborate as a team to share ideas ,encouragement and support.

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1. Students must be able to generalise what they have learnt from us in WS and apply the strategies in their classrooms and we need to work collaboratively with mainstream teachers to overcome the barriers to learning
2. The study skills can be taught to the whole class so that everyone can benefit, not just for students with additional needs.

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1. It is important to find out what works for my students based on their strengths and needs. e.g. ICT, VAKT, Multisensory etc.
2. I must remind myself not to do frontal teaching in my withdrawal sessions in the future. We need proximity to enable my student to understand better.

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1. I like the SLANT strategy that we can use to help with student who has attention issues.
2. The use of ACRONYMS is also very useful as it gets students to associate with something they are familiar with that will make them remember easily.
To always keep instructions short and clear so that student are able to follow.

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1. We should try not to use more than 3 points for student’s self-monitoring visual reminder. As it would be challenging and overwhelming for the child to remember the multiple steps.

2. By using acronym, student will be able to remember and associate the letter with each word in a phrase. This memory strategy is useful for student in managing their study skill.

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1. Evidence-based strategies are good tools, but the strategy must match students' needs as every child is unique.

2. It is tiring for the child to misbehave. Instead of jumping to the conclusion, try to think from a different perspective: it could be due to their unmet needs.

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1. As educators, we would need to keep an open mind, to be creative and innovative, so as to devise engaging lessons for our students to learn the skills. I think that in using acronyms, the student could also be involved in devising an appropriate acronym to help them remember it better.
2. There are many resources and strategies to fill our bank, to be withdrawn and shared with teachers or used in our lessons. However, we need to be selective in what we share as we would have to consider the needs of each unique student.

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My 2 main takeaways are:
1. Instead of traditional frontal type of teaching (monotonous one-to-one), we should customise our teaching methods to suit the students’ strengths and needs. Students work best if they are enthusiastic to participate in action. They do not like rote memorisation and so we should incorporate social stories, hands-on monitoring progress charts, role play, model making, categorising sorting activities, choose difficulty level stations etc. If they are supposed to remember certain rules/ routines, skills and strategies, it is best to use acronyms, actions, visual cues and video modelling, that will allow them practise together, master the skills in order to work towards automaticity. Throughout all these learning, we should check on their understanding and get to evaluate how to best support the child. If need be, we should modify our lesson objectives and methods, if more scaffolding or more independent practice/ quiz can allow higher-order or critical thinking. Provide specific training, no blame culture with the positivity in learning from mistakes and provide frequent reviews.

2. Other than teaching the child for withdrawals, we can never work alone. To implement these skills successfully, we must collaborate with the respective stakeholders. They can be our eyes for that child. We can form communication groups to give updates. The subject teachers can support us in monitoring if the child is able to apply the strategies you have taught, give them prompts and reminders, sign on their self-progress forms, in the end aim to reduce amount of disruption during lessons. The parents can learn how to best support their child, working from authoritative figure who always look at the negative sides to someone who can empathize and encourage their child to work on small achievements with effort. Getting feedback and updates from both sides will also allow us to reinforce areas that the child is still lacking, and work on out goals for the child (finetune), it works towards a win-win situation.

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1. Slant is a good technique to teach the pupils about adopting a good body posture and paying attention in class. This can be useful to pupils with attention issues.

2.  Acrostics  can also be a good tool to use in concepts or even when doing comprehension. This is something that I will look into during my withdrawal session.

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Sharing these strategies with teachers would be very beneficial to all the students in the classroom, as every student has needs, and the teachers must address these needs.
I would always remember to be a reflective educator. I would reflect on the students and the lesson; I would ponder on the following questions: What worked and what did not work for my student and I must be aware of what feedback I could get from the student both verbal and non-verbal)

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There are many strategies shared in this lecture that are good takeaways.  If I really have to choose 2 then they would be:

1. WILF - Success criteria. Each child needs to experience success to motivate them to continue to be excited in their learning. If teachers and AED LBS can somewhat align the success criteria for the child then if they succeed, they will be doubly motivated to do well in both the class as well as in their sessions.
2. There is a wealth of information and resources to support SEN pupils easily available on and offline. However, again alignment is important and must suit the needs of the child as this comes first. Therefore we must be smart in choosing the best strategy that is the most suitable and that can help the child to learn best.

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1) “Ensure students are moving with you in your teaching!! Not leave them at the platform”

I resonated with and appreciate the train analogy Dr Liz. A good self-reminder to ensure our students are with us along the journey and always check for their understanding, that they are following and for any clarifications and re-explain, reteach if needed.

2) There are many tools, select the best tools that MATCH the students’ needs and students’ personalities and strengths! 😊
Build in things for students that can build their strengths, to celebrate their successes and empower them. STUDENTs are most IMPORTANT MEMBERs OF LEARNING! 😊

(During my school attachment was when i first came across WALT in a noticeboard poster, WALT = What Am i Learning Today, just as it can also be We Are Learning To, as taught today in your lecture :)

Thank you.

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1. Our relationship with the various stakeholders is very important. If the TSR is not good, no real teaching and learning can take place in the classroom.
2. Every child can learn. It is how we work at making interesting lessons that will engage them.

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There are many resources to support teaching and guide teachers on several different difficulties such as ADHD and dyslexia.

The different types of study skills that was on show today will be useful during our practicum and beyond.

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The three different websites that was shared by Dr Liz would prove very helpful in developing PD materials for sharing with the teachers, also for us to keep as a reference for different information needed even beyond our practicum days.

A note to self: No frontal teaching! (Actually even the T&L classroom has been encouraged to move away from frontal didactic style of teaching.)

There are plenty of strategies. Always focus on the needs of the child and not the diagnosis of the child.

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1. All the strategies to share with teachers for the three common disabilities seen in mainstream classroom is very helpful.

2. I like the analogy of the train! We might finish the SOW but if the students are lost, then we have failed as educators. I must remember that teaching plan is a guide, important is student understand and can master each task.

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1. Introducing SLANT to students and other visual strategies to help students understand and relate better. Be objective and share the WALT (we are learning to...) & WILF (what i'm looking for...)
2. The importance of working together with the teachers. Be approachable and ready to share.

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My two main takeaways from this lectures are
1) The strategies recommended or crafted for the students with SEN can actually apply to Neurotypical students. Dr Elizabeth once shared with us during a late afternoon zoom session, that there was this particular researcher shared with her if only the mainstream teachers teach the way how it is being taught to a child with Special Needs, how great their classroom learning will be.  I totally resonate with this and I remember this sharing. Neurotypical students also do have learning needs as well not just students with special needs.

2) A child has already experienced frontal teaching in their normal schooling hours and to conduct frontal teaching again, they may feel bored or less enthusiastic in learning.

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Padma
1. Whatever strategies we teach during WS, students should be able to generalise it in their own classroom setting.
2. Teaching SLANT can be the very first session with our student, in teaching personal development which is to be attentive.But we need to set the limit to max 3.

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1. There are many different ways to reach out to diverse learners and self-monitoring is one of them. I have read about self-monitoring being developed as an assessment procedure originally. However, the act of self-monitoring a behaviour caused changes in the behaviour of the person monitoring it. Hence, it is now being used as an intervention strategy.

2. Having a positive mindset is important. As an AED (LBS), we are the voice of the student with SEN. Hence, by adopting a positive growth mindset, we are advocating to others that these students too have their strengths and potential to become successful in life.

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1. Every child has unique needs. Tap on their strengths, focus what you can do for the child best her/his needs. As educator, we need to also be updated with all the learning tools available, knowledge of skills and strategies.

2. The 3 websites introduced by Dr Liz are really useful sites. I learned how I can look out for students with learning difficulties and also share strategies with the teachers.

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1) match our intervention strategies to the difficulties of the students with SEN
2) ensure skills taught to the students to be generalised in the mainstream class

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1. The use of slant, as it will be useful for students during class participation to stay alert and focused.

2. It is important to use the correct strategy on the child has every child has their own unique way of learning. Not all child learn the say way as an educator is important to provide space and time for the child to learn and excel