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I try to keep track of what I’ve done and what’s actually worked, but I don’t overcomplicate it.

Sometimes it’s just quick notes on my lesson plan, or a short message to the TA saying what helped that day. I’ll take a photo of a student’s work if it shows real improvement and stick it in my digital folder.

At the end of the week, I look back at who’s improving and who’s still stuck. That helps me plan what to adjust next lesson.

I also like chatting with the other teachers about what’s working in their classes. Half the time someone else has already found a simple fix I hadn’t thought of.

Mostly, I just remind myself it’s not about getting every step perfect. It’s about being consistent and making sure each student gets the kind of help that actually makes a difference.

Edutopia: Reflective Teaching Strategies
https://www.edutopia.org/article/reflective-teaching-strategies
Their ideas on reflection keep me grounded—it’s more about progress than perfection.

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Once we finish the assessments and have a better idea of what the student needs, we start building a plan that makes sense for them. It’s not just paperwork, it’s about putting the right kind of support in place so the student can actually move forward.

At Xiwai, our classes are streamed by English level. During the midterms and finals, which happen twice each semester, students can move up or down depending on how they do. It gives them a fair chance to be in a group that matches their current level and keeps the learning pace right for everyone.

Within each stream, I still make small changes when I need to. Sometimes that’s giving clearer instructions, adding bilingual examples, or helping students set short goals, like building vocabulary or following a new routine.

I check in often with the student, the TA, and the homeroom teacher to see what’s working. If something isn’t, we change it. The plan keeps shifting until we see real progress and confidence starting to build.

IEP Resource Guide

https://www.understood.org/en/articles/iep-resource-guide

This site has some simple examples of how small, clear goals can make a big difference over time.

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Step 6: Diagnostic Assessment and Follow Up

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Step 6: Diagnostic Assessment and Follow Up

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Once the learning support process starts at Xiwai, it’s not super formal like in some schools. We don’t have an official learning support team, but the first step is usually to talk with the student’s Chinese homeroom teacher. We share notes about what we’ve seen and what’s already been tried.

If things still seem off, I’ll check in with the Head of the English Department. They help us figure out the next step. Sometimes that means giving extra support to students who are struggling, and other times it’s about offering more challenging work for those who are ready to move ahead.

If we think it could be a learning issue, the student might do a few short assessments or have a quick chat with one of the senior staff to get a clearer picture. I try to stay involved the whole time so communication stays clear and we can do what’s best for the student.

UNESCO Inclusive Education Resource

https://unesdoc.unesco.org/ark:/48223/pf0000376709

This reminds me that good support should always be flexible and centred on the student, not a one-size-fits-all approach.

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Step 5: Referral to Learning Support Team

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Step 5: Referral to Learning Support Team

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If the same issues keep showing up after I’ve tried everything in class, that’s when I go and talk to our learning support team.

I don’t jump straight to it. I like to have a few examples ready first.

Usually I’ll gather some student work, my notes from PE or Food & Nutrition, and anything the TA or parents have mentioned. Then I’ll sit down with the homeroom teacher or the English support teacher and we’ll go over what’s been happening. If we all agree the student needs more help, we fill out the referral form and arrange a short meeting with the learning support coordinator.

It’s not a big scary process. It’s just about finding out what kind of support the student really needs.

Sometimes the team might suggest extra EAL sessions. Other times they’ll recommend testing or something more specific.

Either way, once the team takes over, I keep checking in and sharing updates from my side.

National Center for Learning Disabilities – Referral Steps
https://www.ncld.org/
Their process reminds me that collecting real classroom evidence before the referral saves a lot of time later.

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Step 4: Parent Communication and Collaboration

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Step 4: Parent Communication and Collaboration

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When I’ve tried a few things in class and the student is still struggling, I’ll usually reach out to the parents.

Most of the time I just keep it simple. Maybe a short WeChat message, or I’ll chat with them at pickup on Fridays if I see them.

I tell them what I’ve noticed and what I’ve already done to help.

I always keep the tone positive because I want them to feel like we’re on the same team.

I might say something like, “We’ve been working on following instructions in PE, and I’ve noticed some progress but I’d love to hear how things are going at home.”

That little bit of openness makes a huge difference.
Parents will often tell me things I’d never know otherwise, like that their kid gets nervous speaking English, or maybe they’ve been distracted at home lately.

If needed, I’ll invite the TA to join in so nothing gets lost in translation.

It’s just about making sure everyone’s on the same page early before things get too hard for the student.

UNESCO Inclusive Education Policy Guidelines
https://unesdoc.unesco.org/ark:/48223/pf0000376709
I like their idea that communication should feel supportive, not formal or judgmental.

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This part can be tricky, especially in our bilingual setup at Xiwai. Some kids just need more English time, others might have deeper learning challenges, so I take it slow.

If I notice a student can explain the idea in Chinese but freezes when I ask in English, that’s usually a language thing. I’ll test it out by letting them answer in Mandarin first, then help them find the English words. You can almost see the relief on their face.

But if they can’t explain in either language, forgets simple sequences, or struggles even with lots of visuals and modeling, then I start thinking it might be more than language.

I usually talk to our Chinese TA too they always notice things I miss, especially in those lower English-level classes.
I note down examples of what I see and grab a few bilingual work samples, just to have something clear when I bring it up with support staff later.

WIDA English Language Development Standards –
https://wida.wisc.edu/standards
This helps me figure out if the student’s challenges line up more with language development or with actual learning needs.

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Step 2: Classroom Interventions (Tier 1 Support)

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Step 2: Classroom Interventions (Tier 1 Support)

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When I see a student struggling, I don’t rush to label anything. I just start adjusting what I do in class and see how they respond.

In PE, that might mean putting them with a stronger partner who can quietly guide them, or letting them watch first before they join in.

If the issue looks more language based, I’ll throw in bilingual flashcards, short demos, or even get one of the confident kids to explain in Mandarin.

In Health or Food & Nutrition, I sometimes stick pictures and short English notes on the board so they can match words to actions nothing fancy, just what works.

I also check in with them after class or during break. Sometimes a quick chat tells me more than a full observation sheet ever could.

I give it a couple of weeks, watch if they settle in, and only move forward if the same problems keep showing up.

CAST: Universal Design for Learning Guidelines –
https://udlguidelines.cast.org/
UDL just reminds me to teach in different ways—show it, say it, act it out—so every kid has a fair chance to get it.

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At Xiwai, I usually start by just watching how my students respond in class, not only academically but also how they move, talk, and react to instructions.

In PE or Health lessons, I’ll notice things like a student hesitating during team activities, mixing up directions, or struggling to follow a sequence of movements.

In Food & Nutrition, it might be something small like forgetting ingredients, confusing measurement steps, or needing the same directions repeated a few times.

After class, I jot short notes on my clipboard, or sometimes I’ll quietly check with the Chinese TA to see if they’ve noticed the same things.

I don’t jump to conclusions too early. I just keep track of patterns that stand out and compare them over a few lessons.

WHO Physical Literacy Framework

Refer to WHO physical literacy standards for identifying developmental or motor-skill concerns.