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A disability, or social-emotional problem is NOT discovered or assumed.

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A disability, or social-emotional problem is NOT discovered or assumed.

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We should look to initiate an IAP (see next post). Similarly, we can try to implement some of the differentiation strategies found in Cohort 7's Disability Padlet where deemed appropriate.

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Try to implement an IAP with the managers, classroom teachers, assistants and parents, with the student's input. Set clear goals that want to be reached with on-going assessments of the situation from all involved parties. Review the need to continue the IAP on the basis of bi-semesterly summative assessments and on-going formative assessments from the teaching staff.

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Social-Emotional Issue is discovered or assumed - potential solution

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Social-Emotional Issue is discovered or assumed - potential solution

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Ensure the student is being monitored closely and the teacher can do their best to help improve these problems where they can.

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Consult the TEACHNOW Cohort 7 Padlet and implement differentiation approaches and tools where feasible. Teachers may need to use their better judgement to assess the students difficulties themselves where it is not possible through the school.

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This can be done by consulting the teaching assistant, who can notify the classroom teacher, and write comment in the student's going-home book. Managers will also be informed. However, this is a culturally sensitive issue in Vietnamese culture; parents may not like or accept what they hear and the school may be reluctant to engage in such a process.

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Create a Student-Buddy system with a stronger student to help them achieve the lesson goals. Likewise, ensure the teaching assistant is notified so they can ensure they devote more time to the struggling student (no hanging over the shoulders of the strongest student please!).

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The student can be placed closer to other students in need off attention so the teacher can issue help at once, or is easily in reach of in-need-of-attention students. For a distracted student, the teacher can take them away from the point of distraction, be that a friend or a window. They can also remove objects providing the distraction.

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Do they have known learning disabilies or on-going emotional issues?

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Do they have known learning disabilies or on-going emotional issues?

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- Are they distracted by another student? (e.g. chatting)
- Are they distracted by their environment? (e.g. looking out the window, watching classroom teacher, etc.)
- Are they distracted by something else? (e.g. fiddling with pencil case, doing other work, playing with toy)

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I need to ensure the lessons are varied and meet all the learning styles.

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I need to ensure the lessons are varied and meet all the learning styles.

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- Am I providing the student with enough individual attention?

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- Are my lessons as varied, fun and interesting as they could be?

- Am I creating lessons that cater to all four of the different learning styles

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- Do they keep up with the class?
- Are they meeting the class goals?
- Are they distracted?
- Do they disrupt the class/act up?
- Do they isolate themselves from social situations?

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Learning knows no bounds and this process will ensure all students needs are being met.