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Very interested in cars. Having conversations about this and allowing Rupert to share knowledge and photos helps build relationship. Relating work to cars is a good motivator

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Frequent reminders to stay on task as he is often distracted by a friend.
Challenging Angus to put in more effort

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Make him face the board and sit at the front of the classroom.
Break down instructions into small steps.
Create a white space in between text in documents.
He works well with Otto.
He will work when prompted.
Doesn't want to be singled out.

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Have Hunta sit with students that will encourage his learning/focus

Can shut down over small things, like disorganization.  In science I'm keeping ahold of his notebook for him.

clear expectations of what needs to be done in class. Set standards of work.

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Check in with him to gauge understanding of task and then he can ask any questions

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- Discreet one on one check ins.
- Mute Roger Device when not talking to whole class or Shae's table.
- CATs scaffolded to explain task words
- Checking assessments with Nicole (ILA) to change language to be in line with signing words.

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Allow Declan to verbally communicate his ideas.

He often doesn't like games like kahoot etc

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Include Harley in class discussions to ensure his attention is focused on instruction/discussion.

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Pronouns are: He/They
Not to be singled out.
The ILA will rotate around the class.
To assist him socially he works well with Matilda, Bella and Mischa.
Loves drawing
Read him: if he starts to get anxious he will fidget and hide his face.

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Musical Theatre is the way to go

Setting out expectations of work for the lesson using a 'first work, then this' approach. Rewards/breaks include using blocks, watching Mr Bean, checking the weather

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Remove distractions and have Ryan sit away from other students that have a negative influence.

Heavily modify work.

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Tilly is excellent at hiding in plain sight, so making a conscious effort to check in with her constantly is important.

I try to get her to verbally answer questions.

Good with copying notes but doesn't really comprehend.

Needs lots of brain break- gets fatigued.

Needs to be kept off her laptop as much as possible as she tries to skype

Maths: needs blocks/counters etc. Struggles with mental maths

Assistive technology would be great for her.

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constant reminders to keep on task and constant check in's for understanding of content

Trying to link tasks to personal interests that he already has an understanding in; persuasive piece about 'puter stuff, for instance

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Seating him at the front.

Quick chat and check in outside classroom before class starts.

Positive reinforcement of desired behaviours.

Monitor laptop use.

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separate Kristian & Xander. Have him sitting away from walls & screen visible. Praise & positive feedback motivates Kristian

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separate Kristian & Xander. Have him sitting away from walls & screen visible. Praise & positive feedback motivates Kristian

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Humour

'Soft-touch' approach to discipline

Being clear with expectations

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Loves music , use this to get him engaged

Often needs questions explained in a couple of different ways to help clarify his understanding

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Getting Jeremy to work with small groups of other students helps him feel more independant. He contributes better to projects this way

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Avoid singling out behaviour

Speaking calmly when he is highly energetic and allowing him opportunities to be energetic

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Is a sensitive person who struggles in a loud environment. Can be targeted/feel targeted by peers, gets frustrated when the classroom is loud. If this is happening, check in with Jake quietly if possible and offer the chance to take a break from the room.

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Constant check-ins

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Provide verbal instruction, reading the text a class, allow Harry to access his laptop and assistive technology so he can follow/zoom in on written instruction.

Break up tasks into small chunks

Harry did come to extra help at lunch to prepare for the genetics CAT with me, as his class had no teacher.  He said it helped him a lot.

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Keep a calm voice, don't raise voice for discipline

Positive reinforcement, keep him busy, give him a job

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Good to check in early and prepare him for class tasks

- Will ask questions frequently (so is not actively disengaged), though does struggle to complete tasks when they're not broken down into smaller steps. Is much more confident taking notes than interpreting or analysing, so activities that focus on this are more successful.

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Keep a calm voice, positive reinforcement

give him a challenge

letting him draw as a strategy calm down /brain break

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-constant check ins required
-needs heavy assistance with technology
-works well with visual aids and hands on work

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English-work well with small chunks of information and check ins. Works well on her own. Images rather than words but can write and has the ability to do so.
Zoe works well with online activities.

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- Can get anxious, check he understands task after initial explanation.
constant check in's
- CATs scaffolded to explain task words
- gives very good verbal responses

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Move students around him, in preference to moving him
Monitor computer use
Lots of encouragement
Prefers to use hard copy textbook for Maths.
Talking about things other than school so he feels more comfortable in the class

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Allow Will to verbally communicate his ideas. Home is very supportive and will assist with any work that needs to be complete.

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Will has expressed a desire to use a paper textbook rather than mathspace

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Will has expressed a desire to use a paper textbook rather than mathspace

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- provide pen and paper at start of lesson (this has encouraged Hailey to take notes from the board)
- CATs scaffolded to explain task words
- Sit Hailey away from Ella B and Harley D
- Hailey responds really well when time is taken to "warm up/ break the ice" by talking about herself and hobbies/music.

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Positive reinforcement

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Ben is becoming more confident when contributing to class discussions, which is heaps cool; making him feel like his voice, and his friends' voices as well, is welcome and valued

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Reward for little achievements
Green chronicles

Go and speak to Chloe one on one after giving instructions to the class. She often does not understand the task the first time it is explained.

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Check in and develop a rapport. Katherine opens up and is more willing to accept help when you develop a positive relationship with her.

- Celebrate her success in front of the class.

- Pair/seat her with Ash M.

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Building a positive relationship with Sally is important. She is influenced by the emotion of the teacher, she wants to impress and needs frequent reassurance.

Sally does quite well when asked to help assist her peers.

Sally is very reason oriented. Give a reason for your instruction before giving her the instruction.

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Luke is open to one on one assistance and discussions

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Positive reinforcement
Monitor social interactions (assist Akira by choosing student groups rather than allowing student's to pick their own groups)

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Takes a very long time to get work done, including CATs. She can do it but it takes so long, I modify by cutting out some questions or everything tends to be incomplete.

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Needs to be constantly monitored to stay off games. Setting a small managable goal for completion and he will try a bit harder.

Questions need to be modifed to contain simple language- worth checking in with him to see that he understands what he is doing as well.

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The only thing I have found effective is contacting home. Mum makes him do it.
Easily distracted - goes on to games. Modify tasks, break task into chunks so he is completing smaller task within a task
Often refuses to listen to instructions and likes hiding at the back of room. Have seated him at the front. Strategies in place so that he can get all notes written down. Emailing home for reinforcement. Working in small group with teacher to ensure constant monitoring.

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Joel has expressed an interest in Gamemaker, so will let him develop his CAT2 project in this program. This is a more visual development environment needing less text based coding skills

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Slow paced research tasks, small chunks at a time. Slides on coloured background - orange, blue, purple etc anything but white

Attempt to break down work into more manageable steps, Roman often resistant to feedback. Working in small group with teacher to allow constant monitoring of progress

Contributes well in small group situations - particularly when someone else is scribing for him!

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Jace can fly under the radar easily, monitor his work and understanding. He also needs help with organisation.

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Break tasks into small, concrete steps

Giving William options rather than one direct instruction (when moving in class for example. "You can move here, here or here, which one would you like")

Short tasks
Rest breaks
Check in for understanding

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Reluctant to ask for help, but likes being checked-in on.

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Provide him with flexibility in his work, lots of positive reinforcement as he is quite unsure in his capabilities.

Give Kobe restrictions that allow his silliness. For example, "you can ask me one more silly question, then you have to complete questions 2 and 3 to my satisfaction before asking another Kobe special"

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- Often tired/ cognitive overload by end of day. Give short tasks or tasks that can be broken down
- additional time for assessments/homework

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English and Media. Organisational skills are very poor. Will hand in work late. Give him paper copies of work and set a due date. Making him do the work on paper and not on a laptop is so much easier. Does not participate in class discussion unless he feels comfortable and its a small class.

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Using mind maps to organise his notes, re-stating ideas in his own words.

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Using a mind map or graphic organiser to help organise notes and key ideas.

Allow him to highlight notes and key points to organise ideas.

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Getting Zeb to re-state key ideas in his own words before writing them down in dot points.

Separate from friendship group. Can be immature in the classroom for his age, probably a delay/avoidance tactic.

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Avoid confrontation