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He is very focused and imaginative in his artistic endeavours.

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He could go from not being able to organise the language of the picture to now being able to express his imagination through painting. From the messiness of the picture gradually to the clarity. From being reluctant to share his work, he is now willing to take the initiative to tell the teacher about his artistic creation. Of course, he still needs more efforts to reach the level of collaborative creation and sharing with his classmates.

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Useful strategy: give him more time and space to create in art class. Listening carefully to what he has to share and giving accurate and positive comments can be very useful for him.

Unhelpful strategies: In an art class, when he is asked to follow the teacher's instructions to do something and he can't follow the steps well, he gets anxious. He gets very sad if the work fails. So in creative work, if there is following steps need to give him more attention and encourage him to help him.

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He is friendly and polite. He works hard and likes to share his ideas, especially in Maths. He has a quirky sense of humour and enjoys it when he can joke with his peers. He is quiet and calm a lot of the time and will quietly get on with his work most of the time.

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Terry is now much better at regulating his emotions, especially when he is feeling upset. He is getting better at verbalising why he is feeling upset and angry. He is also engaging better with his peers during playtimes. With his independent work his perseverance with trickier tasks has improved.

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When Terry is upset, giving him time and space without engaging with him helps him to calm down more easily. Trying to engage and talk with him or comfort him when he is very upset can cause him to get more upset. Given space he will slowly come round to joining in with the activity most of the time.

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Being strong, clear, and calm when sharing expectations helps him to persevere.

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He has the brightest smile. He can listen one time and know exactly what to do and tries to remind his classmates as well.

I like that he knows his boundaries. He likes to join in group games, but he also prefers to sit further away from his peers during direct instruction time.

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At the beginning of the year, I had no idea Terry had such a bright, playful personality. He has really come out of his shell. He is one of the first to raise his hand to answer questions, he always volunteers to improvise musical patterns, and he sings clearly and confidently.

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Terry is a diligent student who increasingly follows instructions and adheres to rules during Physical Education (PE) classes. The house point system has proven effective for him, leading to increased his listening and participation in both verbal and physical aspects of PE.

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Terry is a diligent student who increasingly follows instructions and adheres to rules during Physical Education (PE) classes. The house point system has proven effective for him, leading to increased his listening and participation in both verbal and physical aspects of PE.

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Terry is very concerned that all of the students are being fair and following the rules. It is important to be consistent with any expectations or consequences you set, because he will notice if you don't follow it and becomes upset with his classmates.

Currently, he becomes upset if we are working in partners if he's not chosen. I usually either choose partners for the students, or I choose Terry to be my partner for examples because it makes him feel helpful.

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Terry's biggest challenge and area of development has been working on cooperative games in PE and gaining a better understanding of himself in relation to others. Specifically, recognizing how his participation in games can affect others both positively and negatively. This remains a long-term focus, but Terry has shown significant improvement in resilience and has developed a much better understanding of himself and others. This progress is a notable achievement for him.

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Terry's biggest challenge and area of development has been working on cooperative games in PE and gaining a better understanding of himself in relation to others. Specifically, recognizing how his participation in games can affect others both positively and negatively. This remains a long-term focus, but Terry has shown significant improvement in resilience and has developed a much better understanding of himself and others. This progress is a notable achievement for him.

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When Terry gets upset during PE, excluding him from the game is generally not effective. While he isn't normally aggressive, he benefits from having someone talk to him and providing space and time to cool off. We also try to focus on positive reinforcement and positive feedback, which he copes well with and responds positively to.

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When Terry gets upset during PE, excluding him from the game is generally not effective. While he isn't normally aggressive, he benefits from having someone talk to him and providing space and time to cool off. We also try to focus on positive reinforcement and positive feedback, which he copes well with and responds positively to.

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you should courage Terry when he is upset he is getting better and better

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you should courage Terry when he is upset he is getting better and better

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he is really good at Maths he even can do some higher level math problems

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he is really good at Maths he even can do some higher level math problems