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I remember early in my career being told by a more experienced colleague that 'no child wants to look stupid'. Some of the biggest challenges can be overcome by raising young people's self-esteem and making them aware of their strengths. Here are some effective strategies:
Pre-teaching
If you know a student is likely to struggle with a concept, a few minutes with a teacher or TA can make the world of difference. An example from science, as explained by Helen:
Then they can do the experiment because they understand what the words mean, rather than the teacher have them spend just as long teaching the meanings of the words as getting on with the practical. Errorless Learning
This is learning which sets students up for success - has them working in their comfort zone whilst also consolidating prior learning or using their imagination.

Philosophical questions, such as 'What colour is Tuesday?' work well.

Times table grids are great, as explained by Helen:
I usually give them two pens and say, put the answers in one colour that you know, and put the answers in another colour that you don't know, then I know what to teach you. But as they go through, they see the pattern and it ends up the first colour. It works every time. And then they walk out my lesson thinking, oh my goodness! I'm great at maths! Scribing and modelling
Scribing is a great opportunity to vocalise a learning process that is, by its nature, internal and invisible.

This involves gathering their ideas and writing on the desks (if possible) or on the board so they can all see a piece of writing taking shape.

As I write it says Helen, I will explain why full stop or commas started a new sentence or new paragraph or whatever level grammar skills they need. If we just use two or three long sentences, we might want a short one for impact. If we've decided it's a sunny day at the fair, we've set the scene, but it's a bit boring. What else could we describe?

This strategy is particularly good for children with dyslexia, whose thoughts can be just as creative as the next person, but as soon as their brain is required to write as well as spell, it can get overwhelming.

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Meeting the needs of all of our learners: some ideas on inclusion

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I remember early in my career being told by a more experienced colleague that 'no child wants to look stupid'. Some of the biggest challenges can be overcome by raising young people's self-esteem and making them aware of their strengths.