What does strong Tier 1 Pedagogical and Behavioural Support look like in your classrooms? by

chwee_eng_lim — 2024-04-18 04:15:10 UTC

CCKPS

We differentiate teaching strategies according learning needs. As for discipline, same set of expectations applies to all though pacing may differ.

2024-04-18 04:16:03 UTC

NYPS- Teachers' Readiness and strong TSR. Teachers teaching these students know these students' needs and customise their pedagogies acoordingly.

2024-04-18 04:16:42 UTC

SVPS

Understand the needs of the students, provide DI and choices where possible and assess learning at appropriate checkpoints

2024-04-18 04:17:17 UTC

UPS - Able to carry out good classroom T&L, including DI, addressing needs of students, positive classroom culture, student centric practices, student well-being as a priority, psychological safety

2024-04-18 04:17:29 UTC

Bite-size instruction and strong routines to be emphasised and reinforced by teacher . Teacher Involving the SEN students intentionally .

Harnessing on technology-giving them a space to input their thinking and learning.

2024-04-18 04:17:45 UTC

USS

Manage learning of low progress learners at class level… GRR approach. For the high progress learners, teachers are supported by SENO to work with these students. Information on what works is shared with all the subject teachers

2024-04-18 04:17:51 UTC

DLS

A strong and consultative relationships between teachers, parents, SENO and any agency involved to have a better understanding of the child and henceforth providing the best support to the child.

2024-04-18 04:18:19 UTC

JPJC:

-customisation through DI to address the different needs of the students.

-Setting clear expectations and applying the same outcomes for students.