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Student

Students information

Student D

Student D often will interact with students in ways that his peers do not like. Sometimes it appears to be for attention from other students (observation). The Learner seems to want to be able to create a strong friendship group. He appears pleased when other students want to be his partner and wants to sit with him at lunchtimes (mentor teachers comments). When another student becomes hurt or is upset student D is the first one to try and help and console them. He appears to be highly effected by emotions whether they are his or another persons (mentor teacher comments).

DoL1 strategy Feel accepted by teacher and peers 9. Provide opportunities for students to get to know and accept each other.

Justification A learners day can be completely subject to the way he is perceived by his teachers and peers (Krause et al., 2006). Student D appears to show a lot of intuitive emotion that other peers may not always understand. Providing opportunities for other students in the class to get to know each other may help him form stronger friendships (Marzano & Pickering). Forming stronger friendships may also help student D appropriately interact with all students. Therefore, the student D will be receiving attention for positive social skills. Student D needs some specific strategies to assist him gaining acceptance with teacher and peers. The learner is seems highly emotional and could benefit from being reminded to treat others with common courtesy (Marzano & Pickering, 1997). A strategy to assist him could be could be pairing up students each week with a different kindness pal because he is very caring towards peers and does not like people being upset (Larrivee, 2005 p 79). It may also help the learner to engage in a class discussion about how we like to be treated and how it could make us feel if we were treated in a way we did not like. This may help him gain acceptance from peers by setting up expectations for social interaction. When student F is trying to participate during classroom tasks or does not have a response to certain questions it is important for the learning manager to respond in a way that creates him to remain feeling accepted (Marzano & Pickering, 1997). Rephrasing questions when he does not understand may allow him to see it objective from a different perspective (Marzano & Pickering, 1997). Also, using subtle clues that will lead him onto the desired answer may also give him the encouragement needed to provide an answer (Marzano & Pickering, 1997). Being a fairly reserved student may make it less likely that the learning manager will establish relationship with him. This is an important step to helping student F feel a sense of trust and acceptance from the teacher (Marzano & Pickering,1997). This can be achieved by talking informally to student F during the school day. Making sure to show a genuine interest in his life and ask about afterschool sports he may be involved in (Marzano & Pickering, 1997). Activity to assist student F getting to know the teacher and peers could be a game of student guess who where you say positive attributes about a person and non-judgemental facts about physical appearance and student have to guess who it could be (Larrivee, 2005 p.79) This would allow student F to acknowledge that you know who they are and offer a fun way for student F to get to know other peers.

10. Help students develop their ability to use their own strategies for gaining acceptance from their teachers and peers.

Students F

Student F appears to sit back during peer interaction. He kind and forgiving of other peers. Student F also appears not to feel comfortable voicing his opinion during class discussions and group work (observation). The learner some times gets embarrassed during class task when asked for the answer to a question and he does not know the answer (observation). The learner could benefit from strategies to help him form strong friendships with peers (observation).

6. Respond positively to students incorrect or lack of responses.

2. Establish a relationship with each student in the class.

Student

Students information

DoL 1 strategy
Attitudes and perceptions of Classroom Tasks 9. Help understand that believing in their ability to complete a task includes believing that they have the ability to get help and the resources needed. 5. Create classroom tasks that relate to students interest and goals.

Justification

Student D

Student D will often sit at his desk at the beginning of a task and not want to engage with the activity. During whole class activities objects he does not like or certain coloured pencils will easily distract the learner. This can cause him to fall behind in the task (mentor teachers comments). The learner often does not want to engage with the classroom task. When the teacher approaches him he explains that he does not know what to do or where things are. (Observation) When student D is off task and does not want to continue engaging in the activity the teacher will offer an alternative to stay in at lunch. Student D then immediately starts working and finishes the task. (Mentors teachers comments)

Student F

Students F is often excited about learning but appears to find it very challenging to stay focused during a task (mentor teacher comments). Student F will often reply to the question like What are you doing, would you like some help with a blank expression and shrug his shoulders saying I don not know then will smile. When he says things like this he never appears upset just unsure of what to do (observation).

8. Help students recognise that they have the abilities to complete a particular tasks.

5. Create classroom tasks that relate to students interests and goals.

Student D may feel as though not understanding the task means he will be unsuccessful. Helping him to realise it is just as important to ask for help to develop skills, as it is to possess certain skills (Marzano & Pickering). This could be modelled by using positive comments to help him realise he has the ability to ask for help and access resources (Larrivee, 2005 p 95). An example could be I love the way student D decided he needed help in his writing task and has independently got a soundwaves chart. Encouraging him to ask for help in mastering the task rather than focusing on the end goal (Krause et al., 2006, p. 269) The learner is constantly needing encouragement and sometimes a negative consequence to motivate him to participate in tasks. Creating classroom tasks that interest him may help promote a positive source of motivation (Marzano & Pickering). Using this strategy with student D may help support his dislike towards characters and objects during lesson. Letting him choose purple pencil to write with during literacy or counters he is interested in may help to stimulate his learning (Krause et al., 2006, p.106) The learner sometimes needs guidance to believe in his own abilities and knowledge. Helping student F recognise he has the particular skills required is an important action the learning manager need to provide (Marzano & Pickering). Student F will often appear to have a happy disposition towards the task therefore using this strategy may help change his perceptions towards his abilities. By helping him improve his perception towards himself in classroom tasks may allow him to engage and remain focused (Krause et al., 2006). This would also enhance his learning potential. Breaking the task down into small achievable steps could be a effective sequence used to help him realise that he had all the skill needed (Marzano & Pickering). Actively using the abilities he possesses may also help him be exposed to learning about other things that may interest him. Student F appears to find it challenging to stay focused on task that does not interest him. Knowing that he is enthusiastic to learn about things like the Army and dinosaurs may assist to alter activities. This can be done by making real life links to how a certain skill or knowledge would be useful in the Army (Krause et al., 2006, p.106). Providing activities where student F completes the set classroom task and then is able to choose a way of completing the next task based around and interest of his (Marzano & Pickering). Possible strategy could be to create his sight words so they are on dinosaur shapes.

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