Standard+2.3.4

=Exhibit and facilitate the sharing of knowledge and understanding of the skills, interests and prior achievements of students and the impact of these factors for learning. =

Please follow the email trail regarding several [|students of concern].

Both students “A” and “B” have issues which prevent them from achieving their potential. I have made headway with “A” as I have found that many of her interests outside school are of interest because she believes that they have shock value and thus are worthy as interests. Our interactions are still largely based on my belief that there is some form of high functioning Asperger’s. I ensure that she is always given notice of change of activities. I am there for reinforcement but will not be too close or enquiring. I do not actually teach this student in an academic subject, but we have been able to form a productive relationship because I have been able to appeal to her intellect through her interests and her knowledge of the minute details of some of her areas of interest.

[In 2010 student “A” was formally diagnosed with Asperger’s Syndrome and has made significant progress both personally and academically.]

Student “B” is in the class completing a self paced unit of work. Interestingly, while she is an independent learner and does not like to share with others or take heed of their ideas, she has shown herself to be very needy. She wants her work checked frequently, even when she may be half way through an activity. “B” is a very bright student and has completed extension activities for which she has won commendations, yet these do not seem to have made much impact of her confidence. Yet in the more traditional class room situation “B” tries to dominate.

Clearly the more information we have on any student enables us to tailor our approaches to these students to enhance their learning and achieve meaningful goals.

Student “C” presented quite a different issue. She was a bright but manipulative student who had an enormous effect on her peers. Most of her teachers’ recognisd that there was a problem but it was very difficult to actually quantify it and support it with evidence. After a general Pastoral meeting where her name was brought up we all tried to determine exactly what the issues were so that we were able to deal with them.

Social and behavioural issues have as much bearing on students’ abilities to achieve and are need to be addressed for the student’s benefit and for the benefit of the whole cohort.