Focus Student Individualized Intention

8. One or more highly disruptive student :Find out the real reason for such indiscipline & disruption & try to sort that out. eg. if the child is a 'genius', and so causes disruption because of bordom and is way ahead of the class, then provide him/her with work/activity on the side, suited to his/her

Attention need to be is given to individuals that is fair to them, although this can be difficult at times especially when working with groups because children have different varying needs, some children need more support than others, so getting the balance right is essential to give children or young people the opportunity to participate. This can best be achieved by encouraging children and young people to put forward their own ideas, understanding that some pupils may find something’s difficult and need more assurance from you, understanding the needs of all pupils for example a child who has special education needs, will require different levels of support, sitting close to pupils whilst they are working will provide reassurance. Please see TDA 2.6: Help improve on own team practice in schools; Learning outcome 1.1

- giving support to pupils (individually or groups) who need to finish a particular task

What have you noticed in your students to make you want to address this problem?

Lack of concentration: there may be multiple reasons for pupils finding it difficult to concentrate on the work they have been given. The work may be at the wrong level for them and it may need modifying to suit their academic level. Some children have a short attention span and the work may be taking too long to complete. There is also the possibility of issues at home or they may have fallen out with friends. You may have to talk to the pupil on their own to see why they cannot focus as their may be an underlying problem.

Year-End Progress Update - Describe the final results of your action plan and how successful you were in meeting your goal and impacting student achievement.

He would prefer to work in groups rather than by himself. One disadvantage of working in groups with Student G is that he easily gets off track and begins talking to group members. Sometimes members rely on him to do all the work because they know he will and can do it correctly. During class Student G volunteers answers frequently and with ease. When the teacher gives assignments orally he does well with the direct instruction and seems very comfortable with it. He doesn’t need to write any information down when the teach give instruction. Since the teacher mainly gives directions orally the other classmates would benefit if she would provide more information in writing about assignments. The student is very close with his parents who are very involved in his education and life. Student G has always been successful in school partially due to the help of his parents and because of his ability to figure things out for himself. The strengths he possess in the classroom are the ability to figure out answers by using reasoning and context clues, ability to work with all people and willingness to answer questions. Student G also has weaknesses in the classroom that include the inability to explain how he came up with the answer (a weak use of metacognition) and his apparent over-eagerness to answer questions. There needs to be balance with how often he gets to answer questions, so that other

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

Why was it necessary to address the chosen target for the focus learner? Cite evidence and specifically reference your IEP-at-a-Glance and your RIOT/ICEL Assessment to support your decision.

After reviewing direct and indirect data collected on Timothy and Ja’niah, we decided to come up with the best course of action for both students. Timothy and Ja’niah are being hindered in classroom from similar thing, such as being easily distracted and lacking engagement at time. Both student also have additional challenges. We feel Timothy might be suffering from testing or performance anxiety, while Ja’niah has not had consistent education and is facing educationally disadvantaged. My Mentor and I chose a lesson on the introduction to symmetry in common

There are a couple of limitations that are effecting the students over all learning in Ms. Lister’s classroom. The students have showed that they are not motivated or engaged when given a task to complete. Therefore, Ms. Lister needs to figure out different tactics to motivate her students. Ms. Lister should attempt to implement a variety of options to her student so they feel they have a choice in what they do and how they learn. Other methods that could be combined is attempting a positive feeling tone and recognizing accomplishments, giving encouragements and believing in the students. Her students crave to be recognized for their accomplishments and thrive on positive talk. By their teacher expressing the importance to their accomplishments

Student #1 was a young man, not too long out of military service. He was very personable, hard-headed at first, but then he decided that he was going to learn and he did. You see, the company provided me with their Training Manual, and I was supposed to adhere to it and its schedule of tasks to be completed. On my first day with this student, we had conversations about expectations that needed to be met to satisfy our employer. I also took the manual, threw it over my

Veronica, I agree both students get attention and sometimes rather than praising the students with learning and behavior problem for thing they have completed, we are getting after them because they are not on task or not doing what they are supposed to do. We should utilize that ability to praise both students on the accomplishments no matter how big or small they are. I like how Joan addressed the issue of sometime these students are struggling with their own battles and they just want to try and complete a task for you. We need to find the balance that will allow us to give the equal amount of attention good and bad to both kinds of students.

Nazir has kindly volunteered for this piece of work. He is a native of Syria who was born in the capital Damascus. His mother tongue is Arabic and he is studying English at South Thames College on the Upper Intermediate level. He currently performs in the top half of the class according to his own assessment with which I tend to concur.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the