At the moment I am struggling to make time for the other children in my class with needs.
This morning before school after discussing Mathletics with a colleague, a couple of the children asked me to show them how they are going on Mathletics - certificates, points etc.
One of the child asked if I could help her tell the time as she could pass the measurement activity I had set for them. I spent nearly half an hour with 2 children learning to tell the time.
My question to myself then was _ "Am I doing for those in need or just those who asked?"
"What do I need to do to ensure that they get it? Mathletics?"
Then just before I received an email from our SENCO asking about a Maori boy in my class who sent alarm bells ringing at the beginning of the year, with his data. He is well below in all areas - reading, writing and maths. He had been in radar, but nothing had been done for him last year (2014) as far as we could find in the records. So I was able to have a Teacher Aide for him, covering Reading Mileage and another Teacher Aide for Mathematics knowledge (Stage 4) for the first Term. This was such a boost for him and the other child failing.
But for this term there hasn't been any intervention for him - just me. He is improving and progressing as he is part of my ALL group and is having an intensive guided session for writing everyday and the language is flowing - such an improvement. So when the SENCO asked should he be on an IEP - Yes because he has slipped through the gaps before and No, because he is responding to the class environment and he beginning to share his ideas.
So what next? I need to make time to really look at my data and pinpoint those children who need a "lift" and explicitly teach so that they don't fall behind.
This morning before school after discussing Mathletics with a colleague, a couple of the children asked me to show them how they are going on Mathletics - certificates, points etc.
One of the child asked if I could help her tell the time as she could pass the measurement activity I had set for them. I spent nearly half an hour with 2 children learning to tell the time.
My question to myself then was _ "Am I doing for those in need or just those who asked?"
"What do I need to do to ensure that they get it? Mathletics?"
Then just before I received an email from our SENCO asking about a Maori boy in my class who sent alarm bells ringing at the beginning of the year, with his data. He is well below in all areas - reading, writing and maths. He had been in radar, but nothing had been done for him last year (2014) as far as we could find in the records. So I was able to have a Teacher Aide for him, covering Reading Mileage and another Teacher Aide for Mathematics knowledge (Stage 4) for the first Term. This was such a boost for him and the other child failing.
But for this term there hasn't been any intervention for him - just me. He is improving and progressing as he is part of my ALL group and is having an intensive guided session for writing everyday and the language is flowing - such an improvement. So when the SENCO asked should he be on an IEP - Yes because he has slipped through the gaps before and No, because he is responding to the class environment and he beginning to share his ideas.
So what next? I need to make time to really look at my data and pinpoint those children who need a "lift" and explicitly teach so that they don't fall behind.
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