Post on 25-Dec-2015
Supporting our Young Students in the
Classroom
Supporting our Young Students in the
Classroom
St Luke the Evangelist Primary School2014
School and Home Partnerships
When parents and teachers work together to support student learning then the research indicates the outcomes for children increase.
Parent Involvement in Literacy Learning
Why we do what we do.
Effective classrooms• Focused teaching using specific
strategies• Engaged learning time• Support children to manage their
own learning• Monitor student progress to inform
teaching
Effective classrooms• Use optimum learning times.• Sensory breaks• Strong productive learning
conversations• Use a variety of tools in an
understanding that students learn styles can be different.
Literacy at St Luke’sPrep to Year 2
Literacy learning is part of all learning and different activities and learning have different literacy demands.
English at St Luke’sPrep to Year 2
• Reading and writing focus• Shared learning at the start of a
session• Reflection of learning at the end of
session• Small group explicit teaching and
independent learning
English Domain (Ausvels)
• Reading involves understanding, interpreting, reflecting upon and enjoying written and visual, print and non-print
• Writing refers to the active process of conceiving, planning, composing, editing and publishing fiction and non-fiction texts.
• Speaking and listening refers to the formal and informal ways oral language is used to convey and receive meaning.
Other domains that are explicitly interrelated.
Interpersonal Development• Building positive social
relationships• Working and learning in
teams
Personal Learning• Positive sense of
themselves as a learner• Learning with and from
peers• Managing their own
learning
Thinking domain• Learning to question, gathering
information and form opinions or make judgments
• Learn to take risks, seek possibilities and make connections
• Reflect on and evaluate what they know
Learning to Drive • You were shown how to use the car• You had a go in a safe environment• You were gradually allowed to practice in
different situations according to your skill development
• You continued to practice with support• You gained competence and confidence as
you worked at it yourself• You took ownership of your learning
Being a helper in the classroom involves…
• Supporting and encouraging the positive atmosphere and social relationships in the classroom
• Displaying positive respect for student’s as learners
• Supporting students in their activities• Raising their level of questioning through discussion• Modeling of speech structures
Speaking and Listening
• Learning Social Talk includes: eye contact, formal introduction,
body language, response It is about active listening and
appropriate response. THE EYE, THE EAR, THE HEART
Building Vocabulary• Using oral language activities to
build language for reading and writing
• Word knowledge is an important aspect of adult support
• Rhythms and rhymes, songs and chants
• Sound letter associations
Expressive Language• Responding to others with
understanding, humor or empathy• Eg. I feel sad when I hear about
your sick dog. I understand that…. Did you hear about……?
Receptive Language• Auditory information is information we
receive and process.• Important for student comprehension.• Children need clear, simple two to three
step instructions. Some children have difficulty with complex sentences.
Auditory Processing and Memory
• Developmental• Difficulties have implications• Short and sharp instructions• Simple and clear grammar and
sentence structure• Adults adapt to support children
and facilitate learning
Teaching resourcesGames and activities• Whiteboards and magnetic letters• Bingo and card games• Computer• Library • Commercial and Teacher
developed resources
Helping during session• Monitoring the games and activities• Supporting students through challenging tasks• Encouraging positive attitudes to independent
activities• Modeling and raising oral language • Organising tasks to facilitate optimum
learning• Running some activities as directed by the
teacher. E.g. story time, picture chat, using a new game, hearing reading with oral discussion
• Ensuring equipment is working. E.g. Computers
Balancing support• Roving to support groups of
students• Encouraging independence• Encouraging peer support,
partnerships and team work
Question to Ask myself• What can I do to support this child so that they can take ownership of their learning when I am not there?
Examples• Reading - unfamiliar word• Writing – How do you spell this
word? - Phonics: What do you know? How can we find out? Interactive writing
Creating a balance with my own child
• Set the scene before you arrive in the room
• Explain your role • eg. I am coming to help Mrs Kelly/ Mrs
Swann/Mrs Kennedy and your class with their learning. Sometimes I will spend time with you
but I will be helping other children too”• Set up your departure
Student Behaviour• Classroom behavioural
expectations driven by the teacher• Use of assertive language• “You need to ... so that you can...• Refer issues to the teacher• Redirect• Sensory break eg. Go and get the pencil and
bring• it back to me.
Issues to keep in mind• Beware of making comparisons and
judgments• Children learn in different ways and
require varied degrees of support• Confidentiality of students, parents and
staff should be respected at all times• All discussions should remain in the
classroom and respect the dignity of all individuals.
Responsibility• The teacher is responsible for the
educational outcomes for the students in the class.
• The teacher with the students develop the culture of their classroom
Enjoying the experience
• Watching the children develop as learners
• Being involved in their experiences
• It is very enriching for adults
Practical information• Reporting to the office and filling
in the visitors book before after the session
• Wearing of the badge during the time in class.
• Fire and danger procedures.
Confidentiality• It is vital that children feel safe in
their learning place in order to succeed.
• Therefore we ask that any knowledge gained about students and any issues remain with the students and the teacher in the classroom.