Supporting our Young Students in the Classroom

1. Supporting our Young Students in the Classroom St Luke the Evangelist Primary School 2014

2. School and Home Partnerships When parents and teachers work together to support student learning then the research indicates the outcomes for children increase.

3. Parent Involvement in Literacy Learning Why we do what we do.

4. Effective classrooms • Focused teaching using specific strategies • Engaged learning time • Support children to manage their own learning • Monitor student progress to inform teaching

5. 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.

6. Literacy at St Luke’sPrep to Year 2 Literacy learning is part of all learning and different activities and learning have different literacy demands.

7. 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

8. English Domain (Ausvels) • Reading involves understanding, interpreting, reflecting upon and enjoying written and visual, print and non-print

9. Writing refers to the active process of conceiving, planning, composing, editing and publishing fiction and non-fiction texts.

10. Speaking and listening refers to the formal and informal ways oral language is used to convey and receive meaning.

11. Other domains that are explicitly interrelated. Interpersonal Development • Building positive social relationships • Working and learning in teams

12. Personal Learning • Positive sense of themselves as a learner • Learning with and from peers • Managing their own learning

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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……?

19. 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.

20. 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

21. Teaching resources Games and activities • Whiteboards and magnetic letters • Bingo and card games • Computer • Library • Commercial and Teacher developed resources

22. 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

23. Balancing support • Roving to support groups of students • Encouraging independence • Encouraging peer support, partnerships and team work

24. 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?

25. Examples • Reading - unfamiliar word • Writing – How do you spell this word? - Phonics: What do you know? How can we find out? Interactive writing

26. 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

27. 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.

28. 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.

29. 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

30. Enjoying the experience • Watching the children develop as learners • Being involved in their experiences • It is very enriching for adults

31. 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.

32. 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.