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St . Clare College. Learning Support Zone Gzira Boys Secondary School. Launching the LSZ programme. Meeting with Guidance Teachers and SMT The Form 3 group was identified Class Room observations Meetings with main subjects teachers to explain referrals. Form 3. Referrals reached the LSZ

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st clare college

St. Clare College

Learning Support Zone

Gzira Boys Secondary School

launching the lsz programme
Launching the LSZ programme
  • Meeting with Guidance Teachers and SMT
  • The Form 3 group was identified
  • Class Room observations
  • Meetings with main subjects teachers to explain referrals
form 3
Form 3
  • Referrals reached the LSZ
  • Processing of referrals with Head of School
  • LSZ referral notification letters were sent to parents/guardians
  • Meetings were scheduled with parents/guardians
case conference
Case Conference
  • Parents were briefed about
  • Observations
  • Referrals
  • LSZ programme (Behaviour and Learning Support)
  • Parents’ concerns – strengths and weaknesses
  • Students’ concerns – their perceptions of schooling and the class room environment
  • Consent forms signed

LSZ staff, SMT and Guidance Teachers

slide5
SDQ
  • SDQ stands for Strengths & Difficulties Questionnaire
  • A tool used for measuring behaviour of the 3-16 yr old age group (Goodman, 1997)
  • The version used for educators was implemented as there are tools designed for research purposes (ex: measurement scale for antisocial tendencies) and for clinical purposes
  • To counteract for errors arising out of language barriers, the Maltese version

(Dr. Carmel Cefai) was used

  • 25 item questionnaire addressing positive and negative variables related to emotional symptoms, conduct behaviour problems, hyperactivity-attention deficit, peer relations difficulties and pro-social behaviour
  • SDQs were compiled by parents, teachers (main subjects) and students
  • Standardised scoring and Results
general scenario of presented challenges
General scenario of presented challenges

As attested by referral forms compiled by Teachers and SDQ results,

the following challenges were presented:

  • Regular late class show-up, failure to do work or get books/resources
  • Regular absenteeism ex: on a Monday
  • Aggressive, insolent and quarrelsome
  • Poor anger management
  • Lack of respect towards others including teachers and SMT
  • Lack of self-worth and self-confidence
programme implementation
Programme Implementation
  • 6 Form 3 students embarked on a programme on the 22/11/10 attending to the LSZ 4-5 times a week for 1 ½ hours per session
  • Behaviour modification
  • Anger management
  • Emotional literacy
  • Decision making
  • Life skills and self-help skills
  • Team building
  • Self-esteem and empowerment
  • Communication skills
phasing out
Phasing out

January 2011 – Phasing out

  • Briefing
  • LSZ sessions – twice a week
  • Class Room Support
  • Evaluation of programme to be conducted in the upcoming weeks so as to analyse pros and cons of programme
form 1 form 2
Form 1 & Form 2
  • Meeting with Ass. Head; 17 students were identified
  • 3 weeks of class observations
  • Target: 2 groups of Form 1 and Form 2 students addressing the needs of students acting out and acting in
  • Referral procedure to be implemented after exam period
  • Meetings with guidance teachers