Interview Summaries for Module 02 Unit 03 Activity 01
- matthewlaoshi
- Oct 13, 2020
- 3 min read
Updated: Jan 14, 2021
Summary of Interviews
Individuals interviewed:
Sylvia, School Psychologist
Emma, English Teacher (Homeroom teacher and Grade 11 English teacher)
What are the signs of a struggling student?
Poor academic performance
Lack of progress (regardless of extra teaching hours)
Poor focus/concentration
Inability to stay still/constant fidgeting
Vocal outburst and persistent talking
Confusion/Lack of understanding
Low motivation
Avoidance of communication
Fragile/Nervous/Insecure (especially with regards to participation)
How can differentiated instruction be used to assist students who are struggling?
It has been noted that there’s no specific guidelines to follow available to teachers when desired. Apparently the Educational Department has one available, but it is only provided when needed. Incidentally, every student requiring differentiation is handled on a case by case basis.
With regards to ADD/ADHD and dyslexia, the most common type of differentiation required in our school, it has been advised that these differential approaches be applied;
Provide more empathy and patience towards the student
Provide positive reinforcement
Give easier/simpler homework
Provide coloured plastics for reading/writing (dyslexics)
As for behavioural issues;
Provide more detailed instruction
Gain confirmation on the understanding of knowledge and instruction
Deliver extra teaching hours for review and clarification of previously learnt knowledge
Provide one-to-one time
Clear, frequent and consistent communication with parents to help identify and discuss problems and solutions
How do teachers involve parents in helping struggling students?
Parental communication seems to be key within our school as nothing happens without the parent’s consent. Parents are involved by the following means;
Ongoing communication displaying student’s progress and challenges
Keeping transparent at all times
Building trust
If there is a problem and trust has been built, then the typical approach is as follows;
Initially have a one-to-one interview online - provide an overview of the concerns
Continue to deliver information and communicate with the parents
Allow the parents to initiate the conversation about the problem then…
If behavioural then provide suggestions on how they can help from home
If behavioural and this does not work, then arrange a meeting.
If it’s medical, arrange a meeting with the parents and consult them to help develop a solution or a course of action to help the student
How do you determine if a student should be referred to special education services?
The student has been flagged based on the yearly survey designed to identify special educational needs
If the student’s shows signs of struggling that are chronic
Based on the psychologists diagnosis and the consent of the parents
Other services available within the school are;
Individual/Group therapy
Delivery of medication
Concentration training
Yoga/Meditation/Hypnosis
External referral;
Doctors diagnosis
Medication
Therapy/counselling
Other
What is the school administration's directive for special education?
While there are no specific guidelines in place, the local government has put into place their own guidelines for schools to begin implementing. As a result, Sylvia is now drawing up a guideline that follows the local governments guidelines which can also address our schools specific needs.
Conclusion
After discussing with the school psychologist and a teaching faculty member, it seems that the schools approach to dealing with students in need of differentiation is flexible in its accommodation for the family’s comfort and acceptance/tolerance for the situation.
Yet interventions can only be implemented with the family’s approval, which can be slow, if ever as it entirely depends on building up trust, communication and respect before addressing the students needs. Even then it still depends on the family’s level of acceptance and willingness to address the needs of the student.
Furthermore, poor understanding, lack of available information and cultural elements, whether it’s between faculty members, parents or a combination of both seem to hinder the intervention needed to open up learning opportunities for the student. Meaning, that the available support is directly linked to the parents acceptance, understanding and willingness to support their child followed by the schools.
NoteI: did find this very eye opening and wonder if this is standard across Chinese schools? So when I get a chance I will read what others have posted as there’s a few of us out here.
Although this post will already be submitted, I will be interviewing some teachers from the UK and I’m very interested to see the differences in views and approaches to identifying and providing differentiation.
Here's the. flow diagram if you're interested;
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