Effective Literacy Strategies for Esol students

A colleague of mine, had a student share some private information with them. The student has dyslexia and asked for teachers help. They trusted this teacher enough to let them know that they were struggling with level 3. Due to this students, learning disabilities they feel too embarrassed to let other teachers know that they need help. We have so many learners that could have learning disabilities or who have learning difficulties at the school that need to be identified and provided with help. Our teachers, need to educate ourselves to identify the barriers earlier on so that we can find or be the help our students.

In a meeting with Cheryl today, our main focus was on ESOL students. How do we cater for our students who have learning difficulties. What are some strategies that could use to help with their learning. Can we have a PD on it? When can we have PD on it? On the 'Te Kete Ipurangi', there is site called inclusive education. This site is a guide that helps educators to recognize, plan for and meet the needs of diverse learners.

Here is the link to some literacy resources that you could implement into your lessons:

• Inclusive Education
• Effective Literacy Strategies

11 Health-Trying out Padlet

Students work on Tobacco

Kia ora! and welcome, 10TSP have been learning about drugs and alcohol and today they learnt about the effects tobacco have on their well-being. Would be lovely if you could leave them a message.

May-Link

Pauline Ott-Link

Magnolia-Link

Jordan Kirk-Link

Monday 23rd April 2018-L1 PE Internal Evaluation-Lennyx

Below is a snippet of Lennyx’s thoughts as he learns to be more considerate of others participation and himself.

“I could increase my future participation in this activity or others by:

I think that my own participation was good, but some of my teammates were not eager to participate. I think that I could have raised their participation by passing the ball to them more. By doing this I think they would have felt like playing more and the activity wouldn't have been as boring for them” (Lennyx XXX Y11).

Made me think, how do I create more “learning moments” with the students at the centre of it all.

1. Video record
2. Half-time discussions
3. Student share feedback
4. Asking the right questions
5. Send videos of the game they are going to play-
1. Q: How will improve your play
2. Or increase others participation?

Saturday 21st April 2018 Students assessment-”Student A”-L1 Internal Reflection

“Student A” had started the year of really well and recently towards the end of the year noticed she had not been attending school in general. There was a reason why she was not coming to school and when she was present in class she was not herself. At first, I was annoyed at her lack of participation in games when she was present but took a step back and thought it was out of character for her. Instead of growling, I asked “Student A” why she was not participating and she replied “I do not feel like it”. Again instead of getting annoyed, I exchanged a few honest words with her and said “ Student A” you have done so well this term and I don’t know what is happening at the moment  but I hope you continue to come to class and that you are ok”. The picture above is a small snippet of how it may have played apart in influencing her to participate in the game. It was humbling to see and shows how much of an impact “Teachers” can have on students.

Empowering Health Education Professional Development

Appraisal Meeting 3

Meet with Brenton (HOD), completed parts of appraisal, and figured out an awesome way to get things done. In reflection, splitting it into 4 different parts has helped with prioritizing what needs to be done right now and what can be done later. Will continue to use it more in the future and appreciate the knowledge being passed from all colleagues in the HPE Department. If you have a difficult time rearranging/prioritizing things, I recommend trying this out.

• Do now
• Do later
• Do last
• Don’t do