I went armed with the following resources:
* Profile sheets of evidence I had collected
* A blank graph that I had pre-sketched to show the progression of asttle reading results for 2018 and 2019 (and beyond).
* 'The Big Picture' diagram for students to complete
* Strategies for supporting students at home from Dr Jannie and department discussions.
For each student, I wanted to share historical data collected from their primary schools (2017/2018) mainly asttle reading results and compare them to this years two test points (in February and June). I wanted to explain where they needed to be by the end of year 10 ready for NCEA at the start of year 11. I am also to sharing ways we could all support their child, through strategies discussed from Dr Jannie Van Hees and in my department discussion. I am hoping that we could set collective realistic goals.
This morning, I met with two students and their families, and have collated what I will tentatively call a 'tri-angulation' of profile collecting for these students.
Student ONE: T1 is a young Maori boy, whose mum came in for his meeting. I have found that he is a capable critical thinker and is able to verbalise his learning, but can not and will write much and this was evident in his asttle reading/writing scores where he scored 2A's. I also know that socially, he struggles to fit in with his peers.
|Tri-angulation of data and evidence for student T1|
Quick reflection: I was taken aback and said to her I now see him in a totally different way. I can see now why he was having issues fitting in and I often see him bursting at the seams to answer questions. I have written some reflection here about my next steps with him that I hope to implement in my theory of action.
Student TWO: A1 is a young Maori girl whose mum attended her meeting. She is a highly capable student who scored 4P in asttle reading and 5A in her writing. She fits in well with her peers and always completes tasks to a high standard. At times though, I noticed that she was only doing what was required at the fastest time possible and only after I pushed her to extend herself would she actually do it. She would also get annoyed at the smallest things.
When I asked mum what her aspirations for her daughter were, she was a bit taken aback and said it was a good question (I don't think she was expecting the question). She wanted her daughter to be healthy, safe and confident and to be whatever she wants to be. I asked A1 what she thought about what mum said and she said yes, I know. I reminded A1 that her next steps were to continually challenge herself and be a highly critical thinker by digging deeper and finding out more.
Quick reflection: I am thinking about ways to extend these higher level students in the class and there are about 5 or 6 (mostly girls). I don't want them to lose momentum and feel that with more support, they could be ready to do NCEA in year 10!
I am really happy that I met these students and their mums. It has given me a whole new insight into who they are, how and why they behave the way they do and what I need to change in my approach to teaching them. I feel more confident in identifying exploring ways to address their needs, it's just a matter of finding the right interventions -watch this space.