Please enable JavaScript.
Coggle requires JavaScript to display documents.
Identifying and helping struggling students Andrew Beard - Coggle…
Identifying and helping struggling students
Andrew Beard
Identifying struggling students
Academic performance issues: questions to ask
How does the student perform in assessments compared to their classmates?
Has their performance worsened over time?
How does the student feel about their own peforrmance?
Does the student seem focused or engaged in class?
What is the student's attendance record? Are they frequently absent or late to class?
Does the student submit work on time?
Is the work incomplete or low-effort?
Does their work show signs of progress or regression?
Other issues: questions
Is the student's behaviour disruptive, rude or aggressive?
Does the student have any previously known or suspected learning difficulties?
What is the student's behaviour like more generally?
Do they socialise with other students? Are they isolated or withdrawn?
How does the student respond to teachers or other school staff?
Do they often seem tired or fatigued?
What is the student's emotional state? Do they often seem upset, angry, depressed, etc?
Has the student reported or spoken about any difficulties they are experiencing?
Encourage students to contact teacher if they need help or are experiencing difficulties
Helping struggling students
Teacher
Monitor student performance and behaviour - is this temporary or does it persist?
Keep records of successful or unsuccessful differentiation techniques.
Differentiation strategies
Changing the student's partners or seating arrangements for group work, or altering tasks to allow individual work.
Providing alternative methods to complete assignments, to suit different abilities and learning styles.
Increased scaffolding for activities and adjusting difficulty level
Increasing or being more flexible with deadlines and the time given to complete tasks
Adjusting the difficulty or language level of content and materials according to student's needs, or providing more of a foundation for understanding it.
Adjusting the style/format of content and materials, e.g. changing font or print size, digital vs. physical copies, audio/video vs. printed materials, etc.
Providing for more student choice in class, with regard to topics, activities, etc.
Speak with the student privately
Try to identify the source or cause of difficulties the student is facing
Try to identify ways in which adjustments can be made to help the student.
Speak to other teachers about their experiences with the student and share information
Parents
If needed, provide support or advice for parents to seek outside / specialist help
Encourage parents to maintain regular and open communication with the school
Discuss student's behaviour at home and their home / living situation.
Provide advice and suggestions to help students who need support doing work at home
Coordinate with the school to develop an individual plan for the student, and to help monitor future progress.
School
Administrators should be notified about students who have been identified as having difficulties
Coordinate communication between student, homeroom teacher, subject teacher, and parents.
Provide information and instructional support to teachers.
Identify school resources that may be helpful in addressing the problem (e.g. specific equipment, schedule adjustments, etc.) and coordinate with teacher and student to ensure they are available.
In cases where the student is unable to remain in the classroom (e.g. violent or extremely disruptive behaviour) the school should provide alternatives until the situation can be resolved
School should inform and advise teachers about any previously known issues or difficulties.