Please enable JavaScript.
Coggle requires JavaScript to display documents.
Meeting with class mentor about the child's behaviour and learning…
Meeting with class mentor about the child's behaviour and learning needs.
Learning needs:
Shows repetitive/ aggressive behaviour, when unmotivated to learn due to struggling with fine motor skills , change of routine and when overloaded with sensory activities.
Has poor eye motor control.
Difficulties in processing verbal information.
Has poor hand eye co-ordination.
Not understanding the concepts of turn taking and sharing.
Learning interest
Strongest Area: Maths
Weakness Area: Fine motor skill subjects like English, History, Science and Geography.
Strategies to support behavior
Record and monitor the child's meltdown, in order for a behaviour support plan to be put into place.
Establish a reflection corner.
Staying calm at all times.
Have a discussion with the child over their behaviour and actions, by going through the class rules and expectations, using visual resources.
Provide a safe space for the child, incase a sudden meltdown happens.
Promote positive behaviour, when child displays and shows good behaviour.
Current Support.
Goes out with a SEN worker twice a week for different play therapy. This helps the child to improve their social and emotional skills, problem solving, behaviour and communication skills
Future Learning and Intervention Behaviour Support.
Sensory box (child will be able to access this box throughout the school day, when feeling anxious, as it will help them to calm down) .
IEP( Individual Education Plan). Child will be given the appropriate and suitable support in their academic learning, by being set clear targets and goals throughout the curriculum subjects. These plans will be regularly reviewed in meetings.
Providing child with visual resources in pictures, written words, schedules, organisation systems and boundary timetables.
Monitor child's behaviour using STAR, 5P Approach, TEACH and ABC chart.
EHC(Education, Health and Care plan) Child requires more special educational needs support.
Reinforcements (Skinners theory)
Following schools behaviour policy.
Positive (when child does show good behaviour)
Stickers.
Positive notes home.
Dojos.
Trips/Visits.
Pupil of the week.
Negative (what happened during my pivotal moment).
Loss of dojos
Loss of privileges (playtime/free play).
5 mins loss of golden time.
Being sent to reflection room, to reflect on how they behave and discuss with the teacher on how they should behave in class.
Child's parents being informed at the end of the school day.
Maslow Hierarchy of Needs
All of these points in this discussion links to Maslow hierarchy of needs, as he says that all basic needs on different levels have to be met, in order for learning to occur (Lutz, 2016).
Below is how the different levels of needs will be met for this child....
Child will feel safe, as they will not be segregated or transfer to a special needs school. They will also feel secured and belonged in the class, as they will fit in with the rest of the children by building friendships.
By developing positive relationships with members of staff , the child's self esteem will increase, as differentiated instructions will be provided and delivered to them, so that the child can participate in class and receive feedback in their learning.
Child will develop self-worth, when meeting their goals and targets throughout their learning and behaviour support plans. These will be awarded to the child through positive reinforcement.
Child is currently waiting for diagnostic assessments