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Helping a Struggling Student published by Tristan Fernie index - Coggle…

- - - - If student behaves then issue can be considered resolved. :check:
      - If student continues misbehaving then remind student of class rules again, but state consequences for futher misbehavior e.g. the student will be temporarily removed from class OR will have to explain their actions to another teacher / the headteacher.
        "Here's what is going to happen: if you continue shouting, I will remove you from my class for 5 minutes. I cannot have you interrupting the other students, it isn't fair on them"
        
        If student behaves then issue can be considered resolved. :check:
        
        If student continues misbehaving then follow through immediately on conseqences previously outlined.
        
        Speak to student after consequence has taken place. Remove any emotion from the situation in the follow-up meeting. :silhouettes:
        
        If the student seems calm, understands what went wrong, and the teacher determines that the misbehaviour was a one-off, then the issue can be considered resolved. :check:
        
        If the student remains angry then speak to the school manager and consider an escalation if necesssary. :warning:
  - - - If NO, then perform a level placement test ASAP. See if the student may be better suited to a lower level or specialised class. :
      - If YES then compare the students results against the rest of their class.
        
        If all students appear to be struggling then consider adjusting lesson plans and material.
        
        If the student is still struggling when compared to the rest of their class then test for neurodiversity.
        
        What are the resuts for the neurodiversity test? :question:
        
        If the student IS neurodiverse then use this information to offer differentiated instruction. :
        
        If the student ISN'T neurodiverse then speak to the school manager and consider an escalation if necessary. :warning:
  - - - If a troubling concern was raised in the 1-on-1 meeting (e.g. home conflict) then speak to the school manager. Explain concern and request a teacher - parent meeting.
        
        IF a teacher - parent meeting takes place then explain concerns. Determine support that could be offered at home and at school. :silhouettes:
        
        IF a teacher - parent meeting doesn't take place then request that the student be referred to a counselor or psychiatrist. :warning:
      - If no particularly trouling concern was raised in the meeting then keep track of the student's integration within the classroom using the strategies outlined. Suggest a weekly meeting to discuss progress.
        
        If the student integrates then the issue can be considered resolved. :check:
        
        If the student worsensor there is no improvement then speak to the school manager and consider an escalation if necessary. Request a parent - teacher meeting.
        
        IF a teacher - parent meeting takes place then explain concerns. Determine support that could be offered at home and at school. :silhouettes:
        
        IF a teacher - parent meeting doesn't take place then request that the student be referred to a counselor or psychiatrist. :warning:
  - - - Textbook and lesson materials? :question:
        
        If the class is a 1-on-1, then consider changing textbook and lesson materials. Perform a needs analysis to determine student's goals, areas of interest, and strengths and weaknesses.
        
        If the class is a group class (and it is impossible to change textbook and lesson materials) then adapt the elements that the student disliked in order to offer differentiated materials.
        
        If the student enjoys the new adapted materials then the issue can be considered resolved. :check:
        
        If the student doesn't enjoy the new adapted materials then speak to the student 1-on-1 to determine what aspects they liked and disliked about the adapted materials. Use this information to make differentiated changes to adaptations.
      - Other students? :question:
        
        Alter student seating plans and partners for pairwork / groupwork.
        
        If student is happy working with their new partner or sitting next to their new neighbor then the issue can be considered resolved. :check:
        
        If the student is still unhappy then change seating plan and partners again.
        
        If student is happy working with their new partner or sitting next to their new neighbor then the issue can be considered resolved. :check:
        
        If the student is still unhappy after multiple changes then speak to the school manager and request an escalation if necessary. :warning:
      - Class? :question:
        
        Ask the student to tell you what they enjoy about other teacher's classes. If possible, observe the other teacher's class. See which elements the student responds best to, and integrate these into your lessons with the student. :silhouettes:
        
        If the student enjoys the new class then the issue can be considered resolved. :check:
        
        If the student still doesn't enjoy the class then speak to the school manager and request an escalation if necessary. :warning:
      - Teacher? :question:
        
        Ask the student to articulate exactly what they dislike about your teaching method. :silhouettes:
        
        If they CAN articulate what they dislike, then use this information to offer differentiated instruction.
        
        If they CANNOT articulate what they dislike then either record a class on video, OR ask another teacher to observe one of your classes. Make notes of which aspects of the class the student responds best to, and use these to offer differentiated instruction.
  - - - If it is another student, then change partner or seating plan.
        
        If student can focus then issue can be considered resolved. :check:
        
        If this doesn't work then move student to a different part of the classroom. Alternatively, have the student sit by themselves.
        
        If student can focus then issue can be considered resolved. :check:
        
        If the student still cannot focus then speak to the school manager and consider an escalation if necessary. :warning:
      - If it is an object or variable (e.g. an open window) then remove the object or change the variable.
        
        If student can focus then issue can be considered resolved. :check:
        
        If the student still cannot focus then consider adding more visually stimulating aspects to your lessons.
        
        If student can focus due to the visual engagement then issue can be considered resolved. :check:
        
        If the student still cannot focus, then consider testing for ADHD and / : or autism.
        
        If the student has ADHD, autism, or any other neurodivergence, then use this information to offer differentiated instructions and content.
        
        If the student does not have ADHD, autism, or any other neurodivergence then speak to the school manager and consider an escalation if necessary. :warning: