[senco-forum] stickers

"especially in Secondary Schools when you can't re-read the detail of an

highlight the names in your mark book as a prompt?

Philippa

On Feb 10, 2008 2:24 AM, Kate Barnes <kate.senrab at btinternet.com> wrote:

> "especially in Secondary Schools when you can't re-read the detail of an
>  IEP between classes and you may not have written all the info in your
>  mark book."
>  whereas of course, us Primary teachers have many spare hours in which to
> reread IEPs as we switch from Literacy to Numeracy to French to PE to
> Science....while we may have the same children their SEN can be very
> different in each of these subjects....
>  I know IEPs are almost impossible in Secondary, but it's not easy in
> Primary either!
>  Kate
>
>
> Amanda <amandavh at btinternet.com> wrote:
>  This isn't an excuse for teachers 'getting it wrong' but sometimes we do
> forget that someone has a particular problem. For example, a pupil 'blew up'
> in a lesson which seemed to him to be very unstructured because the class
> had been given back seven English GCSE assignments and told to re-arrange
> them in the order the Board wants and not chronological order. He had been
> working extremely well in the usual, structured English classes, partly
> becuause he knew what to expect. Yes, the teacher had forgotten - that was
> because he had been coping well.
> Similarly, a pupil can sometimes write pages of relatively neat
> handwriting in class when he has TA support to remind him to write slowly
> and clearly but then go home and produce much more rushed work.
> As I said, no real excuse and it shouldn't happen but we do forget,
> especially in Secondary Schools when you can't re-read the detail of an IEP
> between classes and you may not have written all the info in your mark book.
> Amanda
> Secondary SENCO
> Cornwall
> Cornwall
>
> lk s wrote:
>
> Thank you for your thoughts on this everyone. I am an L.S.A. in a large
> secondary school and I have been asked to look into this for the pupils I
> support. In an ideal world of course the teachers would differentiate the
> work and make allowances for disabilities when needed but I'm afraid this
> isn't always the case. The pupils I am talking about have I.E.Ps and pupil
> profiles. The SEnco meets with all staff concerned before school starts in
> Septemeber. Despite the paperwork on the child I have still witnessed
> comments in books from teachers (usually the same ones) about presentation.
> handwriting and the quality of work not being acceptable. The Senco will
> then politely talk to the teacher and present them with another copy of the
> pupil profile. Everything will run smoothly for a while and then there will
> be another comment! At one annual review I attended when a parent brought
> this up, the HOY, form tutor and E.P. all said how hard it was for
> teachers to 'remember' each
> pupil that has difficulties! It was the E.P. who first suggested the
> stickers. I was not very keen as I think it takes the responsibility away
> from the teacher. The stickers would not be used without the pupils consent.
> The 2 I have spoken to so far have both agreed and think it is less likely
> to cause them embarrassment than the comments written in red biro scrawled
> across a piece of work they have tried their best with! I have a 14 year old
> son with Dyspraxia and he said the stickers wouldn't bother him. Of course
> there is also the problem with peer marking but thats another story.> From:
> barbht at saqnet.co.uk> To: sheridan.sharp1 at btinternet.com;
> lks1985 at hotmail.com; senco-forum at lists.becta.org.uk> Subject: RE:
> [senco-forum] stickers> Date: Tue, 22 Jan 2008 19:52:48 +0000> > I agree
> with sheridan totally - a sticker drawing attention to your problem> is very
> undesireable for the majority of kids I teach -just the odd one who>
> sometimes tries to use 'dyslexia' as passport
> to 'no work' > If all teachers have (in our case via intranet) a copy of
> sen reigster> (ours are supposed to note in their mark book -which may well
> be electronic> or may be hard copy the stage on register and 'category' )
> there shouldn't> be a need for stickers which may be fun in primary but for
> sensitive> adolescents who have been failing at school since they were 4 or
> 5 isn't it> just rubbing it in.> Marking and making allowances should come
> naturally if teacher knows the> pupils properly but in any event as they go
> to record the mark there is the> reminder > My feeling is that you should
> think very carefully before going down this> road of stickers Barbara ht > >
> -----Original Message-----> From: senco-forum-bounces at lists.becta.org.uk>
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Sheridan>
> Sent: 22 January 2008 16:52> To: 'lk s'; senco-forum at lists.becta.org.uk>
> Subject: RE: [senco-forum] stickers> > Where are the stickers going to be
> put? The children
> I know are sensitive> enough to their difficulties and don't like their
> IEP's being pasted to the> back of their personal planners. I don't think
> they'd be happy with brightly> coloured stickers being placed anywhere
> highlighting their difficulties. > > Doesn't the school's SEN register alert
> the teachers to this? > My main school has the following procedures and it
> seemed to please the> recent inspection.> > All teachers are given a copy of
> the SEN register. Teachers are required to> mark their class register and
> mark book to any child's disabilities.> Teachers are also required to fill
> in a section on their lesson plans> stating how many SEN pupils (also
> difficulty) are in that lesson. > Their lesson is then expected to be
> differentiated to clearly reflect the> pupils in any specific class.> > Some
> children (aspergers) have been issued with "Passports" (credit card> sized
> card that describes their difficulties that they can hand to the> teacher if
> they need to leave the
> class or become over whelmed.> > On the dyslexia side I have been known to
> have meetings with every member> of staff teaching a particular pupil to
> discuss how they are differentiating> their work for this pupil and offer
> advice on the matter. (Requirement> from a Tribunal finding)> > > No virus
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>
> Amanda
> Secondary SENCO
> Cornwall
>
>