[SENco-forum] help for a pupil recognising numbers

At the end of the day does it matter if there is peer reviewed or research
studies to prove one or other methods when that is what it took to move that
particular pupil forward?

 As a dyslexia tutor I feel the outcome for struggling pupils is influenced
by all the factors that researchers work hard to exclude when doing pure
research.  Best of luck with that one!

Here are some things that affect outcome and all of which I employ when
helping someone to learn to like learning again.

1)Teacher belief in that pupils ability to succeed
2) Listening to the child to find out what they would like to change.
3) Increasing their motivation by using materials tailored to their passions
i.e. pictures of sweets or footballers instead of just random pictures etc.,
4) Increasing self-confidence that they can succeed ergo they do.
5) Common background -the tutor recognises in the student traits of
themselves/their children.
6)1:1 or group attention for a little while
7) Formative assessment  for finding where they are at and finding a way to
help them move forward.
8)Talking about achievement, jointly choosing goals and tracking small
change on achievement charts
9) use of rewards - play this with me and I'll play that with you.
10)Use of metacognition in actually listening and watching the why of why a
child does what they do and using this in support strategies.

Think I have covered most of the things that all teachers are going to need
to tackle personalised learning shortly and cannot think why it has not
happened sooner.

This child with numeracy problems has had access to teaching and still
cannot manipulate numbers as easily as he could or in a similar way to
others.  Methods successful for many have not been successful here so it is
time for something else.

 What ever you try has to be documented, tracked for progress, review and
changed if not successful. As with all approaches you could start with what
has been most successful (by peer success?) and work your way down the list,
or listen and watch what might be successful for a particular child and make
a few short cuts.

My peers, other dyslexia tutors, think these methods very suitable for many
children.  The art is finding the quickest ones to help each individual.

Sharon Tringham.

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