Meeting with Kim (RTLB)

19/02/2020

Hui 1 19.2.2020 @10.30am

(Met previously to touch base/greet for the first time) Feb 5th

Kim Michie RTLB, meeting with Samuel Kim, teacher of cases, students:  Isaac Fern and Samuel Taylor

Present-Kim and Samuel 

• Acknowledged SENCo , Tricia Kenny and Mentor Teacher, Jodi McCort

• Kim shared the link to the tki website, especially the ASD inclusive ed section.
• Kim had hard copies of some useful strategies in dealing with students with varied learning needs (from tki)
• Covered each case-1. Isaac 2. Samuel

1. Isaac Fern-2 goals set last year :

“... by the end of Term 1 2020 Isaac will be able to comply with school and classroom behaviour expectations in contexts where supervision is limited.”

“...by the end of Term 1 2020 Isaac will learn about others’ feelings in a range of contexts and begin to demonstrate empathy and understanding towards his peers.”

Samuel said that Isaac can be very immature with his behaviour and responses. He has given him the chance to apologise in his own time and he has done this willingly. This is a great step and a super strategy to make Isaac accountable but also give him the choice when to apologise! 

Isaac’s behaviour can get off track but he is willing to try and wants to learn.

Samule has made Isaac the ‘line leader’ to walk up to swimming at the Jubilee Pools and he has responded well to this responsibility. They converse during this time and a relationship is building.

During SSR isaac chooses to lay on the floor and not read, if he has a book it is one without many words!

*Kim said she will talk to Jodi-whom he goes to for reading to understand his learning needs in literacy.

2. Samuel Taylor-1 goal set last year : 

“For Samuel to be ready to move to his new class seamlessly and for the new teacher to be ready to cater for his needs”

Samuel Kim is concerned about the level of dependence on him as a teacher, Samuel can do nothing in the classroom if he decides he does not want to or decides he does not know what to do.

We spoke about putting strategies and supports in place to minimise the dependence and maximise the student agency/self management:

1. Check in promptly with Samuel when a task has been set.
2. Find something he can be an ‘expert’ or ‘leader’ in and give him some responsibility
3. Some reward system-e.g. Class dojo? Green smiley faces? House points
4. Use C3B4 me -it is stated in words, in the classroom treaty so we agreed to teach this strategy explicitly to the class, and get them to co construct what it would look like, sound like in the classroom in action-have some role play sessions, so it will be used correctly with the purpose to increase everyone’s independence and self directed learning. *Kim to make a poster C3B4me . Maybe ‘guide’ Samuel to choose the correct people to ask...
5. Have steps 1,2,3 displayed on the board and repeated back to the teacher and spoken to each other before they leave the mat area so everyone knows what to do, including Samuel! and Isaac!

Lovely to sit and chat with you Samuel. It sounds like you have a very good understanding of how to build positive relationships and use effective strategies naturally.

See you next week,

Kim