learner will be able to enhance his/her participation during the lessons.
Partially achieved! He could not sit still, always talkative who
always blurted out answers in class without thinking and raising up his hand..Paul exhibited mostly bad behaviour and lack of
participation during the majority of the lessons especially the English lesson.
But on the other hand
during the second term whenever Paul participated during lessons by showing effort,
putting up his hands and telling his own opinion about topic discussed, was
always frequently praised and whenever he got something wrong, he was always
encouraged by teachers and lses that we should not be afraid and we learn a lot
from our mistakes. Paul was always placed next to hard working and quiet students to
help him participate more. Participated a lot during preferred activities (but
every 30 minutes you have to change topic and regular intervals as he tends to
get fed up easily).Clear and concise instructions will enhance his ability to
comply. He approved a lot pc games (related to topics discussed) and one to one
sessions (reading books (his level), visuals, games and exercises). He also participated a lot during Pe lessons.
Sometimes he tended as well to misbehave, depending on his mood but he listened
to the teacher carefully and followed step by step what needs to be done. Same
applies to Art lessons. (Always depending on his mood).
The learner will be able to show
interest in what is happening.
Partially achieved - During the first
term Paul constantly fidgeted and squirmed. He
moved constantly and talked excessively especially during writing activities
(even adapted ones) because he did not like writing. Instead of showing
interest he always disrupted other peers and intruded on others answers and
conversations Lse and teacher prompted him persistently to show interest during
activities and explanations. During the
second term Paul showed slightly improvement by
improving his sitting tolerance and showing interest during lessons (especially
during English sentences and drawing).
When he finished off his classwork (depending on his mood) He always
went next to the teacher to show his work done.
Whenever he showed interest he was constantly rewarded and praised even
informing his mum about his willpower to improve). Paul showed great interest during favourite activities, show and tell and
lessons like computer activities and pe lessons. Still needs to show interest
during Social Studies and Maths lesson as he did not even look at the book and
even tried to talk to other students having no idea what was going on.
learner will be able to attend a non-preferred task/ group activity/individual
task, without protest and remain on task with no task avoidance.
Not achieved - During a non-preferred task, still had to work
out and write same task but amount of work was reduced, Instructions were concise
and rules were clear so that he will not get any excuses or gets frustrated, Paul disliked to read composition, books and even
wrote compositions during the first term.
Whenever there was a short
paragraph (Reading comprehension ) amount of questions were reduced but when
composition was too long it was adapted ( powerpoints , flashcards , computer
acts )even the questions but he still had to write , as he tended to shake his head to and fro
because he disliked writing and asked to leave class several times to avoid
class activities .. Lse and all the class teacher applauded and praised the
child whenever he completed tasks and write neatly. During the second term he still avoided
these type of tasks even if were adapted. Lse used lots of prompting and regular intervals .This helped him to
complete it carefully (even one to one sessions). He had to stay in several times during break
time as he did not finish off his work on purpose because he wasted a lot of
time playing(waiting for the bell to ring ) and go outside. .
The learner will be able to begin
working without complaint and according to teacher's directions
Not achieved. Lse and teacher always explained work step by
step. He always got furious and always complained that a lot of work was given.
Even if it was adapted. Paul did not even listen to the class teacher.
While teacher was explaining he started playing with the stationery, dropped
everything on the floor on purpose and ignored teacher and lse completely. Lse
and teacher warned him several times to pay attention as afterwards he got
confused what needs to be done. Always when he started working, he always said
“Can I go outside to play? “instead of writing.
The learner will be able to listen as the
teacher gives instructions.
achieved -During the first and second term Paul always disregarded teacher’s instructions. Lse and teacher
always prompted student to listen carefully as he will get confused to finish
off the task given.
(Student will read 4-6 word sentence
without stammering (both English and Maltese)..
Partially achieved. Regarding
reading level year 3 books, always choose a quiet area) he is able to read out
loud (help him more focus on each word) very simple words from 4 to 6 words. He had to read books in English and Maltese
where he had to observe carefully the front cover and write points, turn one
page at a time, read carefully and complimentary teacher with lse assistance
chooses 5 words from the book where he had to write a sentence about each word
he chose. Always take breaks for movement. He had to choose as well a sentence from the
book and write it in his own way than teacher will correct it. Then we talk
about what we had just read as he and choose other 4 sentences from the book jumbled
up (papers cut) and he had to put sentences in order .Also games were given to
enjoy putting sentences in order as he approves very
much computer games. He had even picture composition to write stories and even
to put pictures in order and pictures with questions related to the
picture. Regarding Reading he needs to
read more in English and Maltese as his reading level is low comparing to
others and develop his vocabulary skills
as during school reading activities he was able to read only simple books as he
tends to get fed up easily. When he sees lots of words (chunks) he gets
frustrated and starts stuttering. (Audio
books were also used as well). Reading
in class was always a big problem for him as he tends to get nervous especially
if there is noise in the background.
Student will carry
our hw neatly (especially the English hw)
Not achieved –Paul was
always given reduced amount of homework or adapted as he gets nervous to carry
out homework neatly and right. He is a fidgety child and always moving-rocking
back and forth in his chair (same applies to cw), or frequently clicking his
pen. He is unable to stay focused. He always rushed through his work (even cw
with regular intervals) and just wanted it done as quickly as possible. The majority
he came to school with hw undone or incomplete hw even was adapted. Certain
times he torn and crumpled papers from the communication book on purpose so
that he won’t tell his mum that had to do homework.
Student will be
able to wait for his turn after 2 to 3 peers.
Achieved –during the
first term Paul had always trouble waiting for his term during classroom
activities or when playing games with other children. But with lots of propting
and clear instructions, during the second term he was able to wait for his turn
after 3 to 4 peers without getting nervous, Paul was rewarded when he was
patient and waited for his turn
Will learn to be
more responsible for his belongings.
is not responsible enough for his belongings (disorganised). Had problems with
forgotten or lost homework as he tended to leave several book ad copybooks,
shirts, underneath his desks. Lost books and copybooks without being
responsible and concipus that he had to return books back to the class teacher.
Sometimes he does not do it on purpose but for sure he needs to be more