Scenarios: Toby - Samara - Ayesha
Posted: Mon May 08, 2017 2:50 pm
Scenario 1
Toby is 8 years old and very quiet. He does not appear to enjoy interacting with other children. Toby’s mother has told you that he is a great reader and enjoys this activity at home.
How can you encourage Toby in his reading interest?
How can you support his interactions with other children? This could be achieved by perhaps setting up small reading groups in class. In the morning at reading time children could sit in groups to read a book then discuss what they thought of the book. The children could also use this time to find synonyms, antonyms, common nouns, proper nouns, and adjectives this would be a great way to include literacy lessons into the children’s reading groups all whilst helping Toby’s extend on his social skills by using his interest in reading.
How can Toby’s emotional development, be impacted by his limited social skills?
Scenario 2
Samara (6 years) has just enrolled at your school. Samara has only been in Australia for a few months and her native language is Sudanese. She, and her family, have extremely limited English.
How can you assist Samara to settle into the school environment if you were here aide? I could assist Samara by helping her to create a picture dictionary for her to use when trying to communicate with myself and others. I could also create other visual support resources for Samara to use such as flow charts, letter formation sheets for her to have on her desk, time tables etc. The use of flash cards when communicating with Samara would be another great way to help Samara learn what certain things are called etc. For example, I could say to Samara ‘Can you get a Pencil?’ whiles showing her a picture of a pencil.
What key words will you need to support Samaras basic needs?
How will this impact on Samara’s interactions with other children?
How will you help extend Samara’s English language skills? (K, Kearns, 2010.) discusses supporting ESL students by doing the following:
The use of pictures of common objects with their names below for Samara to learn the name of and classify.
Create activities that focus on a certain theme or concept
Engage in one- to one questioning
Engage in small group role plays when Samara is ready
Create a range of visual support resources for Samara to guide her learning such as flow charts and timetables
The use of concrete materials can be beneficial for example, plastic counters, number cards that show the numeral and word etc.
The use of music and movement can be beneficial to introduce new words such as heads, shoulders, knees and toes
Rephrase teacher’s instructions into smaller steps for Samara to understand
Reading to Samara and listen to her read when she is ready, ask questions such as what was the cat’s name?
Build a word collection for Samara to use.
Act as a scribe to model writing meaning when Samara says something for example ‘Me have sister she baby’ I would write and read aloud ‘I have a baby sister’.
Use cue cards with Samara
The use of dual language books may be an option
The use of talking books and ESL readers could be implemented
The use of flash cards
Lastly the use of puppets with Samara to practice conversational English with Samara.
Ayesha (5 years) and her mother have arrived at your school. Ayesha has a physical disability that requires her to use a light weight wheel chair. Ayesha has spent much of her childhood in hospitals. Ayesha’s mother Marnie, wants Ayesha to attend a mainstream school so that she may interact with “normal” children.
What other information will need to be gathered to ensure quality care of Ayesha?
Why must she be allowed to enroll, what legislations relate to this access?
How can other children within the school be encouraged to accept and socialise with Ayesha?
If you were assigned as Ayesha’s aide, what information would you seek from the teacher, and how would you ensure regular communication between yourself, the teacher, and the mother.
Toby is 8 years old and very quiet. He does not appear to enjoy interacting with other children. Toby’s mother has told you that he is a great reader and enjoys this activity at home.
How can you encourage Toby in his reading interest?
How can you support his interactions with other children? This could be achieved by perhaps setting up small reading groups in class. In the morning at reading time children could sit in groups to read a book then discuss what they thought of the book. The children could also use this time to find synonyms, antonyms, common nouns, proper nouns, and adjectives this would be a great way to include literacy lessons into the children’s reading groups all whilst helping Toby’s extend on his social skills by using his interest in reading.
How can Toby’s emotional development, be impacted by his limited social skills?
Scenario 2
Samara (6 years) has just enrolled at your school. Samara has only been in Australia for a few months and her native language is Sudanese. She, and her family, have extremely limited English.
How can you assist Samara to settle into the school environment if you were here aide? I could assist Samara by helping her to create a picture dictionary for her to use when trying to communicate with myself and others. I could also create other visual support resources for Samara to use such as flow charts, letter formation sheets for her to have on her desk, time tables etc. The use of flash cards when communicating with Samara would be another great way to help Samara learn what certain things are called etc. For example, I could say to Samara ‘Can you get a Pencil?’ whiles showing her a picture of a pencil.
What key words will you need to support Samaras basic needs?
How will this impact on Samara’s interactions with other children?
How will you help extend Samara’s English language skills? (K, Kearns, 2010.) discusses supporting ESL students by doing the following:
The use of pictures of common objects with their names below for Samara to learn the name of and classify.
Create activities that focus on a certain theme or concept
Engage in one- to one questioning
Engage in small group role plays when Samara is ready
Create a range of visual support resources for Samara to guide her learning such as flow charts and timetables
The use of concrete materials can be beneficial for example, plastic counters, number cards that show the numeral and word etc.
The use of music and movement can be beneficial to introduce new words such as heads, shoulders, knees and toes
Rephrase teacher’s instructions into smaller steps for Samara to understand
Reading to Samara and listen to her read when she is ready, ask questions such as what was the cat’s name?
Build a word collection for Samara to use.
Act as a scribe to model writing meaning when Samara says something for example ‘Me have sister she baby’ I would write and read aloud ‘I have a baby sister’.
Use cue cards with Samara
The use of dual language books may be an option
The use of talking books and ESL readers could be implemented
The use of flash cards
Lastly the use of puppets with Samara to practice conversational English with Samara.
Ayesha (5 years) and her mother have arrived at your school. Ayesha has a physical disability that requires her to use a light weight wheel chair. Ayesha has spent much of her childhood in hospitals. Ayesha’s mother Marnie, wants Ayesha to attend a mainstream school so that she may interact with “normal” children.
What other information will need to be gathered to ensure quality care of Ayesha?
Why must she be allowed to enroll, what legislations relate to this access?
How can other children within the school be encouraged to accept and socialise with Ayesha?
If you were assigned as Ayesha’s aide, what information would you seek from the teacher, and how would you ensure regular communication between yourself, the teacher, and the mother.
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