Progress tracking - child achievement

Task – Look at this child, Steve Thompson. Consider how a teacher or teaching assistant may use this data from the profile to support Steve's development. First, you should print out the entire markbook.

When you have thought about your own ideas, read the transcript of Steve Thompson's teacher and teaching assistant discussing him and what his learning priorities should be.

Transcript

Teacher: Today during the small world activities, I'd like you to pay special attention to Steve. I'm concerned that he he is still having trouble sharing with the other children (social development point 4). Could you work closely with him today to see if he has any difficulties?

TA: Yes, sure. I've definitely noticed that he doesn't seem as ready to share and play happily with other children. I was thinking of initiating some play with him and another child. It may be a language issue that's holding him back, so I think I need to model some play and language activity for him and at the same time try and get a feel for what the barriers may be. Is there anything else you would like me to do?

Teacher: I think the modelling is a good idea. It sometimes helps if you provide an ongoing description of some play initiated by other children in which he seems to have an interest. I remember we did a fair bit of work like that to model correct forms of language with Steve when he joined us... perhaps language is at the root of his social problems.

TA: I also noticed that Steve still has a lot of trouble writing (Writing Point 4), and yet his mathematical abilities seem better than most children. Perhaps we should direct our attentions more towards helping him write independently with a bit more confidence than continuing to develop his mathematical skills?

Teacher: I'm not sure that would be appropriate, although he has high mathematical skills, we should continue to ensure he still makes progress in this area. Although his writing needs attention that doesn't mean we should ignore his talents in mathematics. His self esteem will suffer and then everything is lost. Tell me – when you see Steve in the playground, what kinds of activities is he doing?

TA: Mostly he loves to play with the bikes, or in the sandbox. Why do you ask?

Teacher: Well I'm wondering if his writing troubles might be linked to some other areas of physical development that he is lacking – I notice he was weak fine motor control and finds difficulty using tools (Physical development points 5 and 7). Perhaps his arm strength and development should be monitored as it is probably connected with his writing skills.

TA: Now that you mention it, he does seem hesitant to play with balls, or climb on the bars, both of which could help him develop his fine motor skills and increase his writing skills.

Teacher: So, let's both encourage him to participate in physical activities that might increase his fine motor control outside the classroom, while I help him write about things he is interested in and give him opportunities to share as well.

TA: Great – and I'll make sure he gets lots of opportunities to solve problems and apply his mathematical knowledge so he continues to make progress in that area.

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