FOCUS STUDENT -Female -Gifted but not performing academically -Recent family break up -Loves art ...

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FOCUS STUDENT -Female -Gifted but not performing academically -Recent family break up -Loves art -Peers avoid her. by Mind Map: FOCUS STUDENT -Female -Gifted but not performing academically -Recent family break up -Loves art -Peers avoid her.

1. Student Needs and Wants

1.1. Friendship

1.1.1. Connections Social Strategies

1.2. Respect

1.3. Examine Bronfronbrennars Ecological Systems theory to ensure the whole student is taken into account pertaining to students environment: Microsystem (child them self), Mesosystem (connections), Exosystem (indirect environment - playgorund and community around them), Macrosystem (Social and cultural values - building cultural values into students personal project), Chronosystem (changes over time - family situation over time, puberty, change of new teachers, change as student begins to understand her family situation be it positive or negative.

1.4. Child and themself. What would the student like to achive in her learning, outside of the classroom, possibly examine alife goal she would like to obtain for example having one close friend she can talk to

1.4.1. Examine how to make social connections

1.5. Student wants to be listened to and heard. Suggest daily catch ups with classroom teacher and Special Education Teacher or teacher of her choice if student is not comfortable with classroom teacher or Special Education Teacher

1.5.1. Give student a blank art diary to draw or colour in/write how she feels each day if she does not want to talk specifically that day. Ask student to talk about her drawing to gain an insight as to what she may be feeling that day or over the week

1.6. To be accepted. Speak to class to address why they do not accept her and remind students of schools inclusion policy.

1.6.1. Speak about how they might feel if they were left out. Sean Tan's The Lost Thing may be able to be read. Identifying differences and similarities in students but still being able to interact together.

1.7. Set up a quiet place in the classroom or identify a safe area within the school (eg Assistant Principals office) that the student can go to when she feels overwhelmed or just needs to step away from everything for a moment

2. Learning in the Classroom

2.1. Gifted and Talented

2.1.1. Love of art Visual learner but perhaps has difficulty in expressing herself in written form Examine her art to gain an insight into her emotions in relation to home and school

2.2. Not performing in the classroom

2.2.1. Explore ideas as to why? Student not wanting to be labelled Puberty

2.3. IEP/ ILP/PP

2.3.1. Support within the classroom: Learning Support Teacher Teachers Aid Principal Peers

3. Student Choice/ Student Voice

3.1. Listen to student at all times

3.2. Ask student what they would like to achieve both in and outside of the classroom

3.3. Give student a blank journal to record/self asses in her own way (pictorial, colour) how the day went or anything she would like to speak about

3.3.1. Review this with her at the conclusion of the day and re-configure plan of action for the next day/next lesson if necessary

4. Teaching Approaches to Assist Student

4.1. Individualised work

4.2. Some partnered/group of 3 maximum with peers who do accept and include her

4.3. Consider using Debono's Thinking Hats for group work as it is individual roles within groupwork

4.4. Inclusion in the classroom using art - perhaps the student could teach the class an element of art within an art task

4.5. Using Gardeners Multiple Intelligence to focus on students abilities and strengths

4.5.1. Engage with student and discover which intelligence they excel in. From this, develop a focus project for the student using this intelligence and pertaining to strengths. This could also include an element of art to further engage her interests.


5. Interactions Outside of the Classroom

5.1. Social Stories

5.1.1. Regularly review social stories and change where needed

5.1.2. An alternative to automatically generated social stories could also be taking photos of the student and developing dialogue and actions to accompany the story. Placing the student in a role play situation with a person/teacher she feels safe with could have a larger positive impact due to student input

5.2. Teacher playground observation

5.3. Building on social skills and condfidence

5.4. Peers avoid student

5.5. Using Social stories could assist in breaking barriers of social anxiety, learning social structure and ways in which to establish social cues and responses.


5.7. Talk to peers to understand why this is happening. Perhaps there was an incident that needs to be addressed with whole class or selected group of students

6. Policies to Support Student

6.1. Schools policy on inclusion and/or bullying to gain deeper perspective on what protocol to follow

6.2. Department of Social Services Families and Children | Department of Social Services, Australian Government

6.3. Family Court of Australia - whilst this is aimed more at parents, Teacher should be familiar with the process and procedures that may occur to better support the student and family Children and separation - Family Court of Australia

6.4. School Principal may need to consult with lawyers to prepare for any legal involvement that may occur whilst the process of separation is occurring. This could refer to restrictions on which family members have access to the student

6.5. Establish any links within the community for community support for the student, if necessary

6.6. Department of Human Services: Government policies and support for children of families who have separated - this includes contact information for counselling for the student and family Separated parents - Australian Government Department of Human Services

6.7. Support for Families, Carers and Children Support for families, carers and children |