- Make homework optional
- Create resources for different levels/grades of students
- Only teach certain groups of students the tough stuff
- Take under achieving students out of one subject to catch up with other subjects
- Allow absence without any action
- Don’t make students catch up with work when absent
- Make judgments/decisions using student data/hearsay, before you’ve met them & seen what they can do
- Treat PP/LAC students differently (marking their books first won’t close a gap)
- Think that an SEN student cannot learn the same and in the same way as non-SEN (in the majority of cases)
- Don’t check students’ work regularly and hold them to account for incomplete/unsatisfactory standard or work/presentation
- Use marks/grades/levels on student work
- Talk about attainment instead of improvement
- Leave a piece of work unimproved by the student
- Tell them they’re weak/lesser/in a bottom set
- Assume they know how and what to learn
- Assume that if you’ve said something once, it’s enough
- Have discussions about groups of children instead of individuals
- Don’t follow through things you say you will do with students
- Don’t follow school systems with a student/s because they’re a ‘special case’
- Don’t ever contact home or involve them in the student’s learning.
I might adapt number 9, to be honest, tosimoly say: ‘assume an SEN student cannot learn’.
Or even, to assume that some students cannot learn, or be expected to learn.
👍🏼
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Emailed to my SLT, my current 5/6 team and my 3/4 team for next year!
Thank you for this! Gave me a prickle of guilt from a couple of them 😱. I have been asked to look at this in my school and this list will be an invaluable resource.
Reblogged this on The Echo Chamber.
Agree with most, but what is your evidence for #11?
I’ve discussed this in a previous blog
https://missdcoxblog.wordpress.com/2015/03/07/what-if-we-didnt-ever-use-grades-with-students/
Google will help find lots of other research as well.