How to Motivate Pupils in Own Learning: For Teachers & Parents Helping Children - What is a SMART IEP? Self-Monitoring
Having read missolive’s hub Teaching Reluctant and Struggling Readers part 1, I was reminded about how important it is to engage the pupil in directing his or her own learning. My involvement with dyslexic students has shown me how important it is to give them a voice in their own schooling.
The inclusion of any student in formatting his/her own learning is a key factor in achieving success, whether or not there is a special need or difficulty.
A Student's Needs
- having a vision, a goal,
- knowing that goals can be achieved,
- recognising when they have succeeded,
- being able to self-monitor,
- receiving recognition and rewards.
Given the above, the student will have:
- improved self-esteem & confidence - be able to shine,
- more success, more pride,
- a stronger ability to try whatever s/he wants.
IEP (Individual Education Plan)
Here in England, once pupils are diagnosed or statemented as having a Special Educational Need or Specific Learning Difficulty, the specialist teacher or SENCO (Special Educational Needs Coordinator) oversees an IEP for each student.
In an ideal situation, all students would have an IEP but unfortunately practicalities do not allow either the teacher-time nor the facilities for this to be the case.
An IEP states, in general terms,
- what difficulties the pupil has,
- recommendations as to what should be done about these difficulties,
- suggestions of ways in which this can be addressed.
It is then used every 6 months, by following this procedure:
- all subject teachers’ comments regarding progress, concerns, objectives and prescribed action are entered onto the form (see below for the format of a SMART IEP)
- the SENCO goes through the comments with the pupil; this is essential so that the pupil is totally involved in the process and can make his/her contributions by airing thoughts, concerns, expectations and by realising achievements.
- The pupil provides information regarding school clubs/activities attended and interests in which s/he takes part, the individual’s view of what progress has been made and what his/her parents think of their child’s progress.
- any views or comments the pupil wishes to make are noted (not necessarily for inclusion in the report), any worries or difficulties discussed if the pupil wishes. At this stage it is important the pupil is listened to and taken seriously and that wishes are taken into account where possible.
- the pupil is then asked to set him/herself a relatively short-term target, to get to a certain level in a subject or improve behaviour or achieve a sporting success or maybe a higher reading age; suggestions can be made from points made by the teachers, but the choice is the pupil’s alone.
Maybe the most important aspect of this process is that the pupil sees that he has some control, some input, some recognition and that self-monitoring takes place. When the IEP is reviewed, progress can be seen on paper as achievements are noted and it is evident when targets have been reached. A child’s self-esteem and confidence can receive a tremendous boost when s/he can see that progress has been made and that pride is justified.
A 'Smart' IEP
A SMART IEP must be:
Specific - one or two concerns only should be mentioned.
Measurable - objectives must be measurable, for example by grade or age or number.
Action worded - precise words that are relevant to tasks the pupil is required to undertake.
Realistic and relevant - the pupil must be able to attain the objective which must be relevant to the concerns raised.
Time-limited - a realistic time scale must be given in which the task should be completed and the time can be agreed by the pupil.
What does this mean?
It means that close monitoring and self-monitoring of the student is possible and is regular.
It is a short-term document and so must be revisited often and revised appropriately.
It gives parents information about their children’s programmes and progress; ensures them that the children are being monitored and being given appropriate and beneficial schooling.
It involves parents in the education and choices of their children.
Most importantly, it involves the student in his/her own education, allows him/her to voice opinions, concerns and wishes. The chance to talk about their interests and aspirations, all of which should be taken into consideration within their programme, is important. An education built on interests and ambitions is much more likely to succeed.
Relevance to Reading
All the above can apply across the board of education. The example (see table) is part of an IEP for a reluctant and/or struggling reader.
Possible layout of an IEP:
Page 1 will deal with personal details and statemented concerns & recommendations.
Page 2 will be an overview of each subject with a positive and encouraging comment about progress
Page 3 will deal with each subject in turn - this example is for Individual Literacy Support
(this is where the table would be)
Subsequent pages deal with the interests, schools clubs, sports etc., the parental opinions/concerns and the student’s own view of his/her future.
The final, and important section, deals with the student setting him/herself a target.
The personal target should be short-term and realistic and revisited when next discussed. For example it might be: ‘I would like to be able to reach a reading age of 10 by half-term’, or ‘I want to be able to make more friends and get along with people better’, or ‘I want to get at least 3 Bs for my GCSEs.
Even though the above is a process followed by teachers, it is something any parent or others working with children/students can use as a basis. There doesn’t have to be a special need nor any particular difficulties; the inclusion of any student in formatting his/her own learning is a key factor in achieving success.
So keep these points in mind:
- Ask the students what they feel is needed, what problems might exist practically or from their point of view; you may need to provide pointers.
- Ask how they feel about each subject being studied; weaknesses and strengths.
- Ask what stage they would like to reach in each, e.g. how much increase in reading age.
- Ask how they like to work - give suggestions and choices (lots of visual, practical work....)
- Give them indications of how they can see their own progress - looking back over work, points for each achievement - a repeated test/task with obvious progress each time.
- Give rewards for progress and, more importantly, for effort. Let the students choose their own rewards (within reason!).
Copyright annart (AFC) 2014 (No copying without permission; no changing of original hub)
References & More Hubs
- GAMZ - Learning Thro' Fun!
Manufactures and distributes a range of fun products for dyslexics. Including jigsaws, puzzles and card games.
- Barrington Stoke - Publishing fantastic books for dyslexic and struggling readers
Publishing fantastic books for dyslexic and struggling readers
- DYSLEXIC CHILD? How Parents Can Help & Have Fun: Part 1 - Advice, Check List & Practical Sug
Help and advice for parents of dyslexic children. Background information and practical suggestions to support reading practice. Designed to reassure and provide an upbeat approach.
- DYSLEXIC CHILD? How to HELP & HAVE FUN! Part 2 th & v sounds
Further help and advice for parents of dyslexic children. Information about dyslexic associations and where to find support and advice, support procedures within the education system and more practical suggestions to support reading progress.
- DYSLEXIC CHILD? How to HELP & HAVE FUN! Part 3 Long ...
Further to Parts 1 & 2, this deals with letter pattern choices for the long vowel 'a' sound. Further contact suggestions and practical ways to help a child read and spell.
- CRITICAL THINKING SKILLS - Absorbing Information, Analysing & Evaluating, Considering Outcomes,
This hub deals with thinking skills needed to absorb information, analyse it, evaluate it, look at various outcomes and use the knowledge gained. It is aimed at the teacher in the classroom, with an added bias towards teaching dyslexics.