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Language for Thinking(236 Posts)
Poltergoose very kindly sent me LfT and I have been reading through it.
I have a question:
The assessment pages have shaded boxes in the different Language levels (ABC) next to various questions.
Are those shaded boxes indicating that the particular question is not scored for that level? Or that it is? Or something completely different?
There is no reference anywhere that I can see, to the significance of the shadings.
Thanks moondog. So I need to be more explicit with her, instead of thinking 'what a bizarre thing to say.' That is very helpful.
I do that, a bit. I need to be more systematic and make sure that I am encouraging her, not crushing her.
On another note, people, DH is starting to reflect on his own behaviour! DD2 didn't respond at all when I told her that she had done x and it was upsetting. When I challenged her on it she said 'ok'. I said 'DD2, we normally say sorry.' She said 'sorry' and carried on doing what she was doing. DH was frustrated, then the penny dropped. Finally, he has seen why after 11 years of marriage I still get frustrated when he just gives a perfunctory 'sorry' if he hurts me
He has also realised that he relies on concrete definitions as DD2 does. When he was 21, he spent a good couple of weeks on crutches that a friend gave him. DD1 broke her ankle last week and I said 'she said she heard a crack.' We were talking about his injury and he suddenly said 'that's why I didn't go to hospital. I didn't hear a crack...' I said 'What??' and he told me that he had been told that if you break your ankle you hear a crack. He hadn't heard one, so he didn't go to hospital, even though he still couldn't weight bear after 2 weeks!
Language for Thinking is helping him to reflect on his areas of difficulty as I discuss DD2 with him, probably because they are so similar. I have tried so many times to discuss him with him and got nowhere. It's like DD2 is his 'video evidence'.
Yes, you need to be explicit but of course you can do that without crushing someone.
You need to teach, otherwise how will the person you are trying to help know for next time?
That's why I loathe the touchy feely throw it at the wall and see what sticks and God forbid we get explicit and actually try to measure and define' attitude endemic in education and the 'therapies' <shudder>.
It doesn't help anyone.
I don't share the scores with ds, so that I can remain encouraging. He knows the next day that he did better as he finds the answers both easier and my praise bigger iyswim.
I never say he has got anything wrong, it's just that the next time he did 'better' iyswim.
I will say. That's a great answer, but how about ......, would be even better because............ Often there is a joke to be had in considering the other view points and ds can find it silly, and I can agree though still making it clear that the silly answer is the one I'd like to see the next day iyswim.
Gosh, of the scores of kids I have used, and seen use LFT, most love to see the scores! That's a good thing. If they are interested in how they got on, we have struck gold.
Using a colour coded system works so well. We can all rejoice and say 'Wow Luke! Look at all those greens! You are thinking so hard! Well done!'
Pupil feedback is central to the notion of behaviourally based practice.
That's why a standard celebration chart is so fantastic.
Most kids get that a line going upwards means they are doing great.
If the teacher/therapist adjusts her practice according to the trajectory, then by God, it will go up.
'If the child hasn't learnt, the teacher hasn't taught'
Amen to that.
DS gets feedback about his performance and it is differentiated but atm an issue with numbers has popped up (not sure where from) and to talk in numbers makes the task aversive as ds refuses to try anything he can't get 100% for.
We're working on that though, but I'm not sure where it has come from, and whether it has come from school (I suspect it has something to do with his DF rating him overly generously with subjective ratings for his piano practising . He enjoyed it for Headsprout so I'm sure we can do that, but I think with LFT he doesn't understand the scoring system and it makes him anxious.
However I share the colours and he enjoys being good enough to do a 'new one'.
I don't believe it.
Have finally got around to starting this with DS1, after assessing on to be on the cusp of level C at half term. I had intended to start him on B for a week, but got distracted by a combination of him digging his heels in and saying that reading was boring and DS2 having free reign of the kitchen. Apart from having to remind him that the last question had asked for two things to do for a forgotten lunch, he gave very detailed and absolutely perfect responses.
Must admit having a break from LFT as undergoing marital split, annual leave and working out how to get inflexible dd2 to repeat exercises. But more the annual leave and marital stuff!
Having a break is important (our SALT is always saying this) right?!!!!
I'm not intending to repeat unless he really bombs out on one, Handywoman, and if it's clear that it's the subject matter that prompted him to disengage with a scenario, I'll leave it alone. If your DD is anything like DS1, my hunch would be to do a few and then go back on the premise of seeing if she can beat her high score, after a week.
And a break can be positive and provide time to assimilate - especially when other things are pressing on your minds
My target for DS1, since at half term he would have struggled a bit with the level C questions is to see if he can consistently get full marks (which would involve him listening to all the questions carefully so he either needed no prompts or realised that he'd missed something and asked for clarification). I'll then assess him for module 3 and work out where to go from there.
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