SIRPing with Emi

Step 1

Emi is puzzled by shy Tamara who refuses to say anything in class.

Step 2 - possible reasons:

family issues

parents not able to help

low academic proficiency

nature of task

nature of task organisation (e.g. group, kinesthetic...)

classroom dynamics - judgemental environment?

school culture/environment - student appears more relaxed outside of school grounds

assessment sends leading messages to student

psychological issues among the youth, e.g. due to social media exposure

Step 3 - literature and context:

Literature:

⁠

Glasser’s basic needs⁠

⁠

Gabor Mate⁠

: authenticity vs attachment, zoning out (What’s the pain?)

wonderful stories from colleagues

Context:

student engaging with phone/social media?

talking to her doesn’t help

Step 4 - most likely explanation(s)

family issues

parents not able to help

low academic proficiency

Step 5 - So what? Implications for teaching/learning

personal chat with student to find out more about behaviour

personal chat with parents to find out more about student’s preferences, hobbies, etc. outside of school to be able to address them through tasks

introducing visual means of expression, or other non-verbal communication in class

eliciting from student through writing, as one of the few mediums she doesn’t appear to resist

group/pair work with specific role allotted to student, so she can experience non-academic success

getting student to help teacher with mundane activities to help her experience success

eliciting students’ reactions on lessons, in writing or in drawing

introducing learning stations, where teacher gives different activities (listening, writing, reading) and invites every student to find their own place in the classroom

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