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Ms Tan Pin Sing, Yu Neng Primary School
Ms Tan Pin Sing, Yu Neng Primary School
I strongly believe that the key to establishing sound collaboration and support
with different stakeholders is communication.
In order to create a basis of active sharing, teachers should always strive to build rapport and trust with various stakeholders from the beginning of the year. This sharing should be transparent and continuous in order for both parties to address any outstanding concerns or issues in a timely manner to ensure the well-being of each child.
As each child may display different dispositions and present different sets of needs in different environments, positive home-school partnership is vital to ensure maximum support for their unique and special needs as he/she spends the bulk of the time at home. Personally, I find it extremely useful to touch base with parents and sing the same tune to ensure consistency in school and at home. By making use of well-established routines and specific word phrases that the child is already familiar with, he/she could better assimilate into the school environment and achieve success in his/her learning. Of course, teachers can also update parents about their child’s progress and needs by sharing the exit tickets that the child has filled in with regards to his/her learning in school to help him/her achieve excellence.
Undeniably, it is crucial for teachers to work hand in hand to better address the child’s learning and behavioural needs. This can be done by maintaining a group chat for all subject teachers to communicate, cross-check and provide assistance for the child as and when necessary. In addition, positive teaching practices and strategies that have helped the child access the lesson materials and cope in school can also be shared to ensure maximum learning to take place. These information can also be communicated with the teachers teaching the level during level meetings for them to provide timely assistance when the need arises.
Lastly, it is also highly beneficial for teachers to work closely with the AEDs to draw up individualized monitoring and reward plans to forward the child’s holistic development and growth. By getting subject teachers to fill in the daily monitoring sheet that is customised to reflect desired learning dispositions of the child, teachers and AEDs will be able to chart behavioural trends before developing specific strategies to address outstanding concerns in a timely fashion. These issues can be further addressed during targeted one to one chit-chat sessions with the AEDs on a regular basis to ensure that the child’s unique and special needs are met.
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