Recognise and remove barriers to learning
Identify and remove barriers that get in the way of learning.
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Consider barriers in lesson planning
Consider barriers in lesson planning
Work together to find solutions
Work together to find solutions
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Identify common classroom activities, for example, mat or instruction time, reading or research activities, maths sessions, writing activities.
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Brainstorm who the activity works well for and who it does not work well for. The aim is to have engagement rather than just compliance.
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Reduce or eliminate barriers. This may involve refining the activity, providing additional flexibility or supports or complete redesign.
Know how teachers can help
Know how teachers can help
Remove threats to engagement
Remove threats to engagement
For example:
- Teacher talks for too long.Could be refined by setting tight time frames for oral instructions and providing rewindable videos and visuals.
- Noisy, unstructured environments. Could be supported with designated areas for quiet work or collaboration.
- Forgotten instructions. Could be solved by providing online or printed instructions and examples for students to return to as needed.
- Difficulty starting writing on a blank page. Could be solved with optional starters and graphic organisers such as writing or storyboarding templates.
- Students startled by a transition or change in routine. Could be supported using a visual timetable, discussing upcoming changes and oral prompts.
Remove barriers to writing
Remove barriers to writing
Using a computer gives Tyler the freedom to write creatively as he is not inhibited by the speed of his handwriting or his ability to form letters.
Design the day and week for success
Design the day and week for success
Careful programme design can help students to be successful. Each student will have different needs so collaborate with the ākonga, whānau and the school team.
For example:
- Offer students choices so they can manage themselves. For example, the order of tasks, timelines and types of activity.
- Reduce daily choices and decisions by creating a predictable timetable.
- Limit whole class instruction and passive listening time. Supplement face-to-face teaching with rewindable resources such as visuals, examples, videos and screen casts.
- Offer regular quiet or low sensory times during the day. For example, use of breakout spaces, storytime, a walk outside or quiet play periods.
- Offer regular movement breaks.
- Limit time spent with larger or noisy groups.
- Design transition signals. For example timers, music, traffic light systems.
Next steps
More suggestions for implementing the strategy “Be proactive”:
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Current page Recognise and remove barriers to learning
Return to the guide “Behaviour and learning”
How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
Strategies for action:
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Commit to whole-school approachesShow suggestions for Commit to whole-school approaches
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Foster relationships and partnershipsShow suggestions for Foster relationships and partnerships
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Design learning for allShow suggestions for Design learning for all
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Foster wellbeing and mental healthShow suggestions for Foster wellbeing and mental health
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Embed social and emotional learningShow suggestions for Embed social and emotional learning
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Be proactiveShow suggestions for Be proactive
- Identify factors that shape behaviour
- Recognise and remove barriers to learning
- Manage times of stress or change
- Recognise emerging distress
- Plan and practise adult responses
- Create support plans
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Respond in challenging situationsShow suggestions for Respond in challenging situations
