Understand emotions and build confidence
Suggestion for implementing the strategy ‘Helpful classroom strategies in Years 9-13’
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Demonstrate empathy and understanding
Demonstrate empathy and understanding
A teacher’s empathy can have a significant impact on a student’s confidence.
Build trust by finding out all you can about dyslexia.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Recognise student effort
Recognise student effort
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Foster confidence and trust
Foster confidence and trust
Make sure practical supports and actions are built into the culture of the classroom.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Minimise homework
Minimise homework
When I am at school, I use an enormous amount of my energy to keep myself safe and focused.
At the end of school I am extremely tired and do not cope well with homework.
Can you please think about ways to minimise homework for me and make it manageable?
Student
Closely monitor wellbeing
Closely monitor wellbeing
Be alert for signs that a student is not feeling good about themselves.
Act when you notice something.
As students move through school, pressures increase. Frustrations, anxiety, and stress can cause a lack of motivation and give students a poor view of themselves as a learner.
The dyslexia-stress-anxiety connection includes a step-by-step guide for supporting students to de-stress.
Recognise student strengths
Recognise student strengths
It can be empowering and motivating for your students to know they are able to learn.
Help them to recognise their areas of strength and need so they can take control of their own learning.
Use these approaches to build rapport:
- Demonstrate a positive belief in your learner’s ability.
- Make sure your learners experience success to strengthen their self-image.
- Show you care, have empathy, and make them feel included. It’s important your learner feels that you know what it’s like to have dyslexia.
- Recognise effort and give constructive feedback: provide tangible evidence of progress.
- Don’t lower your expectations. Set realistic targets.
- Give students a sense of control, for example, provide options so they can choose how they prefer to present different pieces of work.
Source: National Centre of Literacy and Numeracy for Adults (opens in a new tab/window)
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies in Years 9-13”:
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Current page Understand emotions and build confidence
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
