Familiarise yourself with the student’s previous class or learning setting
Suggestion for implementing the strategy ‘Getting to know the student and what they can do’
On this page:
On this page:
Current page section: Familiarise yourself with the previous learning setting
Go to top of current page: Familiarise yourself with the previous learning setting
Go to top of current page: Familiarise yourself with the previous learning setting
Go to top of current page: Familiarise yourself with the previous learning setting
Liaise with previous teachers
Liaise with previous teachers
Teachers from each sector need to develop relationships that involve sharing knowledge and understanding of each other's environment, pedagogy and curriculum.
Teachers can be influential mediators of children's experiences when they have an understanding of where transitioning children are moving to, where they come from, and what they bring to their new learning context.
Jocelyn Wright, University of Canterbury (2009)
Questions for the support team
Questions for the support team
If a student has an IEP, or has had support from an early intervention teacher or a RTLB, liaise with their current school to participate in planning meetings for up to six months prior to a transition.
- What are the student’s learning goals?
- What supports are in place to facilitate and enable learning?
- Are any specialists (for example, an RTLB) involved in supporting learning and how are they working with the student?
- How are parents and whānau contacted and involved?
- What approaches and processes can be put in place to effect a smooth transition process?
- What are the student’s important peer and other relationships?
Observe the learning setting
Observe the learning setting
When you or your learning support coordinator visit a student’s previous learning setting, as well as observing and making notes, consider (with permission) taking photos or video to view later.
Observe:
- visual or other supports used to facilitate learning
- student interaction with their peers, (for example, working with a buddy, participating in groups, taking leadership roles?)
- how they work independently
- systems in place for them to take breaks or ask for help
- technologies they use
- their communication with teachers and peers
- how conflict is managed
- curriculum areas where they have strengths or find challenging
- strategies that could be carried over to the new setting
- student interaction in the playground
- their book work and their work on display.
Use blogs
Use blogs
Seeing students in their familiar environment helps teachers to find out:
- how they learn and interact
- what their interests are
- how to to engage them in a new learning environment.
Look at blogposts or other real time reporting tools.
![6140 [Kindergarten blogpost.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Kindergarten-blogpost__ScaleMaxWidthWzEwODZd.png)
Source: Ministry of Education
Next steps
More suggestions for implementing the strategy “Get to know the student”:
-
Current page Familiarise yourself with the previous learning setting
Return to the guide “Transitions – managing times of change”
![11455 [Transitions-managing-times-of-change-002.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Transitions-managing-times-of-change-002__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Transitions – managing times of change
Strategies for action:
-
Get to know the studentShow suggestions for Get to know the student
- Talk with the student
- Familiarise yourself with the previous learning setting
- Collaboratively plan supports
- Pre-teach routines and skills
-
Partner with the family/whānauShow suggestions for Partner with the family/whānau
-
Plan for successful transitions to schoolShow suggestions for Plan for successful transitions to school
-
Prepare for a new student with additional needs in the classroomShow suggestions for Prepare for a new student with additional needs in the classroom
