Pastoral Care

In our school setting, we need to accommodate students with all different needs to
support them academically, Mentally, and Behaviour-wise. We aim to have an inclusive
environment that welcomes every ability and gives them a chance to succeed and
accomplish their goals.
After setting up the plans and discussing them with the teacher/family/well-being
counsellor and setting up a time frame to keep an eye on the results, observe the
progress, and check if we need to modify any changes.
The ILP could be for the whole year/ term or even just a month, depending on the
academic/ emotional/ behavioural progress. After that, we keep an eye on the
performance and see if there is any update. I recommend a maintenance plan to
achieve the best results.In the school, we have a few students who are below and overachievers, and each
student has specific needs. We plan an individual plan to meet their uniqueness.

- They might have a physiological IQ test or show outstanding performance.
- They get bored quickly, show signs of agitation toward easy tasks, and finish
their assignments fast.
- In some situations, they have self-esteem issues and underlying fears.
- They might be an easy target for anxiety and depression cycles.
- They could look like perfectionists.
- They show high interest in subjects others may need help with.
- They need encouragement and support.
- They show signs of stress.
- Their performance, mentally and academically, can be seen to improve with the proper praise and encouragement.

- Encourage creativity.
- Leave room for mistakes.
- Set up expectations.
- Tailor the assignment based on their learning style(Visual, Auditory, Read/Write,
and Kinaesthetic).
- Help them to understand their strength and weakness.
- Offer them choices to see what suits their ability and interest
- Reward the effort, not the outcome.
- Promote self-reflection.
- Encourage healthy competition.
- Build a good relationship.
- Listen to their preferences and advocate for them or support them to have it in
their plan.
- Persuade them with teamwork and involve them in class tasks. On the other hand, we are handling so many cases with slacker performers.

- Records are our best friend in this situation, which is the first indication that the
student is struggling.
- Avoid group work to avoid embarrassing themselves with their weak language or
performance.
- lack of interest in participation in the classroom and being the last to have a place
in any conversation and stay in the shadow of others.
- They were giving unreasonable excuses for why they did not do their HW.
- It disturbs the classroom to distract the attention of the academic work.
- Low self-esteem
- High anxiety and might have mental illnesses due to the struggle or the opposite.

- They were trying to bring others down by bullying them to satisfy their ego
instead of academic performance.
- They have developmental delays in their intellectual or cognitive skills as kids
and lack the support they need according to neglect or ignorance from the family.
- Neurological diseases such as brain damage.

- Learning difficulties such as Dyslexia, ADHD, ADD Dyspraxia, Dyscalculia, and
Dysgraphia could be one or more of these difficulties combined. To get positive
results for these difficulties, we can hold a comprehensive test, read and spell.

- The first is to recognize the root of the problem and determine which category
they fall in.
- Understanding their learning style is essential because it could be the obstacle
that prevents them from accomplishing their tasks.
- We are supporting them through a rewards system.
- Appreciate their small efforts and show them how you value their work.
- Enroll them in tasks up to/down to their levels and praise their accomplishment.
- Put them in a balanced group where they can add value, boosting their
self-esteem.
- Thank them in front of their peers for the tasks they complete.
- Give them a chance to choose how they like to present their projects, HW and
assignments.

- Simplify tasks that may be hard and break them into smaller ones so they can
get done confidently
- Support them with resources and tools to guarantee their achievements.
- Be kind and patient.
- Do not assume things, and do not set your expectations too high.

- Revise their goals with them and make them feel included in their journey/plans.

Usually, I give the students a reasonable amount of time to observe the pattern of the
behaviour and how often and if it is related to an event in their life. Most of the
behaviour problems come from a young age, and according to their developmental
span, it is part of them figuring and exploring the boundaries of the setting they live in.
These are some repeatable problems in class:
● Lateness or leaving early.
● inappropriate cellphone and laptop usage in class.
● side conversations.
● Fighting and inappropriate behaviour.
● Bullying.
● Cheating.
● Talking back.
● Ignoring orders.