Of Teaching, Learning and Sherbet Lemons

A Compendium of careful advice for teachers

Nina Jackson, Ian Gilbert

• Publisher: Independent Thinking Press
• Year: 2015
• Print ISBN:
  9781781351345
• eBook ISBN:
  9781781352038
• Topic: Education
• Subtopic: Education General

Education is like a sherbet lemon: we need the structures and systems - the hard exterior - but we can easily lose sight of the magic that is at the heart of this; the teaching and learning - the fizz in the centre. Nina Jackson's mission in Of Teaching, Learning and Sherbet Lemons is to put the fizz back into classrooms by solving some of the toughest dilemmas facing teachers. You know the child in the class who never asks that burning question because they worry it might make them look silly, even if everyone else is thinking the same thing? Sometimes teachers can be like that child. And they don't know where to turn to get the answers. That is where Nina comes in. The teachers' questions in Of Teaching, Learning and Sherbet Lemons have been anonymised, but Nina's answers will resonate with teachers everywhere, offering support and practical advice. Nina doesn't have a magic wand but what she does have is years of experience, honesty and a commitment to help everyone be the best they can be. After all, second best just won't do! Whether you are wondering about difficulties and disagreements with colleagues, pushy parents, promotion and ambition or losing the love for teaching, Nina has plenty of tips and advice. There is wise guidance on what to do when learners keep shouting out, or chit-chatting, or won't say anything. Nina also shares her valuable insights into inclusion and learning differences including dyslexia, dyspraxia, dysgraphia, ADD and ADHD, stutters and stammers, as well as addressing the sensitive issues of bereavement and self-harm. Topi covered also include: learner engagement and motivation, group work, learning styles, spoon feeding, feedback, unveiling learners' skills and talents, music in the classroom, transition from primary to secondary school, digital leaders, action research, school councils and INSET days. Suitable for all teachers - from NQTs to experienced teachers - across all subject-specialisms and phases; from primary to higher education.

1

THE DRAGON DEEP INSIDE

Q THERE IS ONE LITTLE GIRL IN MY CLASS WHO NEVER TALKS EITHER TO ME OR TO HER PEERS. WHAT CAN I DO?

A This is an important question but, in return, I have so many questions for you to consider too:

Have you seen or heard her talk to anyone else in the school?

Is she just a ‘selective mute’ in school?

Have you spoken to her parents about this problem?

Do you know if she has an existing condition, such as a speech and communication difficulty (SCD) or speech, language and communication needs (SLCN)? If so, what is the current level of support within the school? Is any medical intervention with a speech and language therapist taking place?

Has she stopped talking recently or has it always been this way?

How do you get her to communicate her thoughts, her learning, her thinking and her emotions?

Is she a happy child? For example, does she smile?

Does she look sad or is she just shy?

Does she have difficulty maintaining eye contact?

Is she reluctant to smile and at times has blank facial expressions?

Are her body movements often stiff and awkward?

Is she always alone or does she play with others without speaking to them?

Have you discussed your concerns with the head teacher or special educational needs coordinator (SENCO)?

When a child doesn’t talk at all there may be a developmental delay or they may have a medical condition. However, when a child speaks and understands language, but doesn’t speak in certain situations, they might have selective mutism. This is a condition that was once commonly associated with autism but is now recognised as an anxiety disorder. This is why it’s essential for you to understand the ‘bigger picture’ of this child’s social behaviours.

Sometimes children displaying the symptoms of selective mutism may just be considered quiet or shy at first. Often a parent or someone else (you in this case) who is familiar with the child will see that they have some or all of the symptoms. A healthcare professional who is experienced with anxiety disorders will be able to diagnose selective mutism. Early diagnosis and treatment can minimise the effects of the disorder, which can in turn reduce further issues later in life.

I will share with you my thinking and possible courses of intervention. However, I must stress that you should consider the questions above and the statements below in order to best help your pupil. There could be a number of underlying problems that are leading to her not talking.

Please THINK about whether your pupil demonstrates any of the following signs and whether there is evidence of any of the issues outlined:

The child is consistently unable to speak when it comes to certain social situations, like school, even though they are able to speak elsewhere, such as when they are at home and with their immediate family. This can be a vicious circle that leads to further social isolation and withdrawal. This will interfere with the child’s educational achievement and social communication. Later on, if left untreated, it will also impact on their occupational achievement.

A child will need to show signs of not tal...

Table of contents

• Cover
• Praise
• Title Page
• Dedication
• Foreword
• Acknowledgements
• Contents
• Introduction
• 1: The dragon deep inside
• 2: The rules of engagement
• 3: Conclusive inclusive
• 4: Is your top someone’s bottom, or is your bottom someone’s top?
• 5: Dyslexia – a gift, a curse and a learning difference
• 6: Marmite group work – love it or loathe it
• 7: They will ignore you until they need you
• 8: Pushy parents
• 9: Getting the huggers to behave
• 10: Special learning spaces
• 11: Action research in education – making a difference
• 12: I’ve lost that lovin’ feeling
• 13: Stutters and stammers
• 14: Let our voices be heard
• 15: Don’t shout out!
• 16: Learning styles – what learning styles?
• 17: Feed me!
• 18: INSET day blues
• 19: Making connections – I + E = M
• 20: The death of a parent
• 21: She doesn’t like me
• 22: Where’s the spark gone?
• 23: Dysgraphia – more than just bad handwriting
• 24: Unveiling every learner’s invisible stamp
• 25: Sound waves do make brain waves
• 26: Self-harm
• 27: How will I know?
• 28: Tips for transition
• 29: The shape of the spoon
• 30: ADD, ADHD, SOS!
• 31: The daunting difficulties of dyspraxia
• 32: Digital leaders
• 33: My colleagues’ boring lessons!
• Epilogue
• Bibliography
• Copyright