The following quotations are drawn from communications with teachers and others involved in the Maximising Potential project in its pilot phase (2006-2007). Writers are identified by their remit rather than by name, and comments are sometimes ‘composite’, ie drawn from more than one communication with the writer. Some of the comments are ‘as reported’ by researchers, therefore not direct quotes, but these have been checked with the writers to ensure that they represent their views faithfully.
The pilot was still ongoing as this online version neared completion. Further comments, including ones from pupils, will be added in due course.
'[Our S4 Access/Foundation] group are now into exam leave and will no longer be a focus. Many lessons learned by staff and strategies trialled. The pack is an excellent thinking tool for teachers struggling with difficult classes. Now staff [are] working on a similar project with S2 lowest set.
'I am working alongside a learning assistant and together we discuss before and after the lesson. This is most useful and allows the LA to feel involved in the planning of the lessons.'
'This term [summer] we are expanding the MAX project in S1. We have identified another group of ten young people who have a variety of needs which are currently preventing them from fully accessing the German curriculum.
'This group will be taught by the LSS teacher who has been working with [the class teacher]. She will be taking on board the strategies already developed. She has the support of the PT Behaviour Support and a learning assistant in class.
'This means that [the class teacher] is now comfortable working with her group with the support of a learning assistant but no additional teaching colleagues. Clearly, since our classrooms are located very close to each other, it will be easy for us to monitor things and react quickly, should we be unhappy with progress.'
'Where learners have particular learning needs, extra staffing in the initial stages has a strong impact in allowing needs to be met. Once positive relationships and attitudes have been formed and once the staff involved have identified barriers to learning, and developed strategies to overcome them, the extra staffing becomes less essential except for learners with specific learning difficulties who may need readers/scribes etc.'
'The class teacher and I spent two days observing and discussing and we identified a range of problems in the class – dyslexic, semantic pragmatic disorder, mental health, ADHD, EAL, dyspraxic, behaviour, pupils using laptops etc. We endlessly discuss and implement strategies - moving seats, me phoning home, keeping pupils back at end of block to build relationship, teacher presenting information in linear text and also in visual formats, only asking volunteers to read, warning pupils well in advance of tasks to be completed, frameworks for writing, praise, etc. I am very happy with how it is going. I would not have been working with [the English teacher] in this way if it was not for the project!'
'I was looking for a way to help my students. I had arrived at a point in the year and in my career where I had begun to feel frustrated and demoralised. Teaching a mixed ability Spanish class is hard work, especially when the students have so many different needs. [The project] allowed me to do some self-exploration, which in turn led me to ways to support myself and my teaching, but also to more effectively teach and support my students.'
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