I am always given the lower ability children during numeracy, this groups includes 3 EAL pupils, two SEN pupils and two children who really stuggle with numeracy. The work the class teacher gives us is exactly the same as all the other pupils-it is NEVER differentiated, so as you can imagine these poor children really struggle to get anywhere with their work. But they are a lovely group and I enjoy working with them.
Today we have been doing money ie; you have £10 you buy something for £7, how much change will you get?
And the children have to work out the answer using a bead frame! They find these extremely difficult to use.
I suggested perhaps we could use different resources to help these children, perhaps some cut out coins etc and was told, "No I follow this program and they have to use a bead frame!" She will not listen and does not understand why my group is struggling.

I have to go careful what I say on here but there have been problems in the past with her style of teaching and she has had a lot of support to rectify this, but I can not stand watching these children struggle and see their self-esteem lowered because they are finding it too hard. If only she would differentiate it could help them! At the moment I may as well give them some colouring in to do at least they would feel they have achieved something!

Any suggestions.

Very very tricky. These kids should be having their work differentiated, she is setting these kids up to fail by not doing so. Can you speak to your senco?

These kids should be given lots of different resources so they can choose them according to their learning style.

Would she object to you drawing it first on a white board? Ie draw 10 £1 coins, rub 7 away and see the answer, then you model how they would do that on the beads?

I find the SEN kids find the beads too fiddly.

Dot
xxx

Yeah I agree, you should definitely speak to the senco or someone on the SMT about this. It's bad enough that she doesn't differentiate the work but the fact that you've brought it to her attention that the children are struggling and she is still refusing to is baffling

They obviously need a different strategy to help them learn. Why not use real coins and get them to do the subtraction practically and then you model writing the calculation on a whiteboard?

Hope that this gets resolved for the childrens' sake.

Bobette x

it is a difficult one , perhaps remind the teacher of the SEN code of practice, or like the others have suggested speak to the SENCo.

Thanks for all the replies which have been useful. The worrying part I forgot to mention before is she is the SENCO! and has been for years! Which makes my situation even more difficult. I dont think she evens knows the SEN code of practice. And she uses these bloody bead frames every lesson and no other resources (this has been going on for 4 months)

I have had a word with the numeracy co-ordinater in the past and she has had chats with her to try and sort this out (the teacher did not know I had reported it). But I think the NC needs to come and observe a lesson to see the full picture.
I dont like going behind the teachers back but to be honest I have got to the stage where I dont give a toss, the children and their education is more important to me than her feelings. I and others have many more problems with her whole teaching to be honest, some of it would shock you, all the children are suffering and it cant go on for much longer.

Sorry to rant, I love my job but slowly she is draining the life out of me and the pupils.

OMG - this is terrible. Anyone on the SMT that you trust to air your concerns. This needs addressing.

Dot
xxx

litlemiss, do you take this group within the class or are you able to take them out and work somewhere different? If you can you could be a bit sneaky and adapt the lesson (or try to teach the poor kids how to use the beads)

It sounds like you are in a horrible position and you have my sympathy as I have been there and still am in some schools which I visit

I hope this turns out well for you and the children you seem to be trying so hard to help

could you start writng in pen in the childrens books comments like " needs to go back to basic number bonds" or what ever they need.

I was advised to do this in a similar situation by the key stage leader and it soon made the CT buck her ideas up. She was afraid the parents would get to see it. We used the excuse that there was little time for formal feedback so writing it in the books allowed her to see it at home and help her with future planning (Ha)

It made her think, the situation is better now but I agree these problems are not going to go away overnight if teachers have been doing it for years they don't listen very well.

Do these children even know the value of a £1.00 coin. Like veggie says I would adapt the work yourself and be sneaky or else if you can't do that I would start filling in your own record sheet when you support them [part of the tA role anyway and say So and so could not understand using this strategy so tried ?????? and then report how they got on.

I always use real coins with my groups [Not £1 coin as I'm with LA Y2 and they are not yet working with £1.00 coins yet.

It's pointless working with them if they don't understand the value of them.

I would use a 100 square using 1p coins then 10p once they know there are 10 1ps to a 10p coin. Then you can show them ten 10p coins and how it relates to a £1.00

It's a real disgrace when a teacher works like that a these children are loosing out on their education.
Thankfully they have someone in class who understands their need.

Thanks everyone again. I am very wary of posting too much info on here as I dont want to be recognised, so it makes it difficult for me to answer some of the questions. Would anyone mind me sending them a PM at some point? There is so much I need to get off my chest. I have a another teacher in school who has been fantastic she is supporting me but obviously I have to tread carefully even though she knows the problems we have in this class.

Not at all littlemiss PM me if you want to

I understand your prdicament and you need to protect yor identity.
I'm sure listening to another perspective will give you strength to do something about these children's lack of differentiation. Might be useful to look for some legistlation or guidance, I'll look in my files see what i have.

Thanks everyone, blubell I have sent you a pm

Just a quick catch up - I went to see a member of the SMT and the teacher has been told I must now be allowed to take my group out of the class!!! and she must differentiate which is fantastic news.

Many thanks to you all, posting on here made me determined to get it sorted for those poor childrens sake. Thanks again you are all brilliant xx

that is really fantastic news well done you!