Resolving Intermittent and Disrupted Attendance

Sharon Roberts
10th March 2021

This reflection was contributed as a submission for a 2 Star Badge in Dealing with Difference and Diversity (Adopting)

Give a brief description of your work context and responsibilities, e.g. your teaching background, experience, type of organisation (e.g. FE college, ACL), subject/curriculum you teach/lead, your learners (skills level, any particular inclusion needs, age range of group, size of group)

I am an ESOL teacher with ACL. I teach four classes pre-entry, beginners, intermediate and advanced. At the moment all classes are on-line for a duration of about 2 hours either once or twice a week. Class sizes are appx. 10-12 learners all of mixed age and ethnicities

How did you use the learning from this module in your teaching context?

I did actually put together some visual charts for individual learners showing both their missing attendance and missing assignments. These were broken down into half termly increments and shown as percentages. I then arranged online meetings through our VLE where I shared these. Learners involved were shocked when faced with such concrete evidence, we discussed the negative impact this would... more

What worked well?

I definitely feel that sharing the attendance/assignment chats with learners will have an impact on their learning commitments. I hope I will be able to report the same on my new approach of making everything more accessible for learners to catch up with missing work.

What would you do differently next time?

I need to create documents both digital and paper for teaching that are more easily accessible to absent learners but also work for me to use for teaching in class instead of creating two separate sets of documents.

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