Standard 1 - Know students and how they learn
Evidence as to how I meet this Standard:
1.1.2Physical, social and intellectual development and characteristics of students
In order for a teacher to be a successful in the classroom, students individual needs must be recognised and planned for. Every child who comes in the classroom has a unique story and a different way of learning. My role as a classroom teacher is to identify learning styles and adapt my teaching strategies to help each student succeed to the best of their ability. My aim in the first few weeks of school is establishing a trusting relationship with each student and learning as much as possible about them so I can develop appropriate teaching strategies to help each one achieve success.
As a Pre-kindergarten and kindergarten teacher at North Tom Price Primary school I gathered as much information as I could on each child even before they stepped into the classroom. An information sheet was sent home to parents that asked them about their child's interests and hobbies and any concerns a parent may have about their child developmentally, socially or academically. This information helped me plan according to students interests in the first couple of weeks of term. When introducing a new concept in an early childhood setting a KWL chart is an essential part of establishing what the students know and do not know about the new concept. This is done as a whole class activity on the mat and gives me an insight into where my students currently are and lets me develop lessons and activities accordingly.
Even though I have been a relief/part time teacher while raising my own children, I have been very lucky to be able to build a strong relationship with students I teach, as in each town I have worked in over the years I have predominately taught in one school. This is such a great benefit to me as I already walk into the classroom knowing the children, who will need extra help and attention, their interests and the different ways they love to learn. I am already aware of students who have learning difficulties. those that may have autism and others who may have behavioural issues. As a relief teacher this important knowledge allows me to preplan a little how I will structure my teaching style for the day.
While teaching at Year 6 and Year 3 at GMAS on block contracts I was able to develop a trusting and supportive relationship with each student in the classroom. I was able to gain prior knowledge about the students from the teacher I was replacing which helped immensely in structuring the teaching and learning that would be happening in the classroom. .
Throughout this portfolio evidence will show that I structure lessons through a combination of whole class, group and partner work and individual tasks, which assists students who are EAL/D, have special needs (ASD and learning disability) and lower and higher ability students. Groupings of students vary depending on the activity so that students can have the social support of their peers (mixed ability) and also encourage and push each other (same ability groupings – higher ability groups). The lessons incorporate a range of resources including hands-on activities and ICT to maximise engagement and achieve the learning objective in a fun and supportive learning environment (1.1.2). The lessons also ensure an assessment opportunity, whether it be informal or formal, so that the students’ understanding of the topic and concept can be assessed and their learning needs can be addressed and catered for (5.1.2).
Evidence below 1.1.2 shows an introduction of a KWL chart in Year 1: When introducing a new concept A KWL chart is an essential part of establishing what the students know and do not know about the new concept. This is done as a whole class activity on the mat and gives me an insight into where my students currently are and lets me develop lessons and activities accordingly.
Evidence 1.1.2 lesson plans show that I plan lesson plans that are interesting and develop critical thinking while also making sure the learning is differentiated for students of varying ability. Lesson plans also show rotating group activities that encourage cooperative learning.
1.2.2 Understand how students learn
My greatest attribute as a teacher is to realise when something I am teaching is not working. I am not afraid to admit defeat and find a better way for something to work. I feel that I can ask for help if I am having trouble with something and if that is not available I spend a great deal of time on the internet searching for a better way to approach the topic on hand the following day. During my time as a teacher I will always seek out other teachers and ask them opinions on activities and what they think will work. This is particular crucial as a relief teacher because I am regularly in classroom settings where I may not understand the work that is left or the best way to go about teaching it. I have been very lucky to work in schools where I know the staff very well and therefore makes approaching them a lot easier.
As a teacher I have many different approaches to students learning. I have gained a lot of experience coming into classrooms as a relief teacher and seeing different approaches from teachers through their lesson plans. I am again very lucky to work at the same school on a regular basis and have got to know the students strengths and weaknesses and what approach I should take when teaching lessons. Understanding the different ways students learn is vitally important to making a difference to each child's development. Some of the approaches I use include:
Group work and hands on learning experiences are very important in the classroom in all age levels in primary school. I tend to make up games that children will enjoy and have fun doing while learning at the same time.
I also use brain breaks throughout the day for students of all ages. I believe that everyone needs to sometimes have 5 mins to get their mind of work and move around a little. I tend to use them when I notice that the students are starting to lose interest a little on the activity at hand. Brain breaks include playing simon says, getting our wiggles out for the younger students or putting on go noodle on the smart board for students to dance too. These only take a couple of minutes but it can give students that much needed break from concentration.
After lunch the whole school approach is to use mindfulness to relax the mind after a busy time. Mindfulness not only helps students relax after a busy lunch hour but is also linked to improved attention and decision making abilities. It also helps with emotions through its breathing techniques giving students skills to cope better with stress and anxiety.
I try to differentiate learning in the classroom when I am teaching full time or as a relief teacher. I like to use a variety of teaching strategies to help students learn to the best of their ability. As a relief teacher at North Tom Price Primary School and Georgiana Molloy Anglican school I try to use a variety of techniques to get the lesson across to all students. I will first present the lesson through the auditory process and then back it up through a visual means whether it be a hands on activity, game or watching something on the smart board that will cement the concept.
As a year 6 teacher at Georgiana Molloy I used the same technique. I would present the lesson orally first and then introduce games that are played in small groups. Students would then be grouped according to either ability or sometimes in a buddy system where one student can help another. For students who were having difficulty with a concept I would have them come onto the mat so that they can work with me to work out the answers. An example of this was when I was teaching division with remainders. After teaching the concept on the smart board I then got the groups to work in pairs to play a devision game to help cement the concept in a fun way before moving onto the worksheet task.
Another way of differentiating the program in the year 6 classroom without being obvious was when we were reading the class novel (Wonder and The Princess Bride). As I had a number of students with dyslexia or delayed learning I read to the class as they followed along and at times also used an audio tape that students could listen to while reading along themselves. This helped the students who struggled without making it as noticeable to the remainder of the class.
I try modify teaching experiences for students in the classroom depending on what level they are at. While teaching in Year 6 I had a student who was working at year 3 level. When completing Maths and literacy tasks he was given activities that were more suited to his ability so that he could maintain a positive approach to his learning.I also like to use a lot of hands on materials and games in my classroom to maintain interest. Small group activities are a major part to my teaching and I find students tend to really enjoy talking and working out strategies with their friends. Below are some of the resources I have made for grade levels from Kindy to Year 6 to make learning more fun and hands on.
I like to create hands on activities that engage the students and improve learning outcomes in all year levels. I find if an activity is visually appealing and a game then students are more likely to learn and understand the concept.
My greatest attribute as a teacher is to realise when something I am teaching is not working. I am not afraid to admit defeat and find a better way for something to work. I feel that I can ask for help if I am having trouble with something and if that is not available I spend a great deal of time on the internet searching for a better way to approach the topic on hand the following day. During my time as a teacher I will always seek out other teachers and ask them opinions on activities and what they think will work. This is particular crucial as a relief teacher because I am regularly in classroom settings where I may not understand the work that is left or the best way to go about teaching it. I have been very lucky to work in schools where I know the staff very well and therefore makes approaching them a lot easier.
As a teacher I have many different approaches to students learning. I have gained a lot of experience coming into classrooms as a relief teacher and seeing different approaches from teachers through their lesson plans. I am again very lucky to work at the same school on a regular basis and have got to know the students strengths and weaknesses and what approach I should take when teaching lessons. Understanding the different ways students learn is vitally important to making a difference to each child's development. Some of the approaches I use include:
Group work and hands on learning experiences are very important in the classroom in all age levels in primary school. I tend to make up games that children will enjoy and have fun doing while learning at the same time.
I also use brain breaks throughout the day for students of all ages. I believe that everyone needs to sometimes have 5 mins to get their mind of work and move around a little. I tend to use them when I notice that the students are starting to lose interest a little on the activity at hand. Brain breaks include playing simon says, getting our wiggles out for the younger students or putting on go noodle on the smart board for students to dance too. These only take a couple of minutes but it can give students that much needed break from concentration.
After lunch the whole school approach is to use mindfulness to relax the mind after a busy time. Mindfulness not only helps students relax after a busy lunch hour but is also linked to improved attention and decision making abilities. It also helps with emotions through its breathing techniques giving students skills to cope better with stress and anxiety.
I try to differentiate learning in the classroom when I am teaching full time or as a relief teacher. I like to use a variety of teaching strategies to help students learn to the best of their ability. As a relief teacher at North Tom Price Primary School and Georgiana Molloy Anglican school I try to use a variety of techniques to get the lesson across to all students. I will first present the lesson through the auditory process and then back it up through a visual means whether it be a hands on activity, game or watching something on the smart board that will cement the concept.
As a year 6 teacher at Georgiana Molloy I used the same technique. I would present the lesson orally first and then introduce games that are played in small groups. Students would then be grouped according to either ability or sometimes in a buddy system where one student can help another. For students who were having difficulty with a concept I would have them come onto the mat so that they can work with me to work out the answers. An example of this was when I was teaching division with remainders. After teaching the concept on the smart board I then got the groups to work in pairs to play a devision game to help cement the concept in a fun way before moving onto the worksheet task.
Another way of differentiating the program in the year 6 classroom without being obvious was when we were reading the class novel (Wonder and The Princess Bride). As I had a number of students with dyslexia or delayed learning I read to the class as they followed along and at times also used an audio tape that students could listen to while reading along themselves. This helped the students who struggled without making it as noticeable to the remainder of the class.
I try modify teaching experiences for students in the classroom depending on what level they are at. While teaching in Year 6 I had a student who was working at year 3 level. When completing Maths and literacy tasks he was given activities that were more suited to his ability so that he could maintain a positive approach to his learning.I also like to use a lot of hands on materials and games in my classroom to maintain interest. Small group activities are a major part to my teaching and I find students tend to really enjoy talking and working out strategies with their friends. Below are some of the resources I have made for grade levels from Kindy to Year 6 to make learning more fun and hands on.
I like to create hands on activities that engage the students and improve learning outcomes in all year levels. I find if an activity is visually appealing and a game then students are more likely to learn and understand the concept.
Evidence 1.2..2 : Attached below are a few examples of activities that I have made that help students enjoy learning through hands on games. The following evidence demonstrates my achievement of standard 1.2.2 - Understand how students learn. It demonstrates that I use different materials and teaching methods to cater to all learning needs in the classroom.
1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Over the years as a relief teacher I have had many opportunities to develop and implement teaching strategies that are responsive to the learning strengths and needs of students from different backgrounds. Many years ago I had to pleasure of teaching a year 3 class at West End Primary School in Brisbane. This school was very multicultural and children in the class came from many different countries from around the world. We learnt about each of these countries and created posters about each of these countries.
The students learnt a lot about where their friends had come from and at the end of the block we had a multicultural day where children were encouraged to wear clothing from their culture and bring a plate of food that was popular in their country. It was a fantastic day and gave myself and the children of the classroom a real appreciation and acceptance of different cultures around the world.
As a Kindergarten teacher at NTPPS I set up areas including an airport where children could go and play with their friends and travel the world. Passports were made and I joined the children in their conversations and helped further their vocabulary. Students from different backgrounds could immerse themselves in this play based learning environment and explore Geography in a non-threatening environment. The play from inside the classroom ended up outside at recess and lunch. Children would use the cubby in the playground as their aeroplane and take other students around the world and visit amazing places.
At Georgiana Molloy Anglican School I had the pleasure of teaching a year 6 block and had many opportunities to structure programs where children research and appreciate different backgrounds. Over the 8 week block we immersed ourselves in Aboriginal culture and also got to interview a relative or friend about a country that they had come from. As per the curriculum students investigated Aboriginal and Torres Strait Island People's experiences through a study of the stolen generation. Students were asked to watch podcasts of those personally effected by the stolen generation and watched the movie 'Rabbit Proof Fence'. They were then asked to explain how it made them feel. Students also researched indigenous languages throughout Australia and were amazed at how many different languages were spoken throughout Australia. While teaching in this year 6 class we had one Aboriginal boy who was moved emotionally listening to the podcasts, watching the movie and learning about the languages throughout Australia.
Towards the end of the term I asked them to research and interview a family or friend that came from a different country and they were to come up with 10 questions that they could ask about the country. Over the course of 3 weeks students had time to create their poster and bring it to school so that others could see the many different countries that family members have come from.
Just recently at GMAS while teaching Pre-primary I was able to attend a Harmony day incursion where children learnt a little bit about Brazil and participated in songs and dance. This was enjoyed by all students who attended and afterwards I asked the students were to draw and write about what their favourite part of the incursion was.
Evidence: Below is the task set for 1.3.2 showing that as a class in year 6 and in the Pre-primary Classroom we immersed ourselves in the different cultures of the world.
Over the years as a relief teacher I have had many opportunities to develop and implement teaching strategies that are responsive to the learning strengths and needs of students from different backgrounds. Many years ago I had to pleasure of teaching a year 3 class at West End Primary School in Brisbane. This school was very multicultural and children in the class came from many different countries from around the world. We learnt about each of these countries and created posters about each of these countries.
The students learnt a lot about where their friends had come from and at the end of the block we had a multicultural day where children were encouraged to wear clothing from their culture and bring a plate of food that was popular in their country. It was a fantastic day and gave myself and the children of the classroom a real appreciation and acceptance of different cultures around the world.
As a Kindergarten teacher at NTPPS I set up areas including an airport where children could go and play with their friends and travel the world. Passports were made and I joined the children in their conversations and helped further their vocabulary. Students from different backgrounds could immerse themselves in this play based learning environment and explore Geography in a non-threatening environment. The play from inside the classroom ended up outside at recess and lunch. Children would use the cubby in the playground as their aeroplane and take other students around the world and visit amazing places.
At Georgiana Molloy Anglican School I had the pleasure of teaching a year 6 block and had many opportunities to structure programs where children research and appreciate different backgrounds. Over the 8 week block we immersed ourselves in Aboriginal culture and also got to interview a relative or friend about a country that they had come from. As per the curriculum students investigated Aboriginal and Torres Strait Island People's experiences through a study of the stolen generation. Students were asked to watch podcasts of those personally effected by the stolen generation and watched the movie 'Rabbit Proof Fence'. They were then asked to explain how it made them feel. Students also researched indigenous languages throughout Australia and were amazed at how many different languages were spoken throughout Australia. While teaching in this year 6 class we had one Aboriginal boy who was moved emotionally listening to the podcasts, watching the movie and learning about the languages throughout Australia.
Towards the end of the term I asked them to research and interview a family or friend that came from a different country and they were to come up with 10 questions that they could ask about the country. Over the course of 3 weeks students had time to create their poster and bring it to school so that others could see the many different countries that family members have come from.
Just recently at GMAS while teaching Pre-primary I was able to attend a Harmony day incursion where children learnt a little bit about Brazil and participated in songs and dance. This was enjoyed by all students who attended and afterwards I asked the students were to draw and write about what their favourite part of the incursion was.
Evidence: Below is the task set for 1.3.2 showing that as a class in year 6 and in the Pre-primary Classroom we immersed ourselves in the different cultures of the world.
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1.4.2 Strategies for teaching Aboriginal and Torres Strait Islander students
While teaching pre-kindy and Kindergarten at NTTPS in Tom Price I had the opportunity to teach many Aboriginal and Torres Strait Islander students. The school acknowledged and respected Indigenous peoples ownership of their cultural knowledge and expertise and diversity. Welcome to Country was included in every assembly and Aboriginal parents were encouraged to come and speak to the classes about their culture. Each community of Aboriginals is different and as a teacher I needed to understand the child and the background to help them on their learning journey. Every Aboriginal child came to the kindergarten class very shy and non communicative but also very happy to be there. I found that the students that I had were extremely excited to be able to play in the different areas of the classroom eg home corner, train area, block corner etc. They struggled to sit on the mat as they just wanted to play in those areas. It is obviously something they did not have at home. I always encouraged this play as it helped them settle into the classroom and feel more comfortable with children around them. After a while though I would try to guide them onto the mat to sing songs and listen to stories. I always found using hands on experiences and games in the classroom helped the Aboriginal students become more involved in the learning and became more confident about joining in activities that looked fun. I invited an Aboriginal parent who was comfortable in talking to children to come in and tell a dream time story. The parent was a wonderful storyteller and had all students listen intently.
As Tom Price is a town with important Aboriginal heritage Harmony Day and Naidoc week are activities that are celebrated every year. Classes are rotated around and children get to immerse themselves in Aboriginal culture including cooking, art and stories. The week is always enjoyed by all students and teachers and helps all students appreciate the Aboriginal culture.
To show our respect for the Aboriginal people at NTTPS we always begin every presentation and assembly with 'Welcome to Country'.
While teaching year 6 at GMAS we spent a great deal of time on the HASS curriculum and looking at Aboriginal culture. During our activities we developed an understanding of:
These areas were all considered when we engaged in HASS activities.
While teaching pre-kindy and Kindergarten at NTTPS in Tom Price I had the opportunity to teach many Aboriginal and Torres Strait Islander students. The school acknowledged and respected Indigenous peoples ownership of their cultural knowledge and expertise and diversity. Welcome to Country was included in every assembly and Aboriginal parents were encouraged to come and speak to the classes about their culture. Each community of Aboriginals is different and as a teacher I needed to understand the child and the background to help them on their learning journey. Every Aboriginal child came to the kindergarten class very shy and non communicative but also very happy to be there. I found that the students that I had were extremely excited to be able to play in the different areas of the classroom eg home corner, train area, block corner etc. They struggled to sit on the mat as they just wanted to play in those areas. It is obviously something they did not have at home. I always encouraged this play as it helped them settle into the classroom and feel more comfortable with children around them. After a while though I would try to guide them onto the mat to sing songs and listen to stories. I always found using hands on experiences and games in the classroom helped the Aboriginal students become more involved in the learning and became more confident about joining in activities that looked fun. I invited an Aboriginal parent who was comfortable in talking to children to come in and tell a dream time story. The parent was a wonderful storyteller and had all students listen intently.
As Tom Price is a town with important Aboriginal heritage Harmony Day and Naidoc week are activities that are celebrated every year. Classes are rotated around and children get to immerse themselves in Aboriginal culture including cooking, art and stories. The week is always enjoyed by all students and teachers and helps all students appreciate the Aboriginal culture.
To show our respect for the Aboriginal people at NTTPS we always begin every presentation and assembly with 'Welcome to Country'.
While teaching year 6 at GMAS we spent a great deal of time on the HASS curriculum and looking at Aboriginal culture. During our activities we developed an understanding of:
- Respecting the rights of Indigenous Peoples to maintain control over their culture.
- Understanding of what it means to be culturally appropriate.
- Taking account of how Indigenous histories have shaped contemporary
context and thinking. - Developing students’ cultural awareness and develop their skills and knowledge regarding engaging with Aboriginal and Torres Strait Islander people.
- Considering the complex nature of Indigenous communities.
- Understanding of past and present Government Indigenous policies.
- Connecting students to local communities, and understanding the historical, political and social circumstances that have shaped these communities.
- Understanding Indigenous ways of knowing and learning.
- Understanding how media representations and personal histories and experience shape perceptions of and assumptions about Indigenous community life.
- Understanding of the different ways of thinking and learning can be used to develop teaching and learning strategies.
These areas were all considered when we engaged in HASS activities.
- We read 'Stolen Girl' and discussed how it made us feel
- We watched www.http://splash.abc.net.au forgotten Australians and discussed what 'Unheard Voices mean?
- We watched BTN on the stolen generation and completed activity in preparation for watching Rabbit Proof Fence
- We researched Indigenous languages in Australia and viewed a clip on BTN - http://www/abc.net.au/btn/story/s4009995.htm
- The loss of the Aboriginal Land and Freedom (Australia Curriculum History)
- A catalyst for Change 1 and 2
- Clash of cultures
- The Road to Reconciliation Worksheet
- To you we say 'Sorry' We watched the full apology from Kevin Rudd on behalf of Australia.
Aboriginal Languages of Australia. Students were asked to research some of many Aboriginal languages in Australia and label them on the map.
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I also completed an Aboriginal culture appreciation PD that improved my understanding of.Aboriginal culture.
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1.6.2 Strategies to support full participation of students with disability
During a block of 5 weeks teaching year 3 at GMAS I was told that I had two children in the class that had diagnosed autism. After consultation with both the previous teacher and the enrichment department at school I was able to develop teaching strategies that helped with student learning and happiness in the classroom. During my time in the classroom I made sure both students were sitting near me and up the front so that I could support them more when needed. I made sure that I maintained regular eye contact with them giving them individual instruction after I had already told the whole class. I spoke directly to both students to to make sure that they understood the task ahead. I also made sure that routines were followed the best it could so that their learning wouldn't be to disrupted. After consultation with an outside psychologist who came in weekly to make visits with one of the students, I adopted a feelings chart that was colour coded so that the student could let me know how they were feeling and if they needed quiet time away from the normal classroom setting. Chairs in the POD ( a middle room that was for all 4 classes) were provided that allowed children to close them selves off from the noise of the classroom when needed.
I have used a feelings thermometer in my classroom in Kindergarten and Pre - Kindy. I had a number of students who couldn't use their words very well and were seeing a speech pathologist. Using a feelings chart helped them express how they were feeling and letting me know rather than lashing out at myself or other students.
Strategies for Students with Dyslexia in my classroom.
As a full time classroom teacher and also a relief teacher I endeavour to find out as much as I can about the children right at the beginning the year. In a number of classrooms where I have had a teaching block I have had a number of students with dyslexia. As I have a daughter with dyslexia myself I am very aware of how to monitor them and make sure their needs are being met. In my classroom students with dyslexia are given extra time to complete work and helped with note taking. In the older grades computer programs have been used to help children read large passages of work and audio books are used rather than reading a book to help them complete assessment activities. I will tend to have a child that has dyslexia up towards the front of the classroom and next to a student who is understanding and helpful towards that child. When going over work that needs to be done, I will repeat it again and clarify points so that the student has a better understanding. I try to use hands on materials and picture demonstrations that will help them to simplify the task and make it easier for them to complete. I also tried to change the colour of the smart board background or change the colours of the writing for each question so that it is easier for them to read. When going around the circle reading a book I always give a child an option of whether they would like to read aloud to the group.
Evidence for 1.6.2 Below is a spelling program I used in a year 5 classroom that has every student working at their level to complete set activities.
During a block of 5 weeks teaching year 3 at GMAS I was told that I had two children in the class that had diagnosed autism. After consultation with both the previous teacher and the enrichment department at school I was able to develop teaching strategies that helped with student learning and happiness in the classroom. During my time in the classroom I made sure both students were sitting near me and up the front so that I could support them more when needed. I made sure that I maintained regular eye contact with them giving them individual instruction after I had already told the whole class. I spoke directly to both students to to make sure that they understood the task ahead. I also made sure that routines were followed the best it could so that their learning wouldn't be to disrupted. After consultation with an outside psychologist who came in weekly to make visits with one of the students, I adopted a feelings chart that was colour coded so that the student could let me know how they were feeling and if they needed quiet time away from the normal classroom setting. Chairs in the POD ( a middle room that was for all 4 classes) were provided that allowed children to close them selves off from the noise of the classroom when needed.
I have used a feelings thermometer in my classroom in Kindergarten and Pre - Kindy. I had a number of students who couldn't use their words very well and were seeing a speech pathologist. Using a feelings chart helped them express how they were feeling and letting me know rather than lashing out at myself or other students.
Strategies for Students with Dyslexia in my classroom.
As a full time classroom teacher and also a relief teacher I endeavour to find out as much as I can about the children right at the beginning the year. In a number of classrooms where I have had a teaching block I have had a number of students with dyslexia. As I have a daughter with dyslexia myself I am very aware of how to monitor them and make sure their needs are being met. In my classroom students with dyslexia are given extra time to complete work and helped with note taking. In the older grades computer programs have been used to help children read large passages of work and audio books are used rather than reading a book to help them complete assessment activities. I will tend to have a child that has dyslexia up towards the front of the classroom and next to a student who is understanding and helpful towards that child. When going over work that needs to be done, I will repeat it again and clarify points so that the student has a better understanding. I try to use hands on materials and picture demonstrations that will help them to simplify the task and make it easier for them to complete. I also tried to change the colour of the smart board background or change the colours of the writing for each question so that it is easier for them to read. When going around the circle reading a book I always give a child an option of whether they would like to read aloud to the group.
- Brain breaks are used to help students with dyslexia in the classroom. Research indicates that brain breaks boost blood flow and send oxygen to the brain, helping them retain information. As previously stated just playing fitness simon says or go noodle or even just a stretch can improve concentration.
- Differentiated work is given and used on a regular basis. Depending on the school I am working at, students are given one on one time or small group time with a teaching assistant to complete work. Work sheets are also used that are at their level of ability rather than what the class is working at. This encourages them to feel like they are succeeding when they get work right rather than always feeling like they are failing when the work is too hard for them.
Evidence for 1.6.2 Below is a spelling program I used in a year 5 classroom that has every student working at their level to complete set activities.
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