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St . Clare College

St . Clare College. Learning Support Zone Gzira Boys Secondary School. Launching the LSZ programme. Meeting with Guidance Teachers and SMT The Form 3 group was identified Class Room observations Meetings with main subjects teachers to explain referrals. Form 3. Referrals reached the LSZ

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St . Clare College

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  1. St. Clare College Learning Support Zone Gzira Boys Secondary School

  2. Launching the LSZ programme • Meeting with Guidance Teachers and SMT • The Form 3 group was identified • Class Room observations • Meetings with main subjects teachers to explain referrals

  3. Form 3 • Referrals reached the LSZ • Processing of referrals with Head of School • LSZ referral notification letters were sent to parents/guardians • Meetings were scheduled with parents/guardians

  4. Case Conference • Parents were briefed about • Observations • Referrals • LSZ programme (Behaviour and Learning Support) • Parents’ concerns – strengths and weaknesses • Students’ concerns – their perceptions of schooling and the class room environment • Consent forms signed LSZ staff, SMT and Guidance Teachers

  5. SDQ • SDQ stands for Strengths & Difficulties Questionnaire • A tool used for measuring behaviour of the 3-16 yr old age group (Goodman, 1997) • The version used for educators was implemented as there are tools designed for research purposes (ex: measurement scale for antisocial tendencies) and for clinical purposes • To counteract for errors arising out of language barriers, the Maltese version (Dr. Carmel Cefai) was used • 25 item questionnaire addressing positive and negative variables related to emotional symptoms, conduct behaviour problems, hyperactivity-attention deficit, peer relations difficulties and pro-social behaviour • SDQs were compiled by parents, teachers (main subjects) and students • Standardised scoring and Results

  6. General scenario of presented challenges As attested by referral forms compiled by Teachers and SDQ results, the following challenges were presented: • Regular late class show-up, failure to do work or get books/resources • Regular absenteeism ex: on a Monday • Aggressive, insolent and quarrelsome • Poor anger management • Lack of respect towards others including teachers and SMT • Lack of self-worth and self-confidence

  7. Programme Implementation • 6 Form 3 students embarked on a programme on the 22/11/10 attending to the LSZ 4-5 times a week for 1 ½ hours per session • Behaviour modification • Anger management • Emotional literacy • Decision making • Life skills and self-help skills • Team building • Self-esteem and empowerment • Communication skills

  8. Phasing out January 2011 – Phasing out • Briefing • LSZ sessions – twice a week • Class Room Support • Evaluation of programme to be conducted in the upcoming weeks so as to analyse pros and cons of programme

  9. Form 1 & Form 2 • Meeting with Ass. Head; 17 students were identified • 3 weeks of class observations • Target: 2 groups of Form 1 and Form 2 students addressing the needs of students acting out and acting in • Referral procedure to be implemented after exam period • Meetings with guidance teachers

  10. The Location

  11. Activities: Birthday Party

  12. Activities: Christmas Activities

  13. Activities: Crafts

  14. Activities: Cooking

  15. Thank You

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