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Top tips for Dyslexic pupils

 

 

Mr. Green - Counsellor 

 

 

 

 

"Switch modes.

Break up your school life with your home life. When you get back from school create some personal time where you do 20-30mins of relaxing, switching off from the stresses of the day. Reading, listening to music, changing into fresh clothes, having a snack.

This is about clearing your head and changing into a home life mode. You can then approach your evening plans clearly. 

 

This prepares pupils for a healthy work/life balance and it leaves some of the negativity of a bad day at the door. Pupils are usually more relaxed after this downtime to discuss their day more openly, but also with more accurate reflections. A good model could be"

 

* 20-30 mins down time

* debrief with a parent or carer on how the day went

* H/W

* Free time

 

Ms. Rapp - Counsellor

"Be kind to yourself when things are difficult, and remember to celebrate your unique strengths as well. Find out what helps support you, and find courage to advocate for yourself"

Mrs. Bennett - Counsellor

"The fundamentals of touch typing being offered at The Moat for all pupils are intrinsic to a successful future for all our pupils both academically and personally. I strongly advise you take all the time needed to perfect these skills with your enrichment tutors." 

 

 

Ms. Reader - Speech & Language Therapist

"When you're trying to remember lots of information (like a poem or lots of facts), use a voice recorder to record yourself saying it. That way you can lie on your bed with your eyes closed and  still say you're revising! It will  also really help the information to stick in your head."

 

 

 

 

Mr. Green - Counsellor 

In school, try to be a proactive learner. By this I mean encourage pupils to approach a teacher at the end of a lesson or at a break time to talk to them about a piece of work you are finding difficult.

 

Maybe the pupil had more questions? Maybe they felt embarrassed to ask in front of friends? Maybe they need more time to complete their work?

 

Approaching a teacher one to one means you can have more time to think what you want to say, but it is also full of less distractions and is calmer for the pupil.

 

It can take time for confidence to build for a pupil to be comfortable to do this, but it shows independence and they are more likely to feel valued, heard and supported.