Elise Connolly

S00152713
Comprehensive detailed knowledge of high quality relevant strategies to enhance protective factors
minimizing risk for all in an inclusive setting and engage all students.

Avatar: Bruce

Students would need to be placed into groups to minimize the possibility of bullying, alienation,
depression and increased anxiety.
Dividing into groups will also help the students who struggle (Bruce, Narjui and (Elins avatar) to
receive the help from the students that achieve higher results (Elises avatar).
The students in each learning laboratory would be encouraged to have a strong efficacy and
behave in an inclusive and acceptable manner.
To minimize the risk for the students, the teacher would be required to look at each students
previous assessment particularly in literacy and mathematics in which are underpinned all the
ACARA curriculum areas.
Isolating the learners needs are to focus on where each learner lacks semantic knowledge and
higher order thinking.
To further minimize the risk to each avatar, the teacher would include reiterating class rules during
the lesson while rotating through learning laboratories.
To minimize the risk for this student the teacher would be required to look at this students previous
assessment particularly in literacy and mathematics.
Literacy and mathematics underpin all the ACARA curriculum areas. Isolating the learners need
is to focus on where the learner lacks semantic knowledge and higher order thinking.
To further minimize the risk to this avatar would include reiterating class rules during learning
when rotating through learning laboratories.

Avatar: Alishas

Alishas socio economic background which is middle class may not be that big of a problem as she has
positive self-esteem in her character built up because of support from her family, community and school
(Kostelnik et al., 2012). However, her biggest disadvantage, being an ESL student, some of her peers may
be unwelcoming and make fun of her capacity to understand and speak English fluently.

Acknowledging Alishas ESL need by providing encouragement and positive feedback on her
work provides self confidence in independently doing her work (Arthur et al., 2012).
This followed by modelling and facilitating the need to cater for her ESL needs to the entire class
can help as it may impact the entire class by fostering thinking from Alishas perspective and help
her when struggling to grasp the concepts and display patience for letting Alisha catch up.
The teachers should also help in developing a culturally inclusive classroom where there is equal
opportunity for all students with such learning difficulties without any forms of prejudices.
To achieve inclusiveness and to enhance protective factors, the teachers should avoid stereotypes
of culture based learning style and breakdown of socio linguistic communication with both
parents as well as the child (Woolfolk et al., 2013).
Modelling a positive example for the students by implementing social organization,
encouragement of all students to work together through collaborative planning,
Providing opportunities for classroom participation,
Using examples, texts or activities which different group of learners identify with will greatly
benefit Alisha (Woolfolk et al.,2013).
Elise Connolly
S00152713
Avatar : David

Consequently, in planning and teaching, gifted students a variety of different opinions must be taken into
consideration such as the students needs, interests, the schools philosophy, your pedagogy and the
curriculum options that are available to educate these students (Whitton, 2002).

Three options are commonly available this includes acceleration of subjects where a student will
skip a year.
Extension on the work and enrichment where the curriculum is slightly modified to challenge the
students through higher thinking.
Other options include content based acceleration and acceleration through technology (Whitton,
2002). Reflecting on David as a student it has been concluded that he would benefit from
extension outside the class subject matter that he is interested in fostering his creativity and
interest (Whitton, 2002).
This activity allows for development outside the school setting where there would be future
pressure from peers, friends and educators.
As stated previously the strategies put in place are to remove the stress and high anxiety during
the classroom (Department of education training and employment, 2013).
They include small learning groups,
Positive reinforcement when students achieve and consequently also fail,
Setting realistic goals and thus encouraging to accept new challenges (Department of education
training and employment, 2013).
Providing exit strategies if the anxiety becomes too much, as well as extension work through an
individual leaning plan that expands upon the curriculum outside the classroom where David can
safely without pressure strive to learn at his own pace (Whitton, 2002).