Hope gains credit

20 February

Hope has started enthusiastically with her writing log but I can see it is going to be a real challenge for her to get to the required NCEA level. Although there is a structured writing template with clear steps for the task, she is a minimalist when it comes to writing!

This task continues throughout the year, and for Hope, at NCEA level 1, this involves six entries of different kinds of texts. It also involves interaction with others. She tends to sit by herself and is reluctant to engage in discussion with classmates.

10 March

We have been reading our novel in class – I have selected the novel, “The Whole of the Moon” that I believe all the class can relate to. There are two units we will do that relate to this text: static image and discussion. I note that, like most of the others, Hope can get the meaning from the text more readily when she is read to. We do some starter exercises in preparation for discussion.

7 April

This is our first assessment: “paired discussion”. As Hope finds it difficult to take risks with another student, the discussion does not go well. I soon realise that we need to use scaffolded activities with her to help promote greater confidence in oral interactions with other classmates, as they make their responses to the novel. There will be other assessment opportunities.

23 May

We have progressed to static images on the novel’s theme. Hope is showing determination and is keen to get this visual interpretation done. While the static image draft plan gets completed, she becomes very frustrated with the process. I suggest we put it on “pause” and come back to it later.

20 June

Today, we worked on the group discussion. We used articles on topics that fitted in with the theme of our novel but were more general in nature. I noted that Hope seemed to be more animated in the discussion preparation and was contributing actively. It was a topic she knew well. Her mother had died from cancer and she had lots to say about how this can affect families. Her active involvement in the discussion showed me, with the right topic, Hope could get there. She passed her group discussion first time round and was actively drawing out others’ opinions with confidence. I saw a different Hope. Go Hope!

In spite of negative feelings about the demands of the work, Hope does continue reading and maintains her reading log.

17 July

Static image work continues. After threatening to throw her work out, Hope is persevering and beginning to work on her commentary. She seems to have a more positive attitude this term and we need to build on that.

The new topic is speeches. The topic lends itself to her experience with her mother dying. I broach it carefully and there is a flicker of interest. Keep trying!! Lots of discussion about how it could fit but she is not sure. After lots of coaxing and general discussion, Hope thinks she could use this focus for her speech. We work out a plan and suddenly the ideas start to flow.

11 September

Today was our senior exam slot. Although the class has no external exams, I ran a two-hour workshop in the classroom so that students would have the opportunity to catch up on their work. Students were mainly working on their speeches and reading logs. Hope is the only student who has not fully completed her discussion; she still has to complete the paired section. When we were having our snack break, I commented that it was a pity she had not got it done and one of the other students who is more outgoing said, “I’ll be your partner, Hope, if you want to finish it?” Hope grabbed the opportunity and they went off to prepare. Needless to say they did a great job and Hope got her first two literacy credits of the year. It was a great celebration for us all. The class knew how much it meant and the other students were instrumental in creating a positive atmosphere for Hope to give it a go. I heaped praise on everyone: a team effort.

Now we just have to work on the speech. Hope is also doing learning support classes through the Learning Centre. I talk to her teacher about giving her time to work on the preparation in class. Her teacher encourages one of the students to coach her by offering to hear her speech and give her pointers on presentation.

22 September

Hope is really stressed today. She tells me she has been practising all weekend. She is prophesying doom and gloom. “I don’t think I can do this!”

24 September

Today is the day. For the benefit of all students we swap rooms with the learning support class so we have privacy. There are no students walking past the window with the opportunity to
look in.

With the teacher aide armed with the video camera, our anxious band of students as audience, and some fearful participants, we complete the presentations. Hope’s speech about the effect of her mother’s death on her life had us all gobsmacked and I saw the teacher aide turn and wipe away a tear with one hand while trying to keep the camera steady. Hope was so proud of what she had done. She had brought along her mother’s handcrafts, which were valued mementoes, to show us. A great end to the term!!

13 October

Today, Hope has decided that she will give the reading logs another go. Her recent achievements have given her new enthusiasm and confidence. I notice that she is chatting to the other girls in the class, sharing observations, and discussing what she is doing. Her writing is her barrier and, after our consultation today, we decide that once she has done her draft of each entry she can dictate her work to be typed. It suddenly seems possible.