Nationwide Delivery To Your Doorstep
Guaranteed 90 Day Test Period

5 Reasons why your school should have a resource centre


news image

Publish date: 2019-10-14

Educational resources are expensive. 

So how can your school get the variety of educational resources to meet all your learning needs without overspending?

Consider the idea of starting your own resource centre.

This can be a small room with shelves or even a cupboard in your centre where you can store all the school’s educational resources. Your resource centre should be in a central location so that all the staff can have access the resources and equipment available.

There are many advantages to having a resource centre at your school.

Cost effective

The school will save money as you will need to buy fewer of each item as the teachers will take turns to use it in their classes. This rotation of resources means that not all classes need all items.

Keep track of your resources

Having a sign-out sheet for teachers to use when they take resources to their classrooms will make it easier to do stock taking as all your resources are in one place and you can trace missing games by checking who signed them out last.

This is much simpler than going back and looking for missing pieces later in the year. Games and puzzles will stay intact for a longer period of time because they will be checked every time they are signed in and out.

It is helpful if games and especially puzzles are each stored in their own sturdy box as this makes them easier to pack away. The pieces do not get lost as easily and it becomes easier for children to help pack away.

Have better purchase planning

Because you have a paper trail of what is being used, a resource centre allows the manager to monitor which resources are used most frequently. This helps your school plan what needs to be replaced or added to the resource centre and stops you wasting money on items that are not used.

Versatility

A resource centre allows the children to have a greater variety of games and toys to choose from as teachers present different resources every week.

When the teachers meet for planning, they can decide which toys and games to use with the chosen theme. It can work like a toy library where teachers sign games in and out.

As all the school’s resources can be stored in one location, all the teachers will have access to all the resources. It is best not to divide resources according to age group as this limits the use of some resources and does not encourage usage by children of different age groups.

Remember that many toys and games can be used for a variety of age groups. Some toys can made available to all age groups. This is true even for the baby group. They also need variety in their toys and so should access all safe resources from the centre.

An example of versatility of equipment is that of threading beads. This is traditionally a resource used for older children in the ECD context. They work on colour concept, shape concept, fine motor skills and visual perception when using this resource. The same beads can then be strung onto a lace and securely threaded and used in the baby class as a tactile sensory resource for the babies to tug, feel and pull on.

If your school also has after school care for older children, it would be advisable to have some resources that cater to their needs.

Better classroom planning:

The use of a resource centre encourages teachers to plan what they will present to the children each week.

The resources can be stored according to themes or skills developed, for example all resources that develop gross motor skills can be stored together. This makes it easier for teachers to choose a variety of resources that will promote the development of different skills or that are related to a specific theme.

A resource centre encourages teachers to share and co-operate, modelling the behaviour we expect from children. It also encourages staff to share ideas and best practice.

Discuss this idea with your teachers while planning for the rest of the year and consider starting a resource centre at your school.

 


Supporting children with Dyslexia


news image

Publish date: 2019-10-01

Children with dyslexia seem bright and capable yet struggle with reading, spelling and writing. It is a brain-based difficulty caused by a difference in the way the brain processes information. Children with dyslexia have difficulty hearing the sounds in words and sound letter association. They do not have the retention ability like other children, which is why sight words take time to learn.

Misconceptions

  • Children with dyslexia read words backwards and display reversals. 
  • Dyslexia is a visual problem. 

 

Early warning signs

Dyslexic children often experience difficulty with:

  • Rhyming
  • Remembering nursery rhymes
  • Pronouncing long words
  • Word finding difficulty. May use words like "stuff" or "thingy"
  • Sequencing ideas in a story
  • Learning their letters
  • Rapid naming of letters
  • Basic verbal memory and short-term memory tasks
  • Phonological awareness tasks.
  • Sounding out words and word recognition
  • Following a sequence of instructions
  • Handwriting
  • Written work
  • Orthographic processing- recognising a string of letters
  • In maths – tables, remembering facts and concepts such as time are challenging

Behaviour changes

  • Refusal to go to school
  • Masters of distraction- Children may decide to tidy up the classroom instead of doing their work.
  • Frequent toilet breaks
  • Distracting other children due to avoidance

What to do if you suspect a child has dyslexia

  • Meet with the parents to discuss family history. Dyslexia has a hereditary component.
  • If the parents are willing to investigate by way of an Educational Psychology assessment, ensure the Psychologist has the Dyslexic Screener assessment within their battery of tests.
  • Referral to an Occupational Therapist and Speech and Language Therapist may also be necessary. Both therapies may be able to offer input to assist a child with dyslexia. Discuss the different referral options with parents and come up with a plan that works for the child and family. The family’s financial capacity, time constraints, logistics about attending therapy, as well as your specific concerns regarding the child’s competencies need to be considered.
  • A referral to a Behavioural Optometrist may to rule out any visual difficulty may be warranted.
  • Hearing screening, if not previously checked, is recommended.

 

How can a teacher help?

  • Be patient
  • Increase self-esteem
  • Do not force a child with dyslexia to read aloud
  • Allow extra time for activities
  • Reduce the number of examples given
  • Allow movement breaks
  • During group work, ensure they are paired with suitable students
  • Incorporate a multi-sensory approach when teaching phonics, reading and writing.
  • Help them create pictures in their mind that are meaningful. A letter means nothing but building a gate with playdough for ‘g’ is what they will remember.
  • One-to-one/small group support lessons
  • Teach the parents how you teach phonics and reading so they can assist at home
  • Ensure their paperwork is in place to ensure they receive concessions

Children with any difficulty have to expend an enormous amount of energy just to get through a day at school. We need to be supportive and help them see dyslexia as a gift. Children with dyslexia are often creative, insightful and divergent thinkers, and are able to generate new ideas and find alternative ways to solve problems.

 


Recent posts