VIEWS & OPINION
Learning touch typing in lockdown
Comment by JO WRIGHT, Deputy SENCo at Oakwood School, Surrey
With so many pressures on staff and pupils in lockdown and the extra work involved in the move to online learning, you might be surprised to learn that our school has also recently taken out a 50 user school licence for the dyslexia version of KAZ touch typing software.
I am deputy SENCo at Oakwood School, a secondary in Surrey with over 1300 pupils. Many of our students with dyslexia or handwriting difficulties have the use of a laptop or Chrome Book in lessons and a high proportion require a scribe for assessments and exams. It is apparent that some struggle to type quickly or accurately enough; this will inevitably hold them back in the future.
Speech to text software looks promising, but it hasn’t really taken off. Children feel pressurised if they have to convert their thoughts into words and dictate them. They also become self-conscious it they think others are listening.
However, we know that touch typing is a winner for children with dyslexia. There is so much research that shows that it develops the muscle memory for letter strings and word patterns and so improves spelling. It also deals with the issue of poor handwriting because with a typed script, these learners can present their ideas as legibly as anyone else.
All of our learners choose stretching targets for GCSE, but with the option of replacing one or two subjects with a college course or small focussed groups tailored to their needs. These include functional literacy, numeracy, revision skills, memory or study skills. These students will be our first group to learn to touch type so that we are not taking any time away from other subjects.
In addition to purchasing KAZ, we are offering our students the chance to enter for the City and Guilds touch typing qualification which they will be able to do when they are ready. This is a digital badge which they can put on CVs and social media. This is probably the style of many qualifications in the future and will be evidence of an important professional skill they have developed in lockdown.
Learning to touch type means that these students will take better and more legible notes in class and be able to sit exams without the intervention of a reader or scribe. This is good news for us because during the exam season we are drawing our teaching assistants from others that need them, to take on the role of scribe.
Many exams depend on the quality of written communication which includes the skills of spelling, punctuation and grammar. Candidates can only be awarded marks for this if they can demonstrate that they have written the answers themselves or dictated the spellings. Not only will learners be able to take more control of their exam answers, but they are likely to get better grades. Learning to touch type with KAZ makes perfect sense.
Five things schools can do to help to prevent students from becoming ‘NEET’
Comment by FLEUR SEXTON, Managing Director, PET-xi, Deputy Lieutenant West Midlands and Businesswoman of the Year
With the COVID-19 pandemic fuelling high youth unemployment, financial insecurity and mental ill- health, schools need to be able to spot the warning signs of young people at risk of becoming NEET (not in education, employment or training), unpick the underlying issues behind students’ ‘behavioural issues’ and boost preventative support to help steer them towards a positive future where they can truly contribute to society.
Here are five things schools can do to help tackle the problem.
Unpick the underlying issues Behavioural difficulties are often triggered by Adverse Childhood Experiences (ACEs) or traumatic events occurring before age 18 such as abuse, neglect, parental mental illness, substance use, divorce, incarceration and domestic violence. These young people have often stopped trusting in others and have limited opportunities they can actually access. Unpick the underlying issues to uncover why a student is lacking in self-confidence, not achieving in line with their ability, not engaging or displaying behavioural difficulties – then tackle the root causes.
Provide unconditional support However complex a student’s issues are, understand that with the right intention and 100% commitment they can – and must – be fixed. It’s crucial for schools to give the message “You have our unconditional support, we will help you to break the barriers and the negative behaviours, and we will do that together.”
Prioritise inclusion When something isn’t working and a young person is showing troubled behaviour, it’s often because their life is out of control and they’re fearful. School leaders need to translate anger as fear and recognise that these students need more input and intervention. Excluding a pupil goes against every bit of sense and only serves to exacerbate issues – and typically leads to further isolation from society. To stop the negative cycle, school leaders should prioritise inclusion for all pupils, and discipline and behaviour policies should be reviewed to reflect this.
Use positive reinforcement Positive reinforcement must be embedded in school culture – actively look for opportunities to give specific verbal praise, reward small steps rather than waiting for big achievements, and tailor rewards to each individual pupil so they are meaningful. Channel what pupils are good at into something positive to create chances for students to experience success. Consistency is key to success with positive reinforcement so ensure that all staff are fully on board with this ‘best practice’ model.
Involve students in the community Find ways for students to give back to their community – this is proven to bolster self-esteem. Often when students learn that they can help the elderly or the homeless through practical volunteering projects and change the world for the better, they realise that they can use these skills to help themselves too.
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www.education-today.co.uk
March 2021
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