Listening to the child’s voice

I’m fine’ said the child, although the map was too small….
How often have you heard these words from a child?
How often do you say these words when someone asks you how you are?
How often do you take the answer ‘I’m fine’ from a child when you ask, ‘Can you see the map? Can you hear the question? Do you understand what to do?’
How easy do you think it is for a child to say out loud if they can’t see, hear, or understand? Reacting to something taking place in class, without feeling anxious or different……
I often asked ‘How can we listen to the voice of the child in a meaningful way?
I am also often asked, ‘What is a way to measure the difference your interventions make to the child?’
As professionals you teach/contribute to the academic progress of the child. But how do you measure the success of your interventions? More importantly, how does the child measure their own progress and success at the same time?
Do you recognise your role in maximising your child’s independence? Do you have a clear plan that parents, educators and most importantly the learner is part of to step-in and step-back as independence is developed
The Easy-Easier (TM) Learner’s Voice Resource supports you to listen to the voice of the child via a structured system. It enables children to measure their own success and in the process supports their self-esteem and positive emotional well-being.
The Easy-Easier Learner’s Voice Resource is simple, powerful and user friendly and puts the child at the heart of the process.
This is an extract from a letter I received from a teacher of VI from Scotland
“We’ve been using the Easy-Easier posting box with a range of children, from primary right through to secondary age. I just had an Inspection in a school I work in with two children. The Inspectors liked the children setting their own targets and identifying their strengths plus looking at areas for development! They commented that the clear way of showing progress was encouraging for children.’
Here is a report from a teacher of VI using the Easy-Easier Learner’s Voice Resource, It works for any age and is not exclusive to children with special educational needs. Every child would benefit from using this approach to ensure their voice is listened to and responded to appropriately.
‘I recently used the Positive Eye Easy Easier Posting Box activity with a Year 7 pupil with a vision impairment and some additional physical difficulties. I had worked with her throughout my teaching placement and she seemed confident and happy about school.
It was therefore surprising that when I explained the purpose of ‘posting’ the cards, she posted all but two things into ‘easier’ thus revealing she was experiencing more difficulties than anyone realised.
This gave me an excellent starting point to develop an individual learner’s action plan with her ensuring she was an active partner in the process. I found the key part of this stage was to really listen to her and ensure her voice really did inform the way she was supported. This meant she had some control over the decisions being made.
I especially like the positive language used and it has proved to be a simple, practical and powerful way to listen to and respond to the voice of the child or young person and to recognise and celebrate their own success which in turn supports positive self-esteem and emotional well-being.’ Teacher of VI
Finally, if you are looking for a structured approach to considering your role in maximising independence then our Step-back Mentor course may be helpful to look at.
This course is delivered over 5 x 1.5 hr sessions with completion of a workbook and tasks by those attending.
It supports everyone to understand that maximising independence is everybody’s business. It enables a planned approach to ensuring a Step-in, Step-back approach is adopted when scaffolding support.
The Easy-Easier Learner’s Voice Resource and it’s use is also included in the course. The Easy-Easier Learner’s Voice Resource provides the central consistent strategy and approach to support everyone to follow the same path and route to listening, analysing and responding to the children’s voices across the setting.
Please contact us if you would like to know more about the Step-back Mentor course or the Easy-Easier Learner’s Voice Resource