1

Jessicas IQ is only slightly above average, but she excels at emotional

intelligence a term
that has captured public attention because of popular books suggesting that it is
an overlooked
set of skills that can greatly improve life success (Berk, 2013).
Sando has many friends and although his perceived Enlish IQ may be low his
Emotional Intelligence may be high. Sandos scenario deals with many areas
that are found within the modern schooling environment including Language
acquisition, social and emotional wellbeing and cognitive development. A
common trait in the classroom in both high schools and primary schools.
Because Sando is completing woodwork he is in either year 8 or nine. It is
important to note the text says some teachers complain, this means there is
more than one teacher, which points to high school. However based on the
models of this course middle school would be the obvious choice as ETP425 is
set within the middle school environment.
The fact that he has come from a non-english speaking background refers to
language acquisition as problem he may have. If his language is bad it would be
necessary to increase his English knowledge and his native language tongue at
the same time. This can have a very positive effect on the ability for the student
to take on new concepts even cross concepts that may belong to one language
but taken into another. The second point that he wont speak in class refers
directly to this acquisition and the inability for him to speak up. This means his
natural ability may be compromised by the fact that the grasp he has on English
is not cemented into something more substantial. Thus he is only partly literate.
Would therefore grouping him with much more academically minded individuals
in a group session be the better option largely because of his inability to speak
up. Similarly he puts very little effort into assignments which is an extension of
these attributes. By reinforcing the necessity for him to go into the group with
other likeminded individuals there he might find a better relationship.
The other students he clowns around with may like his dont care attitude,
however, this group doesnt include all the academic children. The clowning
around will attract itself to some notoriety but respect is limited. It is possible his
respect for women is limited for one of two factors, one, he does well in
woodwork. Two, some teachers complain that he does no work, which means he
only listens in woodwork or he can speak with his hands (by making).
International students have highly variable levels of English proficiency: if an
international student does experience problems, it is most likely to be in the first
one to two years of their course, particularly with their written work (Sawir,
2005).

It is universal that foreign students will have trouble with their written work here
in Australia1. The work that he does in this creative space can greatly enhance
1

his other learning skills if he were to put these skills into writing. Quite possibly
taking the knowledge he has learnt to other areas and utilising his work as a tool
to learn new words. This is usually in the diagram he has to draw of his finished
woodwork piece and his response that may be analytical and in his reflection
would be the desired notation.
According to the scenario Sando is good at wood work a sign of good spatial
awareness and possibly he has had some previous training within his previous
schooling or with his family. If this is the case then it may be possible that he
has been scaffolded too much and that within the modern classroom where there
is an emphasis on free thought it may be too hard for him to comprehend. If like
the Japanese his upbringing has been shown to him step by step rather than him
having to figure out some basic awareness. It is this awareness and as above in
the second paragraph where we note that Sando would benefit from a grouped
session with other top students there may be some play within this idea and it
could have good results during application. He does need to exercise his
creative mind and a game which utilises both memory and cognitive skills
together may enhance and flick the switch of his cognitive block.
2
If hypothetically Sando were in my class what would be my approach?, how
would I construct his education to become literate and numerate in this new
country? That being said his language and culture should not be dumped I
believe that all the students should be asked to develop an artistic slideshow to
show the class and to celebrate the country the came from. Because as we have
already seen the relationship to language and its two teared system can help
these students recognise some things even hidden language before their single
language peers.
As Sando comes from a non-English speaking background conversing with him
about his hopes and dreams as motivation might bring out expressions and avail
him to the words he needs for his integration. This integration into schooling and
society would be better if his interaction were more literate within a context. In
order for him to flourish it would be and within my class there are other ethnic
children some of which speak in a native tongue, some who do not. It is the
children who do not speak in a native tongue that may have the hardest
opportunity in the classroom.
second-language competence does not drop sharply at a certain age. Rather,
a continuous, age-related decrease occurs. (Berk, 2013)

Therefore it is imperative that Sando get adequate training in English as soon as

possible. It could also be handled on insisting he complete ESL classes and
getting Sando to go to these classes by putting him on a program. The English
as a second language prerequisite would be helpful to them. I believe however
the art classes would be far more beneficial. As it is in both the creative realm
that a student may use his mind to create something that he cannot say. In my
classroom Sando would be asked to recreate a piece of artwork he has seen from
his native country and then write a report on it in English. As all the students
would also be doing this Sando may find it quite easy as his outwardly spoken

fears would be lost in his artwork. Thus when he talked about his artwork, he
may first like to explain it in his native tongue.
If the other students like him it is possible that this idea can be used into getting
them to help him in class with his reading and his studying by insisting he push
himself rather than him mucking up. It is always good to point out positive
targets but not to focus on the finished product as drawing and art can be
sometimes missing the overall point in the schooling system. Which involves a
finished work. There has to be far more emphasis in my classes of relationship
to the smaller details and the techniques for later years.
His scale drawings in woodwork were fantastic, I could use this premise to get
him to discuss what he did and then use a paragraph or two in description of
them. This is an essential task to draw him back to something he knows,
something he realises.
Eventually this tailored system would be backed up by a series of rules that
would encapsulate exactly the right angle of study. This means by joining these
attributes together we might push Sandos cognitive ability further. Therefore
bringing together Sandos ability in woodwork and moving forward to tailored
group work and creative outlets with thorough interpretation in both his native
tongue and English it may be possible to make a program that would entice his
senses and evade his fear.

Bibliography
Arkoudis, D. (2005). Teaching International Students: Strategies to enhance
Learning. Centre for the study of higher education, 1-18.
Berk, L. E. (2013). Child Development. New Jersey: Pearson Education.
Sawir, E. (2005). Language Difficulties of International students in Australia: The
effects of prior learning Experience. International Education Journal, 567580.