Exploring Lennox's Reflection

This essay considers the diverse learning needs of Lennox, a 9-year-old Indigenous student in grade 4. The Pre Service Teacher (PST) considers Lennox’s academic, social and emotional needs are through three theoretical lenses - developmental theory, socio-cultural theory, and critical theory. These theoretical perspectives mentioned will be discussed and their usefulness in catering for Lennox’s needs will be highlighted. Lennox’s needs center around his cultural background, learning the English language and improving classroom engagement. Finally, recommendations based on these theories and Lennox’s individual needs will be outlined. Recommendations include incorporating two way learning into the classroom, using culturally appropriate classroom

Therefore, the PST teacher used concrete materials whilst outdoors to conduct her numeracy lesson. Concrete materials were also used in the classroom. Based on observations of Lennox engaging positively with other students, being able to see other student’s point of you and ability to name and express emotions appropriately, the PST does not believe that there are any social development issues as these are normal developmental milestones for Lennox’s age (Blake, Bird & Gerlach, 2007; Davies,

This demonstrates respect for diverse culture and identity, assisting to create an inclusive environment (Duschesne et al., 2013). In order to practice two way learning, the PST must accept, value and encourage Lennox’s use of AE when appropriate (Duchesne et al., 2013). The PST must build upon the SAE skills that Lennox already has, and explicitly teach skills in the areas he does not know (Duchesne et al., 2013). Finally, the PST must utilise Aboriginal ways of learning and cultural strengths (Duchesne et al., 2013). In order to understand Lennox’s way of learning, the PST discussed Lennox’s refusal to make eye contact with the Welfare Officer, who informed her that this can be a sign of disrespect in Aboriginal cultures (Duschesne et al., 2013; Creative Spirits, 2015b). The Welfare Officer also informed the PST that Indigenous students tend to be come from a collectivist cultural home, whereby there is an emphasis on social relationships, interdependence and respect for their elders (Creative Spirit, 2015b; Duchesne et al., 2013). Therefore, the PST decided to explicitly explain the purpose of certain ‘hidden curriculum’ practices that are vital for academic success to Lennox (Duschesne et al., 2013). For example, the PST explained the purpose of looking at the teacher when they are talking (Duchesne et al., 2013). Utilising