Part B – Case Study 2: Difficult home circumstances

The ways in which the teacher is inclusive and supports Mogas are:-

1)  The Teacher noticed that Mogas was dishevelled and agitated.

2)  The Teacher tried really hard to be kind to him. He congratulated him on his work and on his contributions to the lesson.

3) The Teacher asked him about the lateness. He asked him where he lived. He told Mogas that he was surprised that he often came late to school.

4) The Teacher discovered that Mogas and his elder sister were really struggling to keep up with their work and look after their siblings.

5) The Teacher explained to the other teachers that Mogas should not get into trouble if he was late because of his difficulties at home.

6) The Teacher organized peer support with Mogas’s  friend – Joshua.

7) The Teacher organised more pair work and more group work.

8) The Teacher talked to him individually and established where the gaps in his knowledge were to be able to help him.

Mogas’s Support:-

The Teacher’s attitude help Mogas to relax.

The Teacher’s concern helped Mogas to open up to him and tell him about his difficulties at home due to the death of his parents and trying to take care of his younger siblings.

Mogas confided in his Teacher. He told him that he was desperate to carry on at school so that he could realise his ambition of being a lawyer.

The other Teachers supported Mogas as well when they found out about his circumstances at home. Pair work and group work provided the opportunity for Mogas to be supported by more of his peers.

Mogas was able to get peer support to do his school work and for his sister to continue with her education as well.