Waikato Business News April/May 2019
Waikato Business News has for a quarter of a century been the voice of the region’s business community, a business community with a very real commitment to innovation and an ethos of co-operation.
Waikato Business News has for a quarter of a century been the voice of the region’s business community, a business community with a very real commitment to innovation and an ethos of co-operation.
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CHILD FOCUS<br />
WAIKATO BUSINESS NEWS <strong>April</strong>/<strong>May</strong> <strong>2019</strong><br />
53<br />
Learning to read is not a natural skill.<br />
Some children find it easier than others<br />
Learning to speak is a natural skill, but<br />
learning to read and write is not. Some<br />
children certainly find it easier than others.<br />
What we know for certain is that it is not ok<br />
for us to leave reading to chance.<br />
It is not developmental, and<br />
comments such as “he’s a<br />
boy, it will come,” are not<br />
helpful. Are you a parent? Do<br />
you have that inkling that something<br />
is not quite right in terms<br />
of your child’s ability to read and<br />
write? Your child has strengths<br />
in some areas but seems to have<br />
significant challenges in others?<br />
They have such great ideas and<br />
vocabulary. Perhaps the story<br />
below resonates with you?<br />
Whilst at kindy, a four year<br />
old drew a freehand diagram of<br />
how he wished the playground<br />
be organised. The diagram<br />
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was specific. It appeared to the<br />
naked eye to be drawn to scale<br />
and also displayed the talent he<br />
possessed. This little man was<br />
able to explore his interests, to<br />
show his ability to learn and to<br />
interact with the world around<br />
him. His kindy teachers suitably<br />
impressed with his ability, were<br />
very excited for his pending<br />
entry through the school gate.<br />
Armed with a giant smile,<br />
supportive family and a persistent<br />
speech impediment in<br />
tow his school days began…<br />
Year one ended and (not for the<br />
lack of trying) he hadn’t learnt<br />
teachers, superb exam results,<br />
the biggest range of top-quality<br />
syllabi, and fabulous endof-year<br />
Shows. Teaching standards<br />
are extremely high, and<br />
exams are moderated by external<br />
experts. It’s a great place<br />
to be.<br />
We have the best facilities in<br />
the region - a new, custom-designed,<br />
4-studio complex, with<br />
to read, year two ended and (not<br />
for the lack of trying) he hadn’t<br />
learnt to read, year four ended<br />
and (not for the lack of trying)<br />
he hadn’t learnt to read, and so it<br />
goes. At ten years of age he was<br />
diagnosed as a bright dyslexic.<br />
Finally, he and his family had<br />
some insight and understanding<br />
as to why he had such great<br />
difficulty learning to read, write<br />
and spell. But… ten years old<br />
is too late. Five whole years of<br />
schooling had conditioned him<br />
to believe he was dumb, unable<br />
to learn and that he would never<br />
learn to read.<br />
This story is not unique<br />
by any means. This little man<br />
didn’t ‘not learn’ for lack of trying<br />
nor commitment on behalf<br />
of his teachers, parents and others.<br />
It was certainly not a case<br />
of…. “he wasn’t ready”. To<br />
this day he would be illiterate<br />
if they had taken the ‘wait to<br />
sprung floors, commercial air<br />
conditioning, a separate ventilation<br />
system, wall-length<br />
safety mirrors, double ballet<br />
barres, with the latest health<br />
and safety features, viewing<br />
areas, and free parking. We’ve<br />
been in Hamilton for 30 years.<br />
Weekend classes are available.<br />
Class sizes are limited. Fees<br />
are paid by the term.<br />
fail’ approach any longer. There<br />
were an increasing number of<br />
chinks in his education chain.<br />
So many so that it he may never<br />
catch his peers.<br />
As a parent of a dyslexic<br />
teenager and leader in education<br />
I find myself investigating;<br />
why haven’t we learnt from<br />
these endless experiences and<br />
stories? What haven’t we taken<br />
notice of from the mountain of<br />
international research and evidence?<br />
How might we go about<br />
improving our system for these<br />
children who were in fact born<br />
dyslexic, (identifiable on school<br />
entry if not before)? Why in<br />
New Zealand do we continue to<br />
ignore what the science of learning<br />
to read tells us? Why do we<br />
hold so dearly and continue to<br />
fund reading recovery when<br />
the research this was founded<br />
on has been superseded with<br />
many findings indicating the<br />
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programmes inappropriateness<br />
for dyslexic students.<br />
New Zealand teachers are<br />
committed to say the least. Our<br />
students and teachers require<br />
more though. The following<br />
would be a fine start or progression<br />
for those on this journey:<br />
• Early identification philosophy<br />
in place - not waiting<br />
until 7 for an official diagnosis<br />
• School Entry assessments<br />
which inform teaching and<br />
learning steps and relate to<br />
early signs of dyslexia<br />
• Professional Learning -<br />
Structured Multisensory Literacy<br />
• Implementation of funded<br />
evidence based teaching<br />
approaches<br />
• Elimination of funding<br />
for non evidence based<br />
approaches / programmes<br />
• Training for school sencos<br />
• Training for teacher assistants<br />
A connected and collaborative<br />
approach towards the extra<br />
(external) support between<br />
teachers (gps) and specialists in<br />
this area<br />
Compulsory quality pre and<br />
in service courses in the area of<br />
learning differences<br />
As a nation of incredible<br />
people, parents, teachers and<br />
school leaders it is time for us to<br />
be (more) receptive to the fact<br />
that our beliefs, perspectives<br />
and knowledge around Dyslexia<br />
must be expanded. Our literacy,<br />
social justice and mental health<br />
rates rely on this.<br />
During my time as a classroom<br />
teacher, advisor, school<br />
leader and now a consultant in<br />
the area of learning differences<br />
I have long held the belief that<br />
we are one (very important<br />
and influential) link of many<br />
in a students education chain.<br />
It is up to us to ensure our link<br />
is strong but not rigid, upright<br />
but not arrogant, standing at the<br />
ready to connect with not only<br />
the easiest to reach or expected<br />
link but those which may take<br />
the student on a turn or link for<br />
the best. Their world depends<br />
on our ability as educators to be<br />
vulnerable, to learn and to realise<br />
we may have got it wrong in<br />
the past.<br />
Now is the time because<br />
learning differences exist.<br />
Always have, always will.<br />
Carla McNeil, Founder, Learning<br />
Matters Ltd #becauselearningdifferencesexist<br />
More<br />
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Phone: 838 0096.<br />
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We are at 188 Kent Street, Frankton (Norton Road end).<br />
Visitors are welcome.<br />
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Email: planetdance@xtra.co.nz<br />
Phone: 838-0096.<br />
BOOK YOUR SPOT IN<br />
OUR MAY ISSUE<br />
For more information contact the team today<br />
at info@wbn.co.nz or 07 838 1333