ASSESS, ADAPT, APPLY

An effective swim teacher is one who can assess, adapt and apply teaching strategies for all of their students. This means being able to make reasonable adjustments for students where required.

Knowing a student’s challenges and planning for adjustments will assist with making a class successful and managing unexpected changes in mood, attention or participation.

Assess - Observe the scene and ask:

• What is happening?
• What has changed?
• Has something internal or external triggered a change?
• What is the observation in the student? A change in mood, energy, emotion, verbal response?
• How are they responding to you, the activity, or the environment?

Take a moment to reflect:

• What might be happening for them? Are they tired, stressed, fearful, distracted, confused?
• The skill being taught, too hard, too easy or another factor?
• Has the activity or skill been explained or demonstrated well?
• As the educator how am I feeling about what is happening? (take a few breaths if needed)

Adapt - Consider what would be most helpful in this situation:

• Has this occurred before?
• What worked last time to resolve and calm the situation?
• Does the activity or skill need to be changed?
• Does the instruction for the activity or skill need to be changed?
• Would a play, sensory or rest break provide a suitable change?
• Does the student need to refocus their attention?
• Do I need assistance?
• Would it be helpful to ask what’s happening?

Apply – Before making any changes always ask yourself - Does this reasonable adjustment for a particular student disadvantage other students?

If it does, the approach to the situation needs to be reconsidered.

• Before making any changes check in with your student.
• Can the student communicate what is happening or what they would like to do?
• Do I need additional resources or assistance?
• What is the most suitable and safest application to communicate? (a louder or softer tone, singing, a tactile communication)
• Choose the activity, skill or adjustment in instruction you think will remedy the situation. Essentially, it’s trial and error. See if the change you have made has had an impact.*
• This takes you back to Step 1 Assess – how are they are responding to the new activity or is it time for a quick break?

* Whether reasonable adjustments make a successful or unsuccessful impact make a note. Recording this for the future may assist yourself or another team member.