The learner is absent.
• Try to arrange two sessions on one day — early morning and late afternoon.
• Extend the 4 weeks (or whatever time you have chosen) to make up for the absences.
Half term/school camp etc falls in the middle of the programme.
• Plan a more appropriate starting time next time.
• Add time on after the break for revision.
• Carry on until the twenty sessions have been completed.
The first sentences are too hard.
• Stop using the sentences but not the system.
• Consider breaking the materials down into smaller, more manageable chunks.
• Use other strategies in parallel with or instead of the talking computer.
Later sentences are too hard.
• See previous point.
See also materials which are available through iansyst Ltd which can be used as supplementary resources.
• Discuss the ‘stuck bits’ with the Special Needs Co-ordinator.
Other strategies might be needed.
• Miss the difficult sentences out and return later.
• Why are they stuck?
The learner forgets the sentence part way through typing.
• Say the sentence to the child.
The computer makes the wrong pronunciation.
• ’Read’ can be said two ways. Your computer will be programmed to speak only one of these. Use the error as a discussion/teaching point. Explain the limitations of the computer. Can you (the child) think of any other words which will fool the computer? Make an on-going list.
• The computer makes a bad pronunciation.
• As in the previous point. Are you able to work out why the computer says it that way?
• Change the pronunciation if you know how.
The learner shows no motivation.
• Discuss with the child. Are other factors affecting them?
• If still no change after you have exhausted all of your skills in raising interest leave it. Try again at a later date perhaps.
The sentences move forward too quickly.
• Create your own extension materials to reinforce that particular area.
Do I have to do 20 lots of 20 minutes?
• We did. You do not.
What do I do after 4 weeks?
• Move on to another group of children.
• Consider putting the same children on again after a rest period.
• Let the learner use the talking app for creative/curriculum based work.
The sentence is meaningless.
• If you do not like it, don’t use it.
• Change it.
The learner cannot be released from lessons (Secondary).
• Use the argument of ’short-term disruption for long-term gain’.
• Get the support of management.
• Negotiate release with your colleagues.
• Arrange priority access to the learner for four weeks. It’s only for 6 hours.
• Use your own time (not advised).
The learner cannot be released from lessons (Primary).
• This has not been encountered in our experience. If so see the previous point.
The learning assistant is developing bizarre behaviour patterns.
• Ten children each day may be too many.
• When running this for the first time be realistic. Start with a couple of children. You also have a lot of learning to do in the early stages.
A learner makes no progress.
• Not even in motivation, confidence or computing skills?
• Progress can be measured in many ways.
• Try retesting some weeks later. Consolidation might have taken place.