Teaching is more than just giving lessons in class. It means knowing each child’s needs, strengths, and struggles. As teachers, we are here to guide, support, and create chances for all students, especially those who need extra help. Recently, I attended the MFAT (Multi-Factored Assessment Tools) Training for Grade 1 teachers. This experience stood out in my blog because it helped me understand the true needs of students with developmental challenges and those who need special education.
The training was designed to help teachers spot students who might need extra help or different teaching approaches.As a Grade 1 teacher, I realized how important our role is in a child’s early years of learning. Grade 1 is an important time when children begin to develop skills in reading, math, talking, and making friends. The MFAT training reminded us that every student is different, and not all children learn in the same way or at the same pace.
The training day began early with registration and welcoming remarks from the facilitators.The room was filled with excitement as many teachers eagerly learned new strategies to help their students. Even with our busy schedules, everyone actively participated because we knew this training would benefit our students.
An important part of the training was learning to recognize signs that a child might need special education support. Some children have trouble with reading, writing, talking, understanding, paying attention, behavior, or social skills. Others may experience developmental delays or learning difficulties that can go unnoticed in regular classrooms. MFAT helps teachers check students carefully using the right tools and observations. These checks are not meant to put labels on children but to understand their needs and give the right support.
As the talks went on, I understood how important it is to help children early. Many students struggle quietly because their needs are not noticed right away. Sometimes, these children are seen as lazy or inattentive, but their behavior often masks problems that require patience, understanding, and special help. The training reminded us to create classrooms where every child feels accepted, valued, and encouraged to learn. The training was on the value of teamwork among teachers, parents, and school leaders. Education works best when everyone supports the child together. Parents help their children learn at home, while teachers guide and support them in class. Good communication and coordination make sure children get the help they need.
The facilitators also taught us ways to support students with special educational needs over time. We learned about using different teaching methods, making classroom adjustments, giving positive feedback, and offering individual support. These strategies help all children join in class activities. It was inspiring to hear real stories from teachers about students who got better with the right help and patience. From our own classroom experiences, many of us realized that we may have missed students before because we lacked the right knowledge or skills.
In group activities, we reviewed example student cases and discussed ways to support them. This made us think about our own classrooms. The training opened our eyes as teachers and encouraged us to keep trying.ing.
As I left the training, I reflected on everything I had learned that day. I felt thankful because the seminar gave us valuable insights to help us become better, more caring teachers. The training also reminded me that no child should be left behind. Every student deserves a chance to learn, grow, and succeed, no matter their challenges. This helps me better meet the different needs of children in the classroom.
Attending the MFAT Training for Grade 1 teachers was more than just a seminar. It was a meaningful experience that deepened our understanding of inclusive education and reminded us of our mission as teachers: to nurture every child with care, compassion, and hope for a brighter future.