Category: Behavior

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Quote :: Being a Rebel

Steve Jobs Quote

I’ve written a post before about how to help kids who break the mold – who don’t fit in and who fight the way that things are “supposed to be.” Call them stubborn, headstrong, spirited, whatever you want. Regardless of the term, these kids have the potential to make working in a school exhausting! Yet these are the very kids who have the potential to take what we know as a human race and stretch the boundaries. These are the visionaries, the trail-blazers, the innovators.

As a kid, my parents would both tell you that I was a troublemaker. They recently gave me some letters I had written to Santa as a child and rather than give the traditional, “For Christmas I want…” list, I instead interrogated him as to how he could possibly make it to all the houses in one night, how millions of toys could fit into one sled, and whether or not Rudolph existed. Why couldn’t I just accept that a jolly man in a red suit could deliver presents to all the good boys and girls like every adult had told me?

Yet despite the headaches I undoubtedly caused my parents as a child, many of those same characteristics have helped me to serve my students. Whether it’s fighting for or against a special education placement for a student because I truly believed it to be in their best interest, or questioning why we have to treat a student “the same as we’ve always treated other students like them,” working in schools can be messy. And what our kids need isn’t a world of “yes ma’am,” “go-with-the-flow” people. What they need are advocates, champions, and strong examples of confident adults.

It’s a great reminder for us as we think about working with our more challenging students.

“Here’s to the crazy ones, the misfits, the rebels, the troublemakers, the round pegs in the square holes… the ones who see things differently — they’re not fond of rules… You can quote them, disagree with them, glorify or vilify them, but the only thing you can’t do is ignore them because they change things… they push the human race forward, and while some may see them as the crazy ones, we see genius, because the ones who are crazy enough to think that they can change the world, are the ones who do.”

– Steve Jobs

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Pinterest Find :: Student Self-Reflection Report Card

The other day, I came across this awesome student reflection page by Inspire Me, ASAP! I’m always looking for ways to help students gain awareness over their actions as well as insight into their strengths and weaknesses. I love that this is cute, brief, and provides a visual indicator rather than a number scale. My younger students do so much better with pictures! Want to add it to your toolbox? Click the images below to get them for free!

Enjoy!

Student Self-ReflectionStudent Self-Reflection

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Tips & Tricks :: Classroom Transitions

Classroom Transitions

Many kids have a lot of difficulty changing from one activity to another during the school day. Add to that Autism, ADHD, or another disorder and you’ve got the scene set for distractions, tantrums, and frustration.

I’m not sure what it is about this time of year – maybe it’s the fact that it’s too cold to go outside (at least here in Illinois!), that the sun isn’t out nearly enough, or just that routines are getting boring for some kids now, but I feel like February and March are two of the most difficult months to get through as educators!

To help fight the transition blues, here is a list of some ways to spice up and tighten up classroom transitions to help keep things moving in the right direction!

1.  Establish a consistent schedule or routine for the student to follow.  As unpredictable as the school day can be, consistency can go a long way in reducing anxiety or disorder in transitions, especially for students with disabilities.

2.  Adjust students’ schedules to have the fewest amount of transition times possible.  For example, if a student is already out of class to go to P.E. or Music,  it may be a good time to schedule social work or speech-language time in order to reduce the number of transitions in and out of the classroom.  Another option would be to provide push in therapy services to avoid transitioning in and out of the room. On the other hand, if improving transitions is a skill a student is working on, gradually increasing the number of transitions during the day as they can tolerate them may be important.

Visual Timers

3. Provide visuals for the students to follow. Not only does this help students with diagnoses such as Autism, but it helps most other students as well! I’ve written some information about visual transition timers in a previous post about Autism here. You can buy a bunch online or make your own!

4.  Before an activity begins, be sure a student understands what is expect of him or her at transition time. This may take a few times of role playing and practicing the transition. For example, after a student is somewhat familiar with a routine, the conversation might go like this:

Me: “Johnny, I’m going to set my timer for 5 minutes for your break. When it goes off, it will be time to clean up and go back to your classroom.

Johnny: “I know.”
Me: “So how much time do you have?”
Johnny: “5 minutes.”
Me: “What happens when the timer goes off?”
Johnny: “I go back to class.”
Me: “Perfect! Enjoy your break!” [set the timer]

5. Give verbal and/or physical cues before transitioning to an activity. Depending on the age and needs of the student, I like using at least a 5 and 1 minute warning.

6.  Sing songs or chants to signal transitions.  Use the same songs each time so children can anticipate what is to happen next. Here are a few of my favorites:

Classroom Transition Chants

7.  Keep it simple with directions for the transition.  Concise one or two-step directions are often the most effective.

Positive Reinforcement

8.  Positive reinforcement! If a student did a good job transitioning, reward them with praise, a high-five, a smile, etc. Students often learn about appropriate behavior by watching what happens when other students perform well or not.

9.  Scaffold as skills improve. As a student demonstrates increased competence, gradually pull back the support you give. Fade and reduce any verbal or physical prompts to all the student to transition as independently as possible.

10.  If changes need to be made, give feedback quickly and move on. Don’t dwell on the negatives or allow them to take over the next 10 minutes! The more you delay the start of the next activity, the more a student learns that if they don’t transition well, you’ll get wrapped up in the drama and they can avoid transitioning even more!