Predictable Day: Schedules, Procedures and Transitions:
For this activity reflect on your Case Study Child. Ask yourself the following questions:
Do they struggle with transitions between activities or drop off and pick up?
Do they have a hard time remembering the rules, the schedule, understanding what is expected or self-regulating their impulses or emotions?
Are they always moving?
Lecture-Review before completing the activity
Children benefit from classroom procedures, routines, transitions and an overall daily schedule that is predicable (so do we). This is especially true for children with challenging behaviors. Can you imagine what it might be like to be someone who is struggling to learn rules and to make sense of expectations to be in an environment that is constantly changing.
Below is the list of recommendations for creating predictable schedules, procedures and transitions. The information is brief. Review the text book for a comprehensive overview:
Daily Schedule: Provide a picture schedule, review the schedule and create a schedule that allows for a variety of experiences including both large and small group experiences. Below is an example
Teach Procedure: Teach them what you want them to know! I worked with a teacher who spent the first three weeks of her semester teaching the children where materials were stored and how to use them. By the middle of the semester the children could be observed putting materials away without any teacher support. This was true for transitions, gathering etc. Everything they needed to know was practiced and revisited during both large and small group gatherings. And yes she always gave the reasons for the rules, listened to the children and accepted their suggestions. I had the pleasure of visiting this teachers classroom on and off for about 5 years and was continually amazed by the level of cooperation between the children and their teacher.
When teaching procedure:
Break into steps
Prompt/ supervise, positive feedback
Review the procedure
Legitimize Movement: Give active children opportunties to move and reduce the chance that a challenging behavior will emerge. They are satisfying a need by moving. Give them an essential job that will meet that need and help to build their self confidence.
Pay attention to children who struggle with transitions. Have a plan to be nearby and support them. If they struggle processing what is being asked and struggle with the steps then create visual cards that you can hold up or they can hold and follow.
Give warning: Let them know ahead of time that the transition is approaching. Bring them to the visual schedule. Use predicable music, lights, or a large sand timer etc. to get their attention.
Assign tasks: Let children know what is expected of them. Have a job chart that is visited at the beginning of the day so each child understands what they are doing on a given day. The teacher I mentioned earlier had a job called “Inspector.” This is child’s job was to move around the classroom after clean-up was done and the others were at the group gathering to make sure there were no toys left out. It was fun to watch how seriously they took this job.
Note: For those of you with a school aged Case Study child there are a few tips for moving between subject in the textbook.
Note: For those of you with a Case Study Child who struggles with drop-off and departure at school or naps there are tips in the textbook.
Building Supportive Environments: This 6 minute video goes over the importance of communicating expectations in the classroom.
Watch the following videos. As you watch them consider the following questions:
What makes these moments effective and how do they promote a positive social climate
How are the teachers in these videos following recommendations in chapter 8?
The strategies would you consider using with your Case Study Child?
1. Time to regroup- a transition
2. Teacher Language at Clean-Up Time
3. Teacher establishes routines, procedures, transitions, & expectations for student behavior –
1. For each of the three (3) videos address the following question:
How are the teachers in each of these videos following recommendations listed in chapter 8? You are connecting what you are observing to what you read in our textbook. Give specific examples from the book (include the page).
Label you response Video 1, Video 2 and Video 3 or write the title of the video. This helps me to identify the video you are addressing.
2. Reflect on your case study child, their needs and behaviors. Give 2-3 ideas from any of the videos that you believe would work with this child and explain why.
For each question copy and paste the question before responding. This helps me to quickly identify the question you are addressing.
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