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Monday, December 1, 2014
When I Need Help
Neat visual with steps to remind students of ways to help themselves when they are stuck.
Wednesday, November 12, 2014
Student Participation Strategy
For students who don't like to participate in group discussions, try this neat tip I picked up from CHAMPS creator Randy Sprick:
Give student a certain number of paper clips to use during a class discussion. Explain privately that you understand that they don't tend to share during group much, but you know they have some really great comments or answers to add to the discussion. Tell them you'd like for them to move a paper clip from one pocket to another each time the speak out in group discussion. You've set a goal for how many times you'd like by the number of clips given. As they get more comfortable, the number can be increased, and eventually, the strategy discontinued.
Thursday, November 6, 2014
Get Students To Pay Attention
*Pay Attention
Number of people: Unlimited
Age: Any
Materials: None
Time: 5 minutes
Purpose: A quick activity to mark a transition time, re-focus a listless group and remind students how easy it is not to notice things around us unless we are paying attention.
Directions:
- Quickly change three or four things about your appearance without the students noticing. ex. take your tie off (if you're wearing one), put your watch on the opposite wrist, take earrings out, brush hair to side, roll sleeves up, etc.)
- Tell your class that you have just made some changes. Can they guess what they are?
This is a great way to settle students back in after a transition and get them to focus. If you would like to make a full activity out of training them to notice things, you may follow up with this...
- After they guess, put students into pairs telling each on who is "A" and who is "B".
- Invite the "B's" to close their eyes and count to ten slowly and all together.
- While "B's" eyes are closed, "A" should change something about his/her appearance.
- On the count of 10, "B" can open his/her eyes and try to identify the difference.
- Then give "B" the chance to adjust something and let "A" guess.
- If there is time, allow students to change partners and do again.
Lesson taken from Lesson-Ology
Thursday, January 16, 2014
5 Point Scales
*The Incredible 5 Point Scale is used to assist students in becoming aware of their
emotions, such as anger or pain, and the stage or level of the emotion. The
scale can be used with a variety of students but can be particularly affective
for students with Asperger’s and Autism Spectrum Disorder. One to one
instruction is suggested as the best way to introduce this strategy. Using the
scale, the student rates his emotions or status of a condition or state.
Possible areas of focus may include: anger, worry, anxiety, voice level, body
space, etc. This then allows the student to (a) provide information to the
teacher about how he is feeling, (b) become more effective in managing his
thinking process, and (c) implement the desired behavior as a proactive
approach. Giving a number instead of trying to describe or name an emotion
helps students think efficiently in order to make good decisions in a variety
of situations.
Authors Buron
and Curtis (2003) suggest pairing the scale with a story or narrative to
provide additional information about using the scale.
The
following steps may be used when implementing a 5‐Point
Scale with a student
1. Choose the
target behavior. Any kind of behavior or status can be a target
behavior if rating the level or status
of
the behavior enhances adaptability. Anxiety or other feeling that usually
result in problem behaviors
may
also be also targeted for rating.
2. Decide on the
content for each scale point associated with the target behavior.
In the Incredible 5 Point Scale,
each
of the 5 stages represents the level or magnitude Of the target behavior.
3. Develop a
story or visual cue for the story if necessary.
The story or visual cue should be developed
carefully
based
on the student’s interest or level of understanding. It should explain how the
scale is to be used.
4. Introduce the
scale to the student. To
use the scale successfully the student must learn how to discriminate
and
identify each stage
5. Practice the scale
with the student, revising it if necessary.
Peers who understand the student can support her
as
she practices the appropriate behavior or interaction by using the scale.
Adults, including Parents,
Teachers, or other, in the setting, can help by
using the scale with the student in various situations.
*Buron, K. D., & Curtis, M. (2003). The incredible 5‐point scale: Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotions responses. Shawnee Mission, KS: Autism Asperger Publishing Company.
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