Teacher Toolkit Spring 2019

Fidgets Fidgets are basically anything that students can manipulate while doing other activities to focus in on their academic tasks without distracting others. This can be useful for students who tend to move around, lack focus, or need something else to do as they listen or work.

Using Fidgets: 1. Acquire various fidgets that make minimal to no noise (i.e. putty or dough, stretchy things, stress balls, erasers, etc.). 2. Identify ways to use the fidgets appropriately in the classroom (typically with 0-1 hands as to not inhibit work). 3. Introduce and model fidgets and their use in the classroom. 4. Allow students to practice and use in classroom activities to focus as long as the rules put in place are followed.

When can fidgets be used? Class Discussions: When participating in class discussions, fidgets can be used to focus excess energy to stay in their seat and on task. Individual Work: Students can use fidgets to focus additional energy to sit and complete assignments. Testing: When taking tests, students can use fidgets quietly to remain non-distractible to other students while still moving. Homework: Students may be allowed to take fidgets home to help them complete their homework effectively. Breaks: If students need a “brain break” from their schoolwork, fidgets can be utilized for a break to release extra energy and/or calm the student.

Variations: Fidgets such as spinners and Playdoh can be used in academic activities like spinner math activities and forming dough letters. Creating fidgets can be a fun, creative activities for students to explore. Fidgets created can then be used in the classroom. One example I am familiar with are spiral fidgets made by putting a straw through a pencil sharpener. Fidgets could be utilized as a test taking strategy when pairing different elements with steps in a process, reminders, etc. For example, the different sides of a fidget cube could stand for reading all the question, reading all the answers, circling the important parts, eliminating answer choices, working out the problem, and finding the answer. Sometimes, students may be able to use these on state assessments. Claflin, C. (2017, March 12). The benefits of fidget tools: What research says about adhd and spd [Web log post]. Retrieved March 30, 2019, from https://therapyshoppe.com/therapists-corner/117-the-benefits-of-fidget-tools

Token Economy Token economy systems are behavior-modification tools that require students to increase positive behaviors to get rewarded. As the system is used the target behavior becomes integrated into the child’s repertoire of behaviors, and the system can be phased out. Token economies can be useful for any student that requires behavior modification of any sort.

Using a Token Economy: 1. 2. 3. 4. 5. 6.

Find the behavior(s) you would like to target. Choose they type of system (i.e. coins, picture board, beads, etc.) and rewards. Establish when the student is rewarded and the criteria that must be met. Introduce and model the token economy to the student. Use the token economy system with the student. Modify and phase out the token economy as needed.

When can a token economy system be used? Completing work: Token economies can be used to increase student production of work. Tokens can be awarded for each finished assignment or all assignments for the day, for example. Using manners: Students can receive tokens for using manners in appropriate scenarios (i.e. greeting others, saying thank you, etc.). Getting good grades: Token economies can be applied to a student’s grades. Grade goals can be adjusted depending on the student and their progress. Learning skills: When working with students who need to learn specific life skills, token economies can be effective for teaching these skills in a tactile way. Turning in assignments: For students who may have trouble turning in assignments, token economies may provide more motivation to increase these skills.

Variations: Home token economy systems can align to school token economy systems to reinforce and generalize the skills learned in school. Token economies can also utilize school programs to award students with their “tokens” or rewards. For example, if schools have a point system, the student can apply those points to a classroom token economy. Incorporating technology into token economies can be more motivating for some students. For example, Class Dojo can be used for a token economy system, and students could be rewarded with technology. Classroom management: how to successfully use a token economy to manage behaviors. (n.d.). Retrieved March 30, 2019, from https://www.universalclass.com/articles/special-education/using-a-token-economy-to-manage-behaviors.htm

Visual Schedules Visual schedules are exactly as they sound: schedules that are shown visually. They can be short term (first/then) or long term (daily). Visual schedule help students keep track of what they are supposed to do and when which can be useful for students who need structure and/or organization of parts off their day. As they complete tasks, students take them off their schedules. Schedules are changed when needed.

Using Visual Schedules: 1. 2. 3. 4. 5.

Determine what kind of visual schedule and materials you will need to make it. Determine the student’s schedule and pictures that align with each activity/task/class/etc. Create the visual schedule. Teach the visual schedule to the student. Have the student use the visual schedule.

When can visual schedules be used? Completing classwork: A First/Then schedule can be used to sequence the order of classwork in the short term. Daily schedule: Visual schedules are most often used for a student’s daily schedule at school with all their classes, events, and extracurriculars. Routine schedules: A visual schedule can be made for specific routines that the child has (i.e. morning, nighttime, bathroom, etc.). Process schedules: Activities that have a process or sequence can be converted to a visual schedule. Time frame schedules: Visual schedules can be made for a specified time frame, like a class period.

Variations: One of the most common variations of visual schedules are used as a Velcro exchange system. Students have each part of their visual schedule Velcroed to it, and they rip it off and place it in the appropriate spot when they transition. Paper visual schedules can be crossed off with a dry erase marker when laminated or printed out daily and crossed off with a marker, pen, or pencil. Teachers can also utilize technology to make a digital visual schedule that can be interacted with on a phone, tablet, computer, or SmartBoard. Individual & visual schedules. (n.d.). Retrieved March 30, 2019, from https://www.pbisworld.com/tier-2/individual-visual-schedules/

GoNoodle GoNoodle is a website that features a variety of videos designed to “get students moving”. The videos feature popular songs, academic content, dances, stretches, interactive activities, and more. These videos can be useful when students get fidgety, need a break, etc.

Using GoNoodle: 1. Create an account. 2. When your students need a break or seem fidgety, play a GoNoodle video. 3. Repeat as needed.

When can GoNoodle be used? Brain breaks: Playing a GoNoodle video can give students a break from the learning to regroup and process what they learned. Wiggle break: Students who are fidgety or may have a deficit in attention may require wiggle breaks to get up and move throughout a lesson, and these videos work well for that. Transitions: GoNoodle videos can be great for signaling transitions consistently. Rewards: GoNoodle can be used as a reward to be earned at the end of an activity, class, day, week, etc. Cool down: If the energy in the classroom has escalated beyond control, a GoNoodle video designed to calm the students down could be helpful.

Variations: GoNoodle videos can be played in a sequence for indoor recess. Also, there are already sequences for indoor recess that can be used, as well. Songs and chants can be memorized as a learning strategy, transition reminder, etc. These videos can also be incorporated in circle time routines to learn simple content and social interactions. GoNoodle: movement and mindfulness for kids. (n.d.). Retrieved March 30, 2019, from https://www.gonoodle.com/

Visual Timers Visual timers are used to show students how much time left to finish an activity, before a transition, etc. They ae especially useful for someone who has trouble keeping track of time or staying focused on uninteresting tasks.

Using Visual Timers: 1. Determine what you will be using the visual timer for. 2. Find and acquire the visual timer that works best for the purpose and the student (i.e. digital, app, sand timer, etc.). 3. Explain the timer to the student, and model how it is used. 4. Have the student practice and use it in class.

When can visual timers be used? Low interest activities: Students who may not be interested in a given activity can use a visual timer to keep track of how long they must work on the activity before switching to a higher-interest activity or a break. Tracking time: Just as with low-interest activities, visual timers can be used to track time working in smaller chunks with breaks in-between. Break tracker: A visual timer can also be used to track breaks between activities of low or high interest. Transitioning: Using visual timers to signal transitioning can help students who require structure and warning before switching activities, locations, etc. Cool down: Students who may need to take a break and cool down after an emotional outburst can use visual timers to track their cool down break.

Variations: Online visual timers can be found on a variety of websites or searched on YouTube. These tend to be more varied making it simple to find one of interest based on the student. Visual timer apps can be downloaded on phones and tablets making them portable and individualized. Some visual timers are more tactile with lights, sounds, and other tactile means of communicating time. Variations of the visual timer may be determined based on the student’s needs and interests. Deskin, B. K. (2013, January 28). The benefits of using a visual timer for children with special needs. Retrieved March 31, 2019, from https://www.friendshipcircle.org/blog/2013/01/28/the-benefits-of-using-a-visual-timers-for-children-with-special-needs/

Flexible Seating Flexible seating allows students a choice in where and how they want to sit. Some common flexible seating options include exercise balls, cushions, couches, and other nontraditional chairs. All students can benefit from the option of choice, but students who have trouble staying still in their seat could benefit tremendously from flexible seating options that allow them to move.

Using Flexible Seating: 1. Acquire flexible seating options. 2. Formulate rules for the seating (i.e. when they can change seats, how to sit in them, loss of privileges, etc.) 3. Explain the seats to students. 4. Have the students use flexible seating.

When can flexible seating be used? Large group lessons: Flexible seating can be implemented throughout the classroom for large group learning activities. Small group work: Flexible seating can be offered during small group activities whether students are moving around or not. Individual activities: Students can be given the option of using flexible seating during individual activities. Centers: If a classroom uses centers that lend itself to different kinds of seating (i.e. reading center, kitchen center, etc.), flexible seating could be used to create levels within the classroom and provide more interesting, motivating centers. Cool off area: Some types of flexible seating (the softer kinds) can be used in a “cooling off” area to provide a sensory experience for those who need to cool down.

Variations: Flexible seating can be offered as rewards for some classrooms. It can also be used to group students quickly if used for whole class activities. For example, if there are 4 of each type of seating spread out across the room, the teacher can direct all the different seats to group together or get one person from each seating type in their group. Seating options can also be utilized in physical/academic activities such as props in skits or relays/obstacle courses. Deskin, B. K. (2013, January 28). The benefits of using a visual timer for children with special needs. Retrieved March 31, 2019, from https://www.friendshipcircle.org/blog/2013/01/28/the-benefits-of-using-a-visual-timers-for-children-with-special-needs/