Mr. Jones plans engaging instructional activities and uses good strategies for meeting individual needs. But every time his class breaks into groups, changes subjects, or gets ready to go to a Resource class, things seem to fall apart. Students get noisy and restless and Mr. Jones often has to raise his voice. One student, Jack, has particular difficulty – he always seems to take longer than everyone else to get ready, has trouble keeping his materials organized, and gets distracted in the middle of the transition. Mr. Jones urges him to hurry up, but this only increases his frustration and sometimes leads to him yelling or throwing materials.
By improving the transition routines for the whole class and adding a few individualized supports for Jack, Mr. Jones can create a more efficient, positive classroom environment and have more time to spend on teaching.
By improving the transition routines for the whole class and adding a few individualized supports for Jack, Mr. Jones can create a more efficient, positive classroom environment and have more time to spend on teaching.
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Blog post written by:
Meka Tull, School Psychologist and Interim Director of School Partnerships
Meka Tull, School Psychologist and Interim Director of School Partnerships
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