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How to prevent/reduce meltdowns.

1. Know the student well. May take time (as long as 6 months)

2. Give the student's choice and safe space.

3. Support from subject teachers, YH/AYH and SENO officers.

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Task 6: Groupwork based on readiness of students (HR, MR, LR)

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Task 6: Groupwork based on readiness of students (HR, MR, LR)

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1. Write briefly about a meltdown you have encountered. (Keep names of students anonymous.)

2. Share how you could use the strategies learnt to help in prevention, recovery and aftercare of the student.

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I do have an encounter of a meltdown by one of my pupils. Subsequent follow up I will be doing:

1. Find out more from mother of his current treatment

2. Talk to the rest of the class to set up routine and expectations.

3. Talk to the pupil to highlight the coping mechanism.

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Separate students immediately.

Ensure Student W is safe.Quickly assess for injury. If injured, call for first aid support immediately.Take Student Y to a quiet, supervised space.Involve a school counselor or FTs and contract parents or caregivers.

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(As discussed among Wei Chieh, Sally and Zip)

1. Disperse the crowd (tell students to move away)

2. Get one student to find the nearest adult teacher/GO staff/counseller/SENO

3. Clear instructions in a firm tone asking Student Y to stop. If Student Y does not stop, step in to intervene

4. Once Student Y stops or is separated from Student W, get Student W to move away

5. Suggest calming strategies (e.g. deep breaths in and out) at the corner

6. Speak with Student Y to find out the cause and trigger after he has calmed down

7. Follow up with FT, CMT, School Counsellor, and engage parents

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Scenario 2:

To manage Pupil W and Y, I will first separate them to ensure everyone’s safety. I will then seek help immediately. While waiting for assistance, I will focus on calming Pupil Y, especially if he is hitting himself, and check for any visible injuries. It is important to speak to both pupils in a calm and reassuring tone, avoiding any raised voices, to help de-escalate the situation.

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(As discussed among Wei Chieh, Sally and Zip)

1. Disperse the crowd (tell students to move away)

2. Get one student to find the nearest adult teacher/GO staff/counseller/SENO

3. Clear instructions in a firm tone asking Student Y to stop. If Student Y does not stop, step in to intervene

4. Once Student Y stops or is separated from Student W, get Student W to move away

5. Suggest calming strategies (e.g. deep breaths in and out) at the corner

6. Speak with Student Y to find out the cause and trigger after he has calmed down

7. Follow up with FT, CMT, School Counsellor, and engage parents

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(As discussed among Wei Chieh, Sally and Zip)

1. Disperse the crowd (tell students to move away)

2. Get one student to find the nearest adult teacher/GO staff/counseller/SENO

3. Clear instructions in a firm tone asking Student Y to stop. If Student Y does not stop, step in to intervene

4. Once Student Y stops or is separated from Student W, get Student W to move away

5. Suggest calming strategies (e.g. deep breaths in and out) at the corner

6. Speak with Student Y to find out the cause and trigger after he has calmed down

7. Follow up with FT, CMT, School Counsellor, and engage parents

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1. Separate student W and student Y

2. Alert other teachers nearby for help

3. Check for any physical injuries

4. Speak to student W and student Y individual in a low and calm voice to find out the trigger point

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Best to separate the students and call for help from other teachers nearby. Speak to the students in a low voice to calm them down. Check for any injuries.

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Groupwork

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Task 5B: How would you manage the meltdown in Scenario 2

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Task 5B: How would you manage the meltdown in Scenario 2

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Scenario 2:

A group of students were playing at the basketball court. Suddenly, there was a loud scream. When the teacher on duty turned around, he saw Student W on the floor and Student Y was hitting him and shouting at the top of his lungs. Many more students crowded around them.

++++++++

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1. P5 teachers' names appear first before the P6 teachers' names.

2. Write down the heading

e.g. Task 1: MLU Unit 3.2A

before you write your reflection.

3. Use the 'magnifying glass' if you have problem finding your name.

Hope this new structure will help you find the information that you need. :-))

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Task 5A: How would you manage the meltdown in Scenario 1

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Task 5A: How would you manage the meltdown in Scenario 1

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Scenario 1:

When the Oral Examiners signalled Student X that he could leave the examination room, he cried and refused to budge from his seat.

++++++++

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1. This happened a few years ago. I encountered a challenging situation involving a pupil, XYZ, who had a meltdown during a group activity. He became frustrated when his peers repeatedly interrupted him and dismissed his ideas. XYZ raised his voice, pushed his chair back abruptly, and punched one of the boys in the nose.

I immediately stepped in. I asked a trusted pupil to attend to the injured boy and ensure he was safe and calm. I then guided XYZ to the back of the classroom, giving him space and time to practise deep breathing and regulate his emotions. Meanwhile, I contacted both sets of parents to inform them of the incident. The parent of the injured boy was very understanding and requested that her son be sent home so she could take him to a doctor.

Once XYZ had calmed down, I spoke with him privately to understand his perspective and help him reflect on what had happened and how he could have responded differently. I also alerted the HOD/SM, who later spoke to XYZ and issued a stern warning regarding his actions.

2. I would teach and role-play conflict resolution strategies during a calm moment, rather than waiting for a conflict to arise.

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1. Inform expectations and get pupils to agree on the punishments/ consequences of not following the routines/rules.

2. Help pupils, especially those with anxiety, to feel safe and supported. When they know what to expect, they are more likely to participate confidently. Inclusive routines, like rotating group roles, also ensure that every pupil feels valued.

3. End of lesson reflection. Pupils are rushing through their reflection and they need reminders to complete tasks. I am considering incorporating more varied reflection formats.

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1. Pupil A entered my classroom in tears. He was not a danger to himself or others. So, I immediately brought him out of the classroom. In a calm manner, I asked him to take deep breathing, in and out, then I asked him what had happened? In between tears, he explained that he was feeling pressurized by his parents' expectations of him. He felt that he was a failure and had disappointed his parents. I also found out that this was triggered by a remark made by a classmate about his latest test results.

I acknowledged his feelings and gave him words of encouragement. I also told him that he's NOT a failure, that he just needed to manage his own expectations, to try again and not to give up. I asked if he would like me to speak to his parents but he declined. He felt much better and rejoined the class.

2. Pupil B entered my class and immediately LAY ON THE FLOOR AND REFUSED TO MOVE OR SAY ANYTHING. To me, it showed that my classroom is a safe space for him so I gave him the time to calm himself down and regulate his own emotions, as he was not a danger to himself or others. After about 20 minutes, he stood up calmly and asked for permission to go to the washroom. I asked if he was all right and he nodded. He returned a few minutes later and joined the class. When I saw him a few periods later after recess, he was back to his normal self. I asked him what triggered his earlier behaviour but he was bot ready to talk about it. So I let it be and just monitored him for the rest of the day.

I wouldn't do anything differently. I just have to remind myself that:
● I need to approach the situation in a calm manner.
● I need to give the child the space to regulate his/her emotions.
● If possible, to get to the root of the problem.

Sometimes, just giving them a listening ear could resolve the problem.

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1) Scenario: A student who gets emotionally triggered by peers who reject/ignore him/her during groupwork or by unsatisfactory results. He/She will run out of the classroom to seek solace by hiding from peers and teachers. Action: Run after him/her as #1 safety priority. Ask about his/her well-being (How are you? Not "Why you run away?") calmly when caught up. If student not opening up, simply stay by his/her side until other help (YH/Counsellor) arrives to take over.

2) I'd still do the same.

~Michelle~

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Task 3: SEN 3.2B Establishing Classroom Routines

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Task 3: SEN 3.2B Establishing Classroom Routines

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1. I will make sure to not assume that students know my expectations. It is important to teach routines explicitly. I will also ensure Class Rules are clearly indicated on posters in the classroom, and regularly remind pupils of them.

2. As students with SEN generally find it more difficult to focus during lessons, teaching routines explicitly will help them regulate and remind themselves to behave in ways the class is expected to.

3. When my pupils forget to bring/do their homework, there is a routine I've taught them at the start of the year so that they can take more responsibility and be more reflective. However, I find that the pupils are not following the steps that I've taught. I'll probably have to spend time to explicitly remind the pupils of the steps.

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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1) Tweaks to classroom routines - A system for peer feedback in padlet.

2) Simple structure with T.A.G frame to ensure all students are guided to receive and give feedback to their peers. #1 feedback to #2 - #2 feedback to #3.....Previously, when students were given the autonomy to decide which post/peer they like to feedback to, some students were neglected with no feedback.

3) Quick to Praise , Slow to Judge = Similar to looking out for the good of others to lift them up (Do It Right!) It's a disposition that requires time and effort with consistency to imbue into the students.

~Michelle~

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The ecological Framework helps us to identify possible factors that contribute to the meltdowns.

1. I have experienced a similar reaction from a pupil in my class. I should have used the above framework to finds out what were the trigger factors and that would have enabled me to react better towards a meltdown.

2. After going through this MLU, I have learnt what could be the signs of an impending meltdown, and how i can prevent the meltdown from happening or escalating. Thank you for sharing the MLUs with the teachers.

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A student had a meltdown, and he looked very overwhelmed and under intense emotion. Unable to calm himself down, he kicked his table and ready to walk out of the classroom. This was also accompanied by verbal aggression. I had asked the other students to go silence while I calm him down, asking him to breathe in and out. I also got him to take out his water-bottle and drink lots of water. The school counsellor was contacted for support.

Identifying signs of impending meltdowns are indeed helpful. It could prevent escalation of his conditions. Support from parents could be obtained at the early stage and classroom disruptions could be avoided.

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MLU 3.2B: Establishing Classroom Routines

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MLU 3.2B: Establishing Classroom Routines

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The classroom routine of staying seated and prepared to greet the teacher helps create a structured and efficient learning environment. It promotes a sense of order and predictability, making it easier for both students and I during the transition into learning. By having students seated and ready, I can start the lesson promptly, reducing potential delays and distractions.

However, too many changeover periods led to students being inconsistent in the execution of the classroom routines. Hence, there is a need to explicitly revisit the classroom routines with students on a regular basis, to review and practice them frequently. Written and visual cues in the classroom may help.

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MLU 3.2B: Establishing Classroom Routines

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MLU 3.2B: Establishing Classroom Routines

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The classroom routine of staying seated and prepared to greet the teacher helps create a structured and efficient learning environment. It promotes a sense of order and predictability, making it easier for both students and I during the transition into learning. By having students seated and ready, I can start the lesson promptly, reducing potential delays and distractions.

However, too many changeover periods led to students being inconsistent in the execution of the classroom routines. Hence, there is a need to explicitly revisit the classroom routines with students on a regular basis, to review and practice them frequently. Written and visual cues in the classroom may help.

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When a pupil is experiencing a meltdown, he/she may be a distraction to others. It is important for the teacher to know and understand their pupils well enough to provide the necessary intervention, in order not to disrupt the learning of the rest of the pupils.

A pupil having a meltdown may be a sign of distress/asking for help. It is best to approach the pupil personally/bring him to the calm corner (if possible) or out of the classroom. Speak in a calm and gentle manner to understand the situation/his needs instead of making assumptions.

It is also a good practice to write instructions on the board so that everyone is aware of what needs to be done.

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Share about an experience how you handled a student's meltdown.

Just yesterday, a student in my class with ASD had a meltdown after being confronted for resetting a stopwatch during his partner’s 1.6km run. When I questioned him, he admitted to it but struggled to explain himself. I responded sternly, which led to an emotional breakdown and refusal to go for recess. I contacted the SENO for support. After he was calmed down and returned to class, I followed up to understand the situation better. The next day, I spoke with the student, apologised for the misunderstanding, and guided him to take responsibility for his actions, allowing us to close the matter calmly.

What is one thing you would do differently if you were to encounter a similar experience.

I would allow the student time and space to calm down before addressing the issue. I would also ensure I fully hear the student’s perspective before taking any action.

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1) Had a student who would shout and throw things on the floor when he is angry. His friends seated near him would move away from him. They called him queer and is reluctant to work with him. Some would ask not to be in the same group as him. Have worked with the student using cue card his mother created for him. (His mom was also trained in special needs.) There was also a lot of conversations between the subjects teachers and the parent how to better support him in school and during CCA.

2) During times when things have calm down, I should use 'CASE' to prevent further meltdowns e.g - strengthening support structures by managing space (distractions) and equiping peers how they could support the student. The whole could also do their part by keeping themselves safe when the student has a meltdown.

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I made it clear to the pupils that they cannot ask for toilet breaks while lesson is on-going so as to minimize disruption. With the exception of urgent cases, i will only allow toilet breaks at the start of the class or 5mins before the lesson ends.

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1) What are some tweaks which you have made in your classroom routines?
One important adjustment I’ve made is encouraging students to support peers with special needs in following classroom routines. This not only helps those students engage more effectively but also fosters empathy and collaboration among classmates

2) How do your routines support a positive and inclusive classroom culture?
I involve students in creating the classroom routines through open discussion and consensus. This gives them a sense of ownership and responsibility. Students also help remind each other to follow the routines, which strengthens accountability and mutual respect in the classroom.

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1. It did not happen during my lesson but last year, during Science lesson, Mdm Anisah had to text me to handle Student I's meltdown. Apparently, the teacher was conducting a lesson on using Booklet. Student I insisted on logging in to his account but failed to do so as he had forgotten his password. Student I had a bad meltdown and pushed all the tables and chairs. I went to Mdm Anisha 's help and when we could not get Student I to calm down, we had to get Bernard's help. A prefect from the class offered to get the rest of the pupils down for recess. Bernard manage to get Student I to calm down and brought him away.

2. I had tried talking to Student I to calm him down but he was visibly upset. I would allow more time for him to vent his frustration but I think I had done well by getting Bernard's help.

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Classroom routines enable pupils to know what to expect in a class they enter. This helps them have a safe environment as they know what to expect when they enter. Classroom routines should also include walking into a class.

constant reminders are also important.

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For classes with SEN pupils, it is important to establish classroom routines. This has to be taught explicitly and practised. Peer support is also important.

I like Mr Hakim's use of the acronym RSPS where Aaron's peers helped him to prepare for the next lesson:

Remain at your seats

Speak in soft voices

Prepare for the next lesson

Stand to greet teacher

Praise is also important as it gives the pupils a sense of accomplishment at having remembered routines taught.

1) For my classroom, my pupils would listen to soothing music as they enter the classroom. They will know that they should settle down quickly and begin their silent reading.

2) My pupils may choose any reading material - either their story books, the Little Red Dot articles or books from the class library.

3) None so far. Pupils have no issues sticking to this routine.

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This classroom routine has to be taught explicitly for all pupils to be able to remind each other. This can also be a class rules for all pupils not just SEN pupils.

Aaron was happy that he was able to remember the last S.

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1. We can use what is already established with my class.

2. Pupils will refer to it whenever we need them in class.

3. No need.

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Establishing Classroom Routines SEN 3.2 B

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Establishing Classroom Routines SEN 3.2 B

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1. I will ensure that the child is aware of the routines in the class. There must be a buddy who can also remind what needs to be done. The cues can be pasted on the child's table to serve as a constant reminder.

2. There will be lesser disruptions in the class. Pupils in the class can direct the SEN pupil to the established routines pasted on his table. It is a journey that they walk together as a class.

3. If the SEN child derails from the routines, I will relook at the strategies and routines once again.

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Routines are definitely good to have in order for the pupils to behave the way we want them to. It saves times and most of the pupils will be able to follow the instuctions. Perhaos minor tweaks are needed for some pupils and the tweaks depend on what kind of pupils we have.

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I will do self reflection and see how i can improve on my routines to make the teaching better in the class.

To be continued ........

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1: I allow students to take some time to calm themselves down when they transit from the previous lesson to mine. I also give the students the autonomy to ask for time-out when they feel that they need to take a break from the lesson.

2: Allowing pupils to take some time off from lesson when they need to, allows pupils to know that it is a safe space where they can express themselves freely.

3. Need more time to see the effectiveness of the tweaks.

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As a teacher, noticing Aaron's anxiety through his tapping and scratching is a gentle reminder that every behaviour tells a story.

I can support him by first creating a safe and understanding space where he feels heard and not judged.

Quiet check-ins, offering tactile tools like stress balls or textured strips, and giving him small breaks when needed can help him manage his feelings in healthier ways.

Most importantly, I want Aaron to know that he is not alone — that I see him, and I am here to help him feel calm, secure, and ready to learn.

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Setting up or rules with pupils would help to keep regulate their expected behaviours.

Calming corners is a refuge for them to calm down and help them gain equilibrium emotionally.

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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What are some tweaks which you have made in your classroom routines?

I used to wait for students to settle down and quieten on their own, but now I use attention grabbers. These signals help students understand that when they hear them, they need to stop talking and focus.

How do your routines support a positive and inclusive classroom culture?

Rather than scolding students who are distracted, I now use attention grabbers, which also serve as gentle reminders for them to focus. This approach contributes to a more positive classroom environment.

Are there any routines that need improvement? What signs tell you this?

I notice that some routines lose their effectiveness over time, which signals to me that they may need adjustments or updates.

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Recap routines does ensure pupils to stay focused. So usually when i go into the class, we would start lessons with silent reading to tune in to our lesson. My pupils are also familiar with KBC. Knees pointed forward, bum to the curved part of the chair and chest to touch table and they remain seated.

In this manner, pupils are tuned in to their lesson.

In the video, the teacher praised Aaron for remembering the routines and i think it helped to keep Aaron in check as well.

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If a pupil "acts up" in our class, perhaps we can reflect if we have provided the structure and classroom routine for the right behaviour.

In my P3 class, I realise my pupils would ask for permission to go for toilet in the midst of lessons. This was especially difficult for one SEN pupil who would become agitated if he is not allowed to go during the lesson. Now I provide the toilet break at the start of lesson and this has minimised disruptions once lessons start.

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1. Set up rules and expectations that pupils know and agreed on to serve as reminders for them in order to continue with lessons without disruptions. Allow more time if needed.

2. Help pupils to know what to expect and keep them on track with what they are supposed to do.

3. Get peers to support one another.

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Task 3: SEN 3.2 B Establishing Classroom Routines

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Task 3: SEN 3.2 B Establishing Classroom Routines

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Setting routines that everyone can follow can help some students to know what they should do. This also helps the teacher in maintaining expectations in the class.

I think i have to come up with catchy and easy to remember cues for my classroom routines like RSPS.

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Too many pupils in the class to form a calm corner per se, so the alternative could be a series of calm routines for the child to follow. Allow the child to go to the toilet to take a breather with a peer supporter in tow may help.

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1) Classroom routines are important, everyone knows what to do to prepare for the start of the lesson.

2) Posters / Visual cues / Reminders are very useful for the child in need to remind him or her on what to do.

3) Get peer support! A good peer supporter can make all the difference!

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It provides opportunity to look into the needs of the pupils in different aspect. However, teachers and pupils need to have consensus on how to utilize the calming corner effectively.

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It is important to find out the cause(s) of the trigger and identify suitable tools for the different sensory needs as every individual is unique. With proper implementation, calming tools can help to reduce anxiety and in the long run, hopefully pupils would be able to self-regulate their emotions.

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Task 2 : Edutopia Article

“When students are able to manage their emotions, thoughts, and behaviours effectively, they’re better able to focus and learn and less likely to engage in disruptive behaviors.”

This paragraph extracted from the article is truly key in why calming station is necessary. Not as a corner but more of a learning station where certain learning objectives can be weaved into the lesson. This will help pupils regulate their emotions n help with better focus during lessons.

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The calming corner is not just a response to emotional outbursts, but a way to build students' self-awareness and self-management skills. Teaching students how to use the tools properly and setting clear routines are important to ensure it is used meaningfully. I see the calming corner as an opportunity to create a more supportive and emotionally safe classroom environment.

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Task 1: MLU Unit 3.2A Use of Calm-down tools 

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Task 1: MLU Unit 3.2A Use of Calm-down tools 

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After learning about supporting students like Aaron, I realise the importance of providing clear, accessible instructions and calm down strategies tailored to individual needs. Writing instructions on the board and assigning a peer buddy are simple yet effective ways to reduce anxiety and confusion. It’s also essential to work closely with the SENO and other teachers to ensure consistent support.

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I think that a Calming Corner can be useful for my pupils because it provides a safe space for them to pause, reflect, and regulate their emotions when they feel overwhelmed. This helps them return to class activities with a calmer mind and a more positive attitude towards learning.

Some items we can consider:

blu tack

velcro strips

pop-its

We can also get them to bring their small favourite soft toy / plushies.

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Task 2: Edutopia article on "Incorporating the Calming Corner into Station Rotation"

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Task 2: Edutopia article on "Incorporating the Calming Corner into Station Rotation"

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A calming corner can be a highly effective tool, providing students with a dedicated space to regulate their emotions when they feel overwhelmed. However, for it to be truly successful, clear routines and expectations must be established beforehand to ensure it is used appropriately and not misused.

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1. Understanding the child's needs and attending to it is very crucial

2. Having the instructions on the board or on visualiser so that the pupil can refer to it

3. Approaching the pupil to ask what is the issue instead of asking from where we are sitting will help

4. Working as a Team - Having a Chatgrp with all of the child's teachers and the SENO can help as sometimes teachers are at a lost too, esp. for multi-teacher classes

5. Classmates are also able to help - assigning a buddy can resolve minor issues

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The first step is to really know your students. Recognize the signs of anxiety or a potential meltdown. Next is to identify and implement an appropriate and effective calming tool tailored to the student’s needs. This approach benefits both the student and the teacher by promoting a more supportive and manageable learning environment

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A calming corner gives students a safe space to manage their emotions and regain focus. Here's why it's important:

Helps with Emotional Regulation
Supports students in calming down when upset or overwhelmed.

Builds Self-Awareness
Encourages students to recognize and understand their feelings.

Improves Behavior
Reduces disruptions by providing a healthy outlet for emotions.

Promotes Independence
Teaches students to self-regulate without always relying on adults.

Creates a Safe Environment
Reinforces that all emotions are valid and mental well-being matters.

Supports Diverse Needs
Especially beneficial for students with anxiety, ADHD, or sensory challenges.

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I learnt that something simple like a blu-tack can help to calm a pupil. This unit made me think of what are the various ways that we can use to help pupils calm down.

Maybe items like their favourite soft toy will also the pupils with their behaviour too.

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Calming the child is an effective strategy that as teachers we need to be familiar with

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Adding a calming corner is helpful in helping students practice and manage their emotions regularly, not just as discipline. Having this calming corner helps to build self-awareness, resilience, and focus, creating a positive classroom.

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Seeing how Aaron can't seem to catch the teacher's verbal instructions, it will be helpful to write down the instructions on the board for Aaron to follow at his own pace.

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The importance of Calming Corner from Aaron's POV

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The importance of Calming Corner from Aaron's POV

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From Aaron Point of View:

Sometimes when things get too loud, too busy, or too hard, my feelings get really big really fast. It feels like everything is happening at once and I can't think straight. When this happens, I might cry, shout, or shut down. I don't want to act this way, but I don't always know how to stop it.

Having a calm down corner is really important for me. It’s a safe place where I can go when I feel overwhelmed. It's quiet, it's peaceful, and no one gets mad at me for needing a break. There might be soft things to touch, calming pictures to look at, or tools that help me breathe slower and feel better.

When there’s a calm down corner, it shows me that my teacher understands that sometimes I need a different kind of help. It tells me it's okay to feel upset and that there’s a way to fix it safely. It helps me to calm down faster, so I can come back and learn again without feeling embarrassed or scared.

The calm down corner isn't about being in trouble. It's about giving me a place to take care of my feelings so I can be my best self in class.

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Calming Corner is a structured and strategic way to help pupils regulate their emotions. Space in classroom can be a problem but by making an effort to create one, pupils will benefit by using it to help themselves over time.

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I've learnt that calm down tools come in handy when encountered with pupils who have difficulty managing their emotions. I have a P2 pupil who easily breaks down and cries. I have used the breathing technique and gave her time and space to cool down and reflect. I think stress balls, even the blue tack help to calm down pupils with such problems. Over time, pupils needs to learn how to manage their emotions without the use of such tools by reflecting on what their mind and body are going through. Furthermore, teachers checking in with the pupils about their well-being will also help pupils to keep tab about themselves and understand that there are people who care about them and go to when needed.

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Answer ONE of the following questions.

1. Share about an experience how you handled a student's meltdown. (If you have not experienced one, how would you handle the one shown in the MLU?)

2. What is one thing you would do if you were to encounter a meltdown.

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I like that the teacher has an agreed method to calm the pupil and Aaron is familiar with it. He was able to calm himself when he was given the blue tack. Simple ideas that help to prevent meltdowns and manage pupils' behavior in the classroom.

Written instructions on the whiteboard will help to remind pupils of the tasks they need to complete and keep pupils focused on the tasks.

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Calming corner can start as a reward for finishing their work to prevent it being an escape from their written work. Teaching our pupils breathing methods that are calming will be a good start.

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I was reminded of the importance of having a Calming Corner in the classroom as a way to help my pupils manage their emotions, thoughts and behaviours effectively. This will in turn allow them to better focus and learn while I am teaching and less likely to be disruptive.

I like the idea of providing scented markers for drawing and colouring, stress balls, activities like hidden pictures, spot the difference, or connect the dots - at the learning centre.

Turning the Calming Corner into a learning station has its benefits. All pupils get to learn how to use the calming tools and activities before they need them. They also get to develop a positive association with the Calming Corner - they don't see it as a form of punishment or a time-out corer. However, being in a small classroom poses a challenge. It's impossible to have a Calming Corner as a learning station.

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I think having a way to help pupils to calm down is important especially for pupils who might not be able to control their own anxiety. At the start of the year, pupils made the sparkling stress bottles which is intended to help them calm down as they shake their bottles when needed. I think using the bluetack is also a very good idea if they are able to refrain from disturbing others with it. (I've seen pupils using it to throw at other pupils!)

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A calming corner need not be for calming down only - it can also be a learning station.

Need to teach pupils how to use the tools in the calming corner + set a timer.

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Another simple thing we could do is to provide written instructions (e.g. write on the whiteboard) on top of verbal instructions.

Important to work with the SENO to find out the calming strategy for the pupil

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1. Provide some calm-down tools for Aaron to use.

2. Before I mention the instructions to the class, I may approach Aaron and assure him that I will walk over to him later to explain the instructions.

3. I may even get a buddy to sit next to him and explain the instructions slowly.

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I learned the importance of purposeful instruction when introducing self-regulation tools. Instead of just placing items in a calming space, teachers should model their use, involve students, and use checklists to support reflection. This approach helps students understand and manage their emotions, promoting independence and emotional growth.

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The use of a calming corner can be used as an isolating safe place for the child to regulate his/her emotions until it is appropriate to address any matter with him/her.

If it is outside the classroom (i.e. during PE lessons), ensuring that the child stay safe (away from the activity zones) and remain within the vicinity will be imperative for the teacher.

Over time, the child may be engaged to do individual work/activity sheet in the calming corner. But this is dependent on his/her readiness too.

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Good to understand the trigger (the reason) behind the child's action/behaviour. Every child is unique, so the suitable calming tool must be used accordingly.

Over time, help the child tackle the problem (without the tool), and this will come with establishing genuine rapport with him/her.

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1. Allowing more time for students to settle down in class if they have just returned from PE lessons. (Students need time to cool down, have water breaks). Start off with what we are trying to achieve by the end of the lesson.

2. Ensure that their basic needs are met and so be better able to focus when the actual lesson starts.

3. The way students submit their assignments. Sign: The work may not actually be complete and the corrections are not done. Feedback to the students can be more prompt.

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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Task 3: SEN 3.2 B Establishing Classroom Routines 

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1. What are some tweaks which you have made in your classroom routines?

2. How do your routines support a positive and inclusive classroom culture?

3. Are there any routines that need improvement? What signs tell you this?

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Applying what I have learned in my class...

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Applying what I have learned in my class...

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All P5 students made their own calm-me-down stress bottles during OWL at the start of the year. I could revisit the key points that were covered during that lesson and remind my students to shake their bottles as and when needed, and watch the glitter slowly settle, to help them focus their attention and regulate their feelings.

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Incorporating calm down tools into classroom or daily routines, such as giving the student a piece of blue tac as seen in the video to help him manage his anxiety, helps create an emotionally supportive environment. These tools provide a structured way for students to cope with issues and manage their emotions, foster self-regulation skills and empower them to handle future emotional challenges on their own, thus helping to create a positive, nurturing environment where students feel safe and understood.

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Incorporating Calming Corner into station rotation is a strategic way to support pupils' emotional well being and it creates a more balanced classroom environment. By making it a regular part of the classroom routine, teachers can help pupils develop important self-regulation skills and promote a culture of emotional well-being. The challenges would be time constraints and availability of space.

A Calming Corner can provide a space for pupils to manage their emotions and regain composure. By integrating it into station rotation, pupils have regular opportunities to practice self-regulation techniques, which can lead to better emotional control and reduced classroom disruptions.

Incorporating the Calming Corner into station rotation ensures that it becomes a natural part of the classroom routine. This regular exposure helps pupils become comfortable with using the space and the tools available.

A Calming Corner can be tailored to meet the needs of our pupils. By offering a variety of calming tools and activities, the space can cater to different preferences and needs, ensuring that all pupils can benefit.

Having a Calming Corner in station rotation can contribute to a positive classroom culture. It signals to pupils that their emotional well-being is valued and that taking time to calm down is an acceptable and encouraged practice. This can foster a supportive and empathetic classroom environment.

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It is important to introduce calm down tools, such as breathing exercises, stress balls, or mindfulness activities, helps create a more serene and focused classroom environment. These tools provide pupils with strategies to manage their emotions and reduce anxiety, which can lead to improved concentration and better results.

Consistentency is the key to help pupils become familiar with them. Regular practice helps students understand when and how to use these techniques effectively.

Teaching students how to use calm down tools empowers them to take control of their emotional well-being. T

Every child is different, and what works for one may not work for another. It's important to offer a variety of tools and allow pupils to choose the ones that best suit their needs. This personalized approach can make the techniques more effective and meaningful for each pupil.

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Task 2: Incorporating the Calming Corner Into Station Rotation

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Task 2: Incorporating the Calming Corner Into Station Rotation

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New understanding of calming corner:

1. It can be used by teachers. :-)

2. It can be a learning station.

3. Teach the students how to use the tools before putting them in the corner. Need demonstration. e.g. stress ball, fidget items

4. A timer is necessary.

5. Getting them to complete the task before heading to the calming corner might prevent misuse.

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Task 2: Edutopia article on "Incorporating the Calming Corner into Station Rotation

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Task 2: Edutopia article on "Incorporating the Calming Corner into Station Rotation

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Write your reflection/possible application for the article.

https://www.edutopia.org/article/incorporating-calming-corner-station-rotation/

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Elementary students benefit from short breaks from academic learning to explore activities that support their emotional development.

In many classrooms, the calming corner is often perceived as a designated space where students are sent when they need a break. While the intention behind it is to provide a sanctuary for students to manage their emotions, the reality sometimes falls short, as it can be seen as a form of time-out. But what if we could change this perception and transform the calming corner into an inclusive learning station that benefits everyone, including the teacher?

Why is a calming corner important?

When reframed as a positive resource, these spaces help students develop essential self-regulation skills and normalize managing emotions in a healthy way. As an elementary school counselor, I've worked with teachers to reimagine the calming corner-incorporating it into their classroom routine, making it a place where every child could regularly practice essential calming techniques. Adding the calming corner to the classroom station rotation shifts the perspective from punitive to positive, and regulating emotions becomes a normal and empowering aspect of classroom life.

Turning the Calming Corner Into a Learning Station

To turn the calming corner into a learning station, add it to your station rotation. Students will have a specific amount of time to spend in the calming corner each day, just as they would have time to spend at other stations, such as those for math or reading. You can provide a list of activities for students to choose from, or you may prefer to allow them to explore the space on their own.

Be intentional about teaching students how to use the tools and activities before adding them to the space. You could introduce a new activity during a morning meeting or as part of a brain break. Model how it works, then ask volunteers to demonstrate it for the group. Encourage students to pay attention to how their body feels before and after each activity. Show them how to use a simple "calming corner checklist" to track their preference and progress.

Suggested Tools and Activities

Remember that each student's needs and preferences are unique. Start small and introduce more tools over time as students become familiar with the space:

Fidget items and stress balls: These handheld items help students channel their energy and reduce restlessness.

Tools for deep breathing: Promote mindfulness and deep breathing with items like a pinwheel, a Hoberman sphere, and shape patterns, which help children relax. Deep breathing is a fundamental self-regulation tool that can be utilized to calm pretest jitters and refocus during a challenging task.

Stuffed animals: Teach students to "rock a pet" with the rise and fall of their breath by reclining and placing a stuffed animal or a small object on the belly. This soothing technique helps calm the mind and brings a sense of comfort and security.

Scented markers: Drawing and coloring provide opportunities for creativity, and soothing or familiar scents help ease anxiety-triggering relaxation responses.

Mindfulness activities: Guided mindfulness meditation recordings can promote relaxation and focus. Mindfulness, with its emphasis on living in the present moment, is a life skill that encourages students to embrace a state of awareness and calm.

Sensory tools: Items like mind jars, sensory putty, and reversible sequin pillows provide sensory input, aiding emotional regulation. Sensory tools cater to different preferences, allowing students to engage their senses in a way that feels most comfortable for them.

Mirror affirmations: Encourage students to engage in positive self-talk by looking into a mirror and using positive messages. Have examples for students to choose. Consider printing some messages in reverse; the positive message is revealed when the student holds it up to the mirror. Affirmations are an ongoing practice that extends beyond the calming corner, instilling confidence and self-empowerment.

Cognitive distractions: Activities like hidden pictures, spot the difference, and connect the dots can help reset focus. When thinking gets stuck, cognitive distractions can help students shift their focus, promoting mental agility and a fresh perspective.

Headphones and calming music or soundscapes: Soft music or nature sounds create a calming atmosphere. The calming corner becomes a sensory retreat, offering not just visual and tactile stimulation but also auditory tranquility.

Visual aids: Posters or emotion charts can help students identify and manage their feelings. Emotion charts are like road maps to understanding feelings. They provide students with a framework for recognizing and responding to their emotions.

Benefits of the Calming Corner

Students learn how to use calming tools and activities before they need them. This means they're more likely to be able to regulate themselves effectively when feeling overwhelmed or stressed.

Students develop a positive association with the calming corner. If they see the calming corner as an enjoyable and engaging learning space, they're more likely to use it when they need to.

Students normalize self-regulation. When students see others using the calming corner regularly, they learn that it's OK to take a break and manage their own emotions. (I've seen teachers take a moment to access the calming corner during class!)

Here are some benefits of turning the calming corner into a learning station:

Overcoming Resistance

It's natural to be concerned that introducing a calming corner might lead students to view it as a way to escape their tasks or as a potential distraction. These concerns are valid and reflect a desire to maintain a structured and focused learning environment.

While students might initially view the calming corner as a break from tasks, this is precisely what we aim for. We want students to develop a positive mindset when it comes to calming their minds and bodies.

It's also normal for students to initially view the space as something novel. However, with guidance and regular opportunities to explore the calming corner, they'll eventually learn how to use the space to manage their emotions and behaviors in a healthy way. When they're able to access the space on their own, then return to their work independently, it's a source of pride for you as a teacher, knowing that you've empowered them to manage their emotions effectively.

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Incorporating the Calming Corner Into Station Rotation

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Elementary students benefit from opportunities to take a break from academic learning and explore activities that support their emotional development.

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Task 1: MLU Unit 3.2A Use of Calm-down tools 

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Task 1: MLU Unit 3.2A Use of Calm-down tools 

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Write your reflection/possible application after the learning.

https://www.opal2.moe.edu.sg/app/learner/detail/course/a53470c7-538a-4c32-9f0e-0ea5b98f9ca2

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Integrating the calming corner into the station rotation model redefines emotional regulation as a critical component of the learning process rather than a disciplinary response. By providing consistent, structured opportunities for all students to practice calming techniques, teachers foster a culture where emotional self-awareness and self-management are normalized and valued. This inclusive approach strengthens students’ resilience and focus while supporting a positive classroom climate. Over time, students internalize these skills, using them independently and confidently. Thus, the calming corner evolves from a reactive space into a proactive tool, empowering both students and teachers in cultivating a supportive, emotionally intelligent community.

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Task 1 : MLU 3.2A - Use of calming tools

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Task 1 : MLU 3.2A - Use of calming tools

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Every individual is unique, including his/her triggers. Thus, it is helpful if we are able to recognise and understand the possible trigger(s) of a student to help us better manage him/her.

Application : During peace time, discuss and decide on an agreed calm-down tool to activate during meltdowns.

~Michelle~

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1. Some calm-down tools can be as simple as a blue-tack as it might help with the students' sensory needs. The tools can help reduce their anxiety.

2. For Aaron, I might write down the page and question numbers so that it is easier for him to refer to. It is also clearer for the other students.

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Task 2 : Incorporating a calming corner into a learning station 

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Task 2 : Incorporating a calming corner into a learning station 

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I like the idea of reframing the concept of a calming corner, turning it into a learning station instead of a time-out corner which may have a negative connotation. Such a corner recognises that students need a mental break from cognitive engagement. Recognising that every students define calming activities differently, the activities planned at the corner have to be varied, catering to the needs of varied individuals. No rush to prepare everything all at once, instead the resources can be built up over time.

~Michelle~