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behaviour identified: struggles to sit and focus for extended periods of time

supporting method: student is provided a 5 minute break for every 30 minutes of the lesson. student may leave the class for a quick breather or for a water break

resources used: learning support was guided by a SLSO to ensure students are still engaged and keeping up with content

behaviour monitored: teacher checks the work of student before letting student take a break so that the teacher can evaluate the progress of the student’s work. Adjustment to the task can then be made accordingly when the student returns from the break.

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1. Which behaviours were supported?

The teacher supported students that had trouble with calling out.

2. How were they supported/ taught?

The teacher taught sign language to signal that they are done with their work rather than calling out.

3. What resources were used?

The teacher had posters on the wall of sign language symbols.

4. How was behaviour then monitored?

The teacher would prompt students calling out to use sign language instead.

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Which behaviours were supported?

Anger towards other students physically/verbally.

How were they supported?

One on one support from the inclusion support educator. The student was approached to discuss their feelings and find the root cause of the issue. They were given solutions as how to best express their emotions without impacted on others around them.

What resources were used?

Fidget toys, IS educator, quiet, calm space.

How was behaviour then monitored?

Frequent discussion between educators about the observed improvements for the student and about what strategies were successful. This was also discussed further with parents.

-Lauren

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When students remained focused during the morning English lesson, the students were given reward time on the iPads or allowed time on the swing, hence positively reinforcing that behaviour. If students were not focused and engaged, the reward time would be taken away in 5 minute increments, the behaviour was monitored on the whiteboard.

Larissa

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Which behaviours were supported?​

calling out / interrupting teacher

fidgeting

How where they supported/taught?​

Teaching to raise your hand when you have something to say, and not ignoring their comment or instantly shutting them down, politely reminding the whole class instead of just the individual.

Allowing the student to have their specific fidget toys or a safe space for them to go to if they are feeling overwhelmed with the class. But reminding them that they should use their fidget tools instead of fidgeting with things that may distract others.

What resources were used?​

A certain object which can be called a "talking object" which students can talk whilst holding it.

fidget toys, safe space/ calm corner

How was behaviour then monitored?​

calmly approaching the calling out and constant reminders to raise their hand as well as positive reinforcement when they correctly put their hand up.

reminding them of the calm corner and their fidget toys, not making a big deal out of it.

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Student was becoming agitated and upset so teacher gave the student a laminated paper with the number 8 on it and told her to trace the letter until teacher says stop. Student calmed down and became less anxious and agitated the more she traced the number. Teacher monitored by watching over her and asking the student if she was feeling better after a few minutes.

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a student was quite impulsive and would often interrupt classmates with their own thoughts. to support this behaviour, the teacher acknowledged the students' efforts while firmly stating that the teacher would be the one to provide feedback for their classmates. students were also given a chance to read each other's answers and provide constructive feedback prior to a whole class discussion.

ariel

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Behaviour: Sensory issues when sitting down on her dress and sitting still for extended periods.

Support given/resources: allowed to lift her dress up to avoid sitting on it and triggering the sensory issue, was given a weighted toy it sit in her lap to ensure she stayed sitting up properly. she also had a support teacher sit with her to ensure that she remained sitting up but was able to lean up against them if needed. after each "lesson" they would have a dance party but was still educational e.g. song about colours

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The teacher modelled and explicitly taught skills that enabled students to engage in positive behaviours in the classroom. This included encouraging students with problem behaviours to raise their hand to speak, keeping their hands to themselves and sitting in their marked designated spot when sitting on the floor. Aswell as listening to their classmates when they are talking or sharing ideas.

These behaviours were supported/ taught by the teacher through explicit teaching of behavioural skills, including modelling of the behaviour. This involves the teacher demonstrating the behaviour such as raising their hand to speak, and verbally describing the salient features to students.

Teachers used behaviour contracts and self-management resources that enable students to identify and recognise how they are feeling and mark it on a physical chart. Further, by collaborating with student support officers, school counsellors and the student parents, the teacher was able to monitor the student's challenging behaviours and assess whether they were adopting the replacement behaviours modelled by the teacher.

Tamara

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A student with learning disabilities was often making noises which were distracting the class.

If he didn’t make noises he was allowed to go and play with Lego for 5 minutes.

Lego, candle timer

Ongoing reminders, “No noises first, then Lego”

Tristan :)

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Student with difficulty staying on task (escaping work)

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Student with difficulty staying on task (escaping work)

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talking to students around him and straying from class work

He was supported through an LSO who was giving him frequent positive affirmations for completing small steps towards the task and scaffolding the task into smaller parts that were easier to digest. There were also gentle reminders such as “what part are we doing next?” So he was always thinking about the next small part after completing a prior one and not instinctively turning to other peers to get distracted. Using the word “we” from the LSO also showed him he was supported and monitored through the task.

His behaviour was then monitored by checking in and asking what he was up to in accordance to where he should be at that stage of the lesson. Letting him know that you will be “back in 5-10 minutes to see where you’re up to” motivates him to have made some progress by the time you come back to check

Nathan

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Situation: student A was displaying behaviours in relation to their ADHD triggered by the overwhelming nature of the task being partner work in a maths lesson in which they were not strong at. Student distracted the class by walking around, fidgeting and throwing pencils, trying to play with her friend.

How were they supported?

Physical setting factors

Students were supported by being directed to the quiet corner in which was placed away from everyone talking and working in which the teacher worked with them there after class was underway.

Student knew when stressed or anxious to go to their corner

What resources were used

One on one intervention and personal help

Quiet corner

Behaviours being monitored

Behaviours were monitored by the teacher when witnessing students walking around. Due to the student’s history, the teacher knew what was happening and directed them to the corner.

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Which behaviours were supported?​

Language delayed and also struggles to regulate social and emotional behaviours

How where they supported/taught?​

Teachers have group times like 2-3 times a week to teach how to regulate physical and emotional behaviors in different situations.

What resources were used?

​A post with simple explanations about what we should do in class like “walk in class”, “gentle speaking in the class”, etc.

How was behaviour then monitored?​

The teacher would continue to develop the understanding in appropriate social and emotional behaviours with patient explanations.

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1. Behaviour:  A child have a communicational problem with other children

2. Methods: The educator led the child into a group of playing children and guided them through a role-playing game to allow the child to engage and communicate with the classmates as much as possible.

3. Behaviour monitored: The educator observed their communication and throw out some topics to attract the children with communication difficulties to better integrate into the group activities

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Which behaviours were supported? - Since the student stresses and panics when getting new tasks to complete this behaviour was supported.

How were they supported/taught? - The SLSO assured the student that he was smart and capable enough to do the task. They also assured him that he could take breaks and do less work if needed. This was supported by asking him to begin the task and not focus on the details such as the word count or the many tasks. Since he lost his focus after one instruction the teachers would only ask him to do one thing at a time till he calmed down.

How was behaviour then monitored? Checking that he is on task. If he wasn’t on task it meant he was panicking.

Rebecca

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1. The instructor supported students who refused to follow instructions.

2. The instructor used signing (saying listen while pointing at ears), slow encouragement (for encouraging child to enter the pool)

3. One child had a ball which she named the motivation ball where the instructor constantly used that to help the child stay focused, listen and follow instructions

4. Teacher brings resource in and out as needed based on the child, communicating with parents

-Ariana

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Which behaviours were supported?​ These children suffer from depression, autism and other mental disorders.

How where they supported/taught?​ We work with each child on a case-by-case basis, calming them down and teaching

What resources were used?​

How was behaviour then monitored?​Teachers always pay attention to every child's behavior and emotions

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one kid with ADHD

the teacher limited any distractions from the activity the kid was at (windows and toys), allowed them to have more time to finish an activity and also more breaks,

Resources used include the student being paired with the assistant teacher for one on one sessions and the teacher using visual aids to help explain a topic or idea to the student

Behaviour was monitored consistently throughout the classroom as the student was seated close to the teacher.

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The school I work in has a sensory room which students with specific needs can go to to decompress and express their energy in a productive way.

They do it throughout the day before a child gets over stimulated to prevent outbreaks which can endanger students.