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focused scaffolded content for students with specific needs above general class learning needs

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review IEP and work with student and learning support team to understand how to support student to regulate emotion

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review IEP and work with student and learning support team to understand how to support student to regulate emotion

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debrief with students after distractions (to work on strategies to help with attention)

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Table toppers

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Asking students what they can do to help prevent distraction- the usually say to move to the calm spot

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common class structure and clear expectations

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Stand up and do as I do, not as I say.

Students need to copy my actions that I'm doing rather than the actions I am saying.

Eg: put your hands on head, shoulders, knees, head, nose, toes, etc. I will randomly mismatch my words/actions.

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Have a visual to say 'quiet', 'listen to teachers', reminders when it is my/their turn to talk

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Table for explicit teaching and table for independent work

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Mindful colouring, brain break activities, outdoor walks

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Mindful colouring, brain break activities, outdoor walks

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seating plan

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Small jobs - cleaning the pencil tub, cleaning teachers whiteboard

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Movement breaks - allowing students to choose.

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movement/ brain break during double periods

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Students can use the Chill Out Zone where there is colouring in, puzzles, knitting etc.

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Relaxation time to transition to learning

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Relaxation time to transition to learning

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Doing mindfulness - different types of breathing strategies. One big breathing activity we do is ‘box breathing’.

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Movement brain breaks - Rock Paper Scissors/Tai Chi

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Movement brain breaks - Rock Paper Scissors/Tai Chi

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Go and walk in the playground to break up learning time

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Mindfulness/Meditation after lunch break (students can read/draw)

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break down their tasks for them , sit beside them 

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break down their tasks for them , sit beside them 

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Zones of Regulation using dog talking buttons to reduce cognitive load for students

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breathing techniques - rainbow breaths, volcano breaths

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keyrings on a lanyard

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Circle time at the beginning of every day

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Circle time at the beginning of every day

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Have discussions with students regarding how they are feeling/why they are feeling this way (Grade 5/6)

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Smiling Mind mindfulness activity after recess/lunch

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Add a padlet response to each column, reflecting on the activities you plan for to support student readiness to learn.

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