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Something I learned about OT strategies to help support children using incorrect pencil grip is that you should have them use very small pencils instead of giving them those large pencils or pencils with special grips that put their hands in a specific form. I found out those are appropriate as temporary supports in specific instances, but the small pencil is a more universal tool that helps kids build the muscle tone they need in their hands to write comfortably.

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I'd like to try a rocker seat or some type of alternative seat for a friend who struggles to keep his body organized at the meeting area

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Time Timers are amazing and visually show children the amount of time they have left in a concrete way. It helps with children who lose track of time, get anxious about finishing, and want to plan big projects or pace their work. It also helps with transitions, because the timer lets them know the end of the activity is coming. I think these timers should be given to every teacher in every classroom. Such an amazing support.

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In the past I have used pencil grips or used larger pencils for the little ones. I do find that this helps but I can definitely work on giving children raised spaces as well as additional practice at home.

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Recognizing the value of fidgets has been important for me. I have become more "accepting" of fidgets as I have started to understand the need and value in them. I recognize how useful and effective they can be and feel more confident with them in the classroom for certain kids.

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During snack and other times throughout the day I use a timer for the children to be aware of how they are using their time. I have also worked on using larger visual timers on the board to help children.

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I'd like to try pencil grips for children who need them!

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I'd love some help with some best practices when introducing a calm corner/calm down strategies. This way they are used most effectively :)

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I'd like to try the slanted binders for some students. I also think graph paper or paper with grids to help with alignment is

useful.

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I think that some students who need more help with handwriting need a different type of writing paper with lines spaced out. I also am thinking of certain students who could benefit with having a small fidget in their hands while in the meeting area but would need to discuss with them that the fidget is a TOOL not a toy that can help them!

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Checking in with a student BEFORE the transition to give them a heads up for the steps they need to take so they have a few extra minutes to anticipate the transition.

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I'm working on some new visual color-coded cards to pair with my verbal asks, so I'm excited to test those out.

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Can be used to support long writing assignments/published pieces for students who struggle with writing stamina

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I have a student who struggles to manage his body in space especially when it's time for him to sit on the mat. Kids often complain about him bumping into them at recess/in the classroom. The child also chews on his shirt so a lot of times his shirt sleeves are covered in saliva. He has tried a flexible chair, movement breaks, fidget toys/different fabrics including velcro (for sensory needs), and some more. I would like to try a wobbly cushion. Also I have thought about opening a sensory corner for him, but I am not sure how I can implement it in the classroom.

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I will incorporate additional items that can support my student's writing practices. I will use the suggested items to aid in their writing techniques.

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Many students (even those without speech needs) benefit from sentence level work, specifically expanding sentences and using a variety of transition words. Making room for this kind of explicit writing instruction in each unit is a goal of mine this year.

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Slant board for writing - helps students that press too hard by re-positioning the wrist

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I think leaving sentence starters on the board and making sure to go over it with the whole class is very important.

Chunking the directions and having students repeat the directions back in a choral chant has helped so much and I need to be more mindful to do it all the time!

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Schedule "brain breaks" or "movement breaks" where kids can engage in whole group fun games like stretching, jumping jacks, or light jogging to help them refocus and regulate sensory input.

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Provide lined paper with visual guides to help students with letter size and spacing.

Graphic organizers will drawn-in lines.

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Teach and model structural and organizational strategies for breaking tasks into smaller parts, such as the "first, then" method, which can help students with attention and task completion.

Encouraging students to actually utilize the systems I provide!

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I can acknowledge that sometimes I do speak very fast and allowing them to finish their thoughts. It can be a challenge because I want to keep the integrity of the lesson but also allow children to express their thoughts. Also continuing to work on chunking their my directions and limiting the amount of words.

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Encourage students to pause and try out mindfulness activities or breathing exercises to reduce stress and anxiety, especially before or after transitions, tests, or other triggering activities.

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Give students time to process

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Scaffolding up to sharing by writing, sharing with a partner and perhaps building new ideas in small groups before presenting to a large group or crafting a response.

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Validates kids' ideas, but keeps the conversation moving and allows space and time for others to share while allowing our "ramblers" space to share

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I am working to incorporate more movement breaks between each subject. Students are so much more ready to focus in after moving! I am also a visual person, so seeing pictures and models of what is expected I hope will help improve student engagement.

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What Tessa said about "we talk a lot" really resonated with me! I need to work on talking less, and consolidating my thoughts, requests, and what I'm trying to convey. Noted!

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Thinking about how I can implement Parking Lot in my classroom to ensure that all student voices are valued and heard

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I tend to anticipate what my students say and I often finish their sentences. I will try to wait it out and just listen to them more often.

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After we have been sitting in the meeting area for a while or after a long stretch of independent work, I give the class movement breaks and water breaks. If I see that a lot of kids are wiggly in the meeting area, I also give water breaks or 5-count shake out (shake hands and feet 5 times, 4 times, etc_

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Sentence starters for responding to prompts and checklists for students to self-assess and guide their work