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

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

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

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.

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.

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.

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

~Michelle~

~Michelle~

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

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.

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

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

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.

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

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.

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.

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

• 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.

Some items we can consider:

• blu tack

• velcro strips

• pop-its

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

“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.

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!

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

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.

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.

• 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.

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

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.

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.

To be continued ........

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

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.

constant reminders are also important.

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.

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.

• 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.

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.

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.

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.

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.

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.

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~

2) I'd still do the same.

~Michelle~

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.

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.

++++++++

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

++++++++

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

   
   

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

   
   

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.

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

   
   

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.

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.

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.