|Mini version with Velcro dots|
|My big version on the wall with Velcro strips|
For instance, if he's distracted or asks a kid to be quiet I'll just complement him for something he's doing right such as being polite and keeping his body to himself. If he invades personal space by touching someone/grabbing/yelling/being disrespectful, then I'll tell him to "reset." Today I saw a mixture of intentional limit testing, and actual mistakes/struggles, but overall he responded really well. On the playground I saw him grab someone and I yelled "RESET!" He instantly ran to the side, counted to 60, went back to the play area and apologized to the other student, and they played really nicely for the rest of recess.
Someone asked me how I "make him count to 60" and this is a really good question. I have him count aloud so I can hear him, and I don't engage with him (talk to him) until I hear him do it. I try to avoid prompting him, but when I do I simply say "I'll talk to you when you are done resetting." I also don't talk to him about what he is resetting for because this focuses on the negative and I only want him to get attention for the positive. At one point he intentionally rocked back to far in his chair and fell backward on the ground. I saw he was fine and simply said "reset" and he kept asking me why. I didn't talk to him until he "reset" and returned. I turned the question back to him and asked him why I would say that. He said, "because I wasn't sitting in my chair the right way and made myself fall." Kids know when they did something wrong, they don't really need you to say it.
Since I've been giving so many complements to all the kids all day, they've started doing it to each other too. Every time a student moves up on the behavior chart they cheer! Also, my kid who struggles will talk about his behaviors because he hears me complement him. Today he said, "I thought about grabbing him, but then I stopped myself!" and I gave him a big hug! Yay for self-regulation!
Okay, back to general ed stuff... Election Day!
I may teach special ed, but I keep my expectations high. My kids always work at grade level with appropriate support. Today I read Duck for President and then I had the students respond to the story differently depending on their grade level. My kinder kids created adorable campaign posters while my 1st/2nd kiddos completed a True/False worksheet I got from Scholastic based on events in the story.
|I secretly love that the stripes go the wrong way|