Our ECSE Classroom Schedule: Part Six - Closing Large Group (10:45am - 11:00am)

Hello, Everyone!  It is time to say goodbye to our classroom schedule series.  As the children come in from outside time, they all find their spot in large group. We then close our day with a daily recap and goodbyes.  

This is done a few different ways depending on the needs of the students.  It changes throughout the year to support novelty and progress.  Just think how many behaviors of disengagement would occur if we used the same goodbye process all year.  That being said, we do have to have balance.  We need to stick with the same goodbye routine long enough for students to understand the pattern and gain skills, but we don’t want it to become predictable and lose student interest. 

Therefore, today I will share a few variations on goodbye time.  I apologize as they are acted out at our home instead of the classroom but I think you will still get the idea. 

Our first version of goodbyes was this goodbye book that encourage waving.  

We use construction paper hands attached with a brad to visually show children the waving process.  On each page the teacher moves the construction paper hand from side to demonstrate waving.  

Followed by the Goodbye Ritual song from Conscious Discipline’s I Love Ritual CD-Volume 2 .  Note: I paired the Goodbye Ritual Song up with a powerpoint and social narrative of my son and his friend doing the actions to the song so that our students that had difficulty imitating gross motor movements would have a still life visual. 

Originally, we had one large yellow book to share the gross motor movements for each animal in the song.  But as certain students struggled with the imitation activity and attending to task, we added a few blue mini-books for those kids to follow along with.  

After the Goodbye Ritual Song, each student is called up one at a time to pick the goodbye of his/her choice from the goodbye apron below.  

The icons on the apron were ironed after I printed them on t-shirt transfer paper. 

Following each student's choice, he/she is dismissed to get his/her coat and book bag, and then line up to go home.  Note: In all of my goodbye examples, I have the students strategically dismissing after they do something in the front of the group so that their dismissal is staggered and the cubby area does not get to crowded.  

I say "strategically" because I call kids that have the ability to wait in line longer first while kids whom are better at waiting in their spots get called later.  One para waits at the cubbies to help kids get their things to go home and the other sits near the kids at group whom have the hardest time waiting.  

Here is a video example of Goodbye Ritual #1.  Again, use your imagination as the videos in this post are done in my home with my boys and my husband as the videographer since I no longer have a classroom of my own. :(  That being said, I think with a little imagination you will totally get the idea!!

The second version was created last year when we were working on teaching students to notice each other and say goodbye.  Each student had a copy of this book. 

Note:  The children were working on a variety of skills.  First, they were learning book handling and literacy skills as they each had their own book to follow along with.  Secondly, each page had a colored tape tab to reinforce color recognition and support fine motor skills in turning the pages.  Third, they were working on social skills as they found their friends and teachers, and used eye contact, waves, and verbal skills to say goodbye.

One of our students, who struggled with large group activities and looking at books, used this put-in tub with all the students and teachers photographs as her strength and interest was in put-in tasks.  It kept her engaged and focused during large group.
  

Following the book activity, we sang the following goodbye song to each student as the staff modeled saying goodbye and the students learned how to do so.  Note the song also works on calling friends and teachers by name and using the appropriate pronoun with names- he/she and his/her. 

It's time to say goodbye to Timmy, 

It is time to say goodbye to Timmy, 

How was his day? How was his day? 

He had a ____ day today!

The students then checked out by putting their photo in the tin can that represent how they felt about their day.  Did they feel happy, sad, okay, or angry about their day?  

Note: We used tin cans for this activity as several of our students enjoyed and were very good at put in tasks.  I purchased the tin cans at our local hardware store for $0.99.  They are empty paint tins!  You can get them in pint and gallon size.  We also use them for magnetic games.  

  

Click below to see a video example of Goodbye Ritual #2.
  

The third version is one I created a few years back based on the literacy work of Patti King-Debaun and Creative Communicating.  At that time, our external doorway was magnetic so I posted these magnetic icons on the door.  They are Boardmaker files that were printed on magnetic paper.   

After the students lined up to go home we would sing these words to the tune of "She'll Be Coming Around the Mountain" using early literacy and problem solving skills to add the correct pronouns and people into the song for each child.  

When the students got used to this version, we then changed it up a little to discuss what type of vehicle the students would be going home in using the magnetic icon below.

Click below to see an video example how Goodbye Ritual #3 works.  



Note: A modification you could use if you do not have a magnet door is printing these icons smaller and using a cookie sheet.  If you would like either version, send me a message. :)

The fourth version I'll share was created for my afternoon students who were returning from the previous year and needed something a little higher level than the goodbye book.  In this example, the students worked on spelling their first or last names depending on their level.  

You can access the board for this activity on Boardmaker Achieve or by emailing me. The song is sung to the tune of "She'll Be Coming Around the Mountain".

To make for easy storage, I placed this goodbye version in a binder using page protectors. The other side of the binder had the morning classes goodbye waving book.  

 

The morning goodbye book was on the front of the binder going vertically and the afternoon goodbye book was on the back going horizontally.  

Following singing about each student, each student would come up one at a time and check out on an adapted version of a 5 Point Scale by Kari Dunn Buron based on the ideas of Conscious Discipline and the Feeling Buddies.

Click below to see an example of Goodbye Ritual #4.  

As the afternoon class matured and made progress, we moved on to other versions of checking out.  One was where the students worked throughout the day to earn gold tokens as a class and we then counted the tokens to see if we earned what was in the treasure box at the end of the day.  You can see more details about this version by clicking here.  

Following the token count, each student signed out at their level using this chart.  Some kids wrote the letters of their first name, some put the letters of their name in order, some did a combination of the two and others simply matched letters by color.   If they were past working with their first name, we moved them on to their middle and last name. 

 If you would like a copy of my sign out chart to revamp for your students, let me know!

And last but not least, here is a way I choose to have a K-5 classroom of students say goodbye at a week-long summer school program provided by TASN-ATBS.  Throughout the day, the students worked collectively to earn frog tokens.  Then at the end of the day, we put them all together and counted them as a class.  After seeing how many we earned, each child was responsible for reporting how many they earned using these leveled activities.  

Activity 1:  (the simplest level) Putting the frog tokens 

the class collected in the frog collection jar.  

Activity 2: The student reports how he/she feels about getting or not 

getting all the tokens using a modified five point scale.  

Activity 3: The student practices reading sight words to say if the class

 reached or did not reach their goal.  (Their goal was to earn 30 tokens.)

Activity 4: The student reports the exact number of tokens the class earned 

by circle the numbers on the chart and then filling then in the box. 

   Activity 5: The student finds the number the class earned on the 100s chart. 

Note that numbers 1 through 29 are red to show the class did not earn 

the amount needed for a prize and numbers 30 though 100 are green for go 

meaning the students get to open the frog pool with mystery prizes inside.  

Activity Six: The student graphs how many tokens were earned on a bar graph 

to compare the week's results. 

As I mentioned above if the class earned more than 30, they were able to open the frog pool and pick a prize.  Usually a choice between two items (bubble gum, fruit snacks, and small candies or party favors).  Note: the students do not know what is in the pool each day as there is motivation in the mystery of not knowing what the prize will be for the day!!

Each student comes up to report using their leveled activity and then gets to hang it on the chart below and pick their prize for the day (if the tokens were earned for the day).  After reporting and picking their prize, they get their belongs and line up for dismissal.  

You can see a video of this goodbye on the TASN-ATBS website under trainings on demand:  Leveling Large Group.  

That is it for now... See you later alligator! Until next time, make your goodbyes fun and functional for your students!!  Use the time to connect with your students as connecting always pays off.  CONNECTION=COOPERATION!  As shared by Dr. Becky Bailey, connections on the outside build connections on the inside!  Just what we want:)  

Goodbye For Real Now! Best Wishes,

Lindy

Preparing for the Holidays in an Early Childhood Special Education Classroom

I feel like I turned the calendar page to October and got blindsided by the Holidays!! Ready or not....here they are and the time is perfect to share a newsletter I wrote for kansasasd.com titled "A Teacher's Guide to Holiday Happiness".

The purpose of this publication is to remind teachers that successful holiday celebrations begin with socially prepared students.  The social components of traditions & holiday festivities can be practiced and prepared for prior to the big day. 

If you would like the pdf versions of the Boardmaker files (social narrative for holiday mealtimes & greeting card deliveries) that were shared in the newsletter, just send me an email.  If you have Boardmaker and would like to modify these narratives, you can do so by logging on to Boardmaker Share and searching for "Considerate Classroom". 

Best wishes as you plan special holiday activities for your students and children!!  Family and classroom traditions can be a great way to build social connections and classroom togetherness.  Remember practice to achieve holiday success!  

When I count my blessings this Thanksgiving, I will be thinking of all the great teachers, school administrators, and parents who I have met this year as a result of this blog.  Thank you for listening and responding. Your kind words mean more than you'll ever know! :)

Happy Holidays to the Considerate Classroom Community!!

--Lindy

Teaching Roles at the Play Center

During each thematic unit in our classroom, we transform the pretend play center into a related place to play.  For example, earlier this year when we did a pizza a unit, it became a Pizza Hut.  

Last month we did a pet unit so the center was transformed into a Vet Clinic.  I made some modifications that I am excited to share, as we noticed our students were having a difficult time playing pretend and participating in the center appropriately.  To support their play, I added name tags for the different vet clinic jobs and roles.  On the front of the tag, there is a picture of my son playing the role and then on back it gives various tips for being that role.  

For instance, on the name tag that says "I am a vet.", I added play prompts like "I check the animals heart.", "I give them shots." and "I check the pets' ears and throats." On the name tag for the customer, I put prompts like "I bring in my cat or dog.", "I listen to the vet.", "I pay the receptionist.".  The receptionist's name tag says "I listen to the veterinarian.", "I answer the phone.", "I take money.", and "I book appointments.".

Front:  Photo of my son playing the role.

Back:  Prompts of the activities the role may perform.

These name tags are almost like functional power cards the students can use to support their play.  They have been very helpful to both students and staff because it helps them know the different roles in the center.  Each role also has a defined place to play as you can see in the pictures below.
 


   

The Veterinarian's Area

The Receptionist's Area: I use
toddler locks to make the
pretend kitchen items off limits

A basket of materials and
 pets for the customers to use. 

To support the children in learning how to play at the center initially, I had them sit in the center and watch some video modeling clips of my son and his friend playing in the center.

Also to support the children in keeping their vet play (or any other play) in the Pretend Play area, we have a peg board divider that serves as door on one side and place to hang costumes on the other.

The Back of Our Pretend Door

Our Pretend Door- it has a hook
to switch the "Stop! We're Closed"
 to "Yes, We're Open"

Beaded Friendship Necklaces for Valentine's Day

My boys playing the "Friendship Necklace" Game.

Our Valentine's Day focus this year is friendship and how to be a good friend!  Accordingly, I have a developed this activity as a representation of friendship.  Prior to the activity, each child will be assigned a bead color. 

Each color will have a film canister filled with corresponding beads.  Because it is a Valentine's Day activity, I purchased heart beads from Oriental Trading.  If you have a large group of students, you could do this activity in small groups to limit the number of colors needed. Or for a more complex game, some students could be assigned colored heart beads and some could be assigned regular circle-shaped pony beads.

  

To play the game, the children will sit at the table with a long piece of elastic necklace string taped to the table in front of them.  (You can buy elastic necklace string in the craft department at any store that sells beads.)  Then, use a fan spinner to determine the bead selection & color sequence.  

Rework:  If this version of the game is too complex because it requires a lot of wait time that some students aren't ready for, simply use a color-coded picture.  Have your students assemble the necklace in the order represented by the chart. 

Teacher's Tip: I keep a few 8x10 and 5x7 clear plastic frames around to use for a variety of things. They can be great for lists as you can use a dry erase marker with them to mark off when you are finished with each step and it wipes right off when you’re finished.  (Stayed tuned for other uses of these frames in future posts.)

Fan Spinner

Educator's Experience:  Several years ago, I learned about fan spinners during a training by Caroline Musselwhite. Dr. Musselwhite is an amazing assistive technology specialist who has a lot of awesome tips and strategies to use with students who have special needs.  You can check out her website or learn how to make the fan spinner here. 

  

After spinning the spinner, the student with the color of bead the spinner landed on gets up and passes out his/her colored beads to their friends.  It is a great fine motor task because the child passing the beads out will have to use a pincer grasp to get the beads out of their film canister and the children sitting at the table will have to use their fine motor skills to string the bead onto their necklaces.  

Another great thing about the activity is all the social skills that are involved in it.  The children have to patiently wait their turn. They also need to pay close attention to what is going on around them as they watch for their color selection. The students must also work on polite manners by saying "thank you" and "you’re welcome" as they give and receive beads. 

After stringing half the beads, I will string this heart-shaped poem on each necklace so parents know how the necklace was made. 

The Poem reads: This is not just any necklace as you can see, it is made with love by my friends and me.  Red for Timmy, blue for Bob, orange for EJ, Yellow for Payton, (etc.) 

Heart-Shaped Poem for center of the necklace.

Lastly, they have a fun finished product that they can proudly wear home to show their family.  

EJ proudly wearing the friendship necklace
created during the game with his brother.

Class-Made Staff Appreciation Holiday Cards

Several times a year, my class makes cards to recognize all of my colleagues who either directly or indirectly work with the students like custodians, bus drivers, school nurses, secretaries, occupational therapists, physical therapists, and speech language pathologists.    

Sometimes the class-made cards are given for a specific holiday.    It's just one way we express our appreciation to those who work with the students.  Not only is it a great exercise for our students in following directions to make a purposeful craft, but it also provides them with a social experience of greeting others and thanking them for what they do.  By doing this several times a year, we can see the progress our students are making with social skills. 

Last Christmas, we made our staff and helpers these Candy Cane Cards. 

On the outside the card read, “A Candy Cane a Day, Keeps Santa on his Way!” and on the inside it said “Thank you for always being so sweet to us!” Then, all the students signed the Holiday Card. Instructor's Insight: When we do class-made cards, I have all students sign the inside of a master copy using a fine-tip sharpie marker. Then, I copy the original for each card so the kids are not having to sign their names over and over again.  

 

The children work on their scissor skills to snip pre-marked white and red strips of paper.

Next, they practice their patterning skills by using a glue stick to glue them into the candy cane pattern on the card.  This was a craft adapted from kidsoup.com.  

On the inside of the card, I tape a candy cane.  You could also tape a candy cane pen.  (I found some of those after the season last year, but I will definitely be using them on future card!)

Thanksgiving Trail Mix Feast

Every Thanksgiving we have a feast to celebrate the holiday and practice skills the children will need for their own family gatherings.  We work on using good table manners, requesting items politely, waiting our turn, and making appropriate social conversation at the table.  

Many of my student's families express concerns and fears about their children with Autism and other social delays participating in social events.  This activity is one way we can practice skills in a calm friendly environment. Hopefully, the practice carries over into each family's holiday celebration. 

One week prior to our feast, I send home with each student a quart or gallon-sized bag (dependent on our classroom size).   Each student is asked to bring his/her bag back to school filled with a nonperishable food item that will serve in our class trail mix.   (Here is the note I send home to each family.)  

Examples of food items the children may bring are: cheese crackers, cheerios, chocolate chips, marshmallows, pretzels, banana chips, etc.  Teacher's Tip: I always ask that they bring their bags back the day before the party so I have time to gather snacks for anyone who forgets.  Before the feast, I put each food item in a serving bowl.

On the day of our feast, the children decorate a small paper sack with Thanksgiving stamps, stickers, or smelly markers.   Next, we sit in a circle and read our Thanksgiving social story.

SOCIAL STORY:  Our Thanksgiving Trail Mix Feast

Would you like some. . . (with a picture of what the child brought)

"Yes, please" or "No, thank you"

Would you like a big amount or a little amount?

Put it in your bag.  Wait to eat.

Thank You. You're welcome.

The students then create their own personal trail mix.  Each student uses visuals from the social story to request the snacks they would like to put in their paper sack.  

Each student goes around and asks his/her peers if they would like the some of his/her snack.  The children must respond with “Yes, please” or “No, thank you”.  If the answer is "Yes, please", the child serving the snack says “Would you like a small scoop or large scoop?”. The child receiving the snack uses their best manners to respond.

The activity is a perfect way for kids to practice manners and wait their turn.  The thing I like the most about the activity is the repetition allows students to get several turns of serving and requesting the snacks.  

Instructor's Insight:  Several of my students have sensory food issues meaning they don’t like the taste, or texture of various foods. This activity gives them the opportunity to politely say "No, thank you" and/or experience new foods.  I am always surprised by what each child decides to add to his/her individual mix.

To the make the event even more special, we invite parents to join us and the children get to choose to wear their pilgrim hat/bonnet or Native American headband.  We turn our cube chairs over and turn them into a table. The kids then gather around the makeshift table just like the first Thanksgiving.