This is Puffins Class first ever blog post :)


Find out what Puffins class did this week!
Physical Development 
  • Plan physical activities for times when the student has the most energy.
  • Provide simple, fun obstacle courses that the student is capable of completing.
  • Provide daily opportunities and activities for children to use handheld tools and objects.
  • Use songs with finger plays to develop fine motor skills.
  • Use materials such as a non-slip mat under drawing paper, thick crayons, and thick handled paint brushes that are easy to grasp.
  • Incorporate singing and dancing into many activities.
  • Place objects in student’s hand to hold and feel.
  • Let students practice swinging and hitting.
  • When eating, let student make a mess to practice the motions of feeding and cleaning up.
  • Give students blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives to use.
  • Plan daily physical activities, and take students outside to run, climb and jump around.
  • Have students practice buttoning and unbuttoning, zipping clothes, and opening and closing a door.
  • Use activities that involve cutting, pasting, drawing and writing.
  • Model and use activities with drawing and writing tools.
  • Use child-size tables and chairs in the classroom.
  • Have a schedule for active and quiet times.
  • Model and talk about healthy eating habits with students.
  • Provide nutritious snacks and meals.
  • Make parents aware of health concerns that could affect a child’s development (changes in growth, hearing, vision).
  • Provide parents with information about health, medical, and dental resources.
  • Use visual discrimination games such as “I spy”.
  • Take “listening walks.”

 

Cognitive Development (intellectual abilities)
  • Use the student’s preferences and interests to build lessons (get input from parents).
  • Allow student time to complete tasks and practice skills at own pace.
  • Acknowledge level of achievement by being specific.
  • Be specific when giving praise and feedback.
  • Break down tasks into smaller steps.
  • Demonstrate steps, and then have student repeat the steps, one at a time.
  • Be as concrete as possible.
  • Demonstrate what you mean rather than giving directions verbally.
  • Show a picture when presenting new information verbally.
  • Provide hands-on materials and experiences.
  • Share information about how things work.
  • Pair student with a buddy who can assist with keeping the student on track.
  • Be consistent with classroom routines.
  • Set a routine so student knows what to expect.
  • Provide a visual schedule of activities that can be understood by the student (using photos, icons).
  • Use a visual timer so student knows when an activity will be over and they can transition to the next task.
  • Use age appropriate materials.
  • Use short and simple sentences to ensure understanding.
  • Repeat instructions or directions frequently.
  • Ask student if further clarification is necessary.
  • Keep distractions and transitions to a minimum.
  • Teach specific skills whenever necessary.
  • Provide an encouraging and supportive learning environment.
  • Do not overwhelm a student with multiple or complex instructions.
  • Speak more slowly and leave pauses for student to process your words.
  • Speak directly to the student.
  • Speak in clear short sentences.
  • Ask one question at a time and provide adequate time for student to reply.

 

Communication Development (speech and language)
  • Use large clear pictures to reinforce what you are saying.
  • Speak slowly and deliberately.
  • Paraphrase back what the student has said.
  • Clarify types of communication methods the student may use.
  • Identify and establish functional communication systems for students who are non-verbal.
  • Reinforce communication attempts (e.g. their gestures, partial verbalizations) when the student is non-verbal or emerging verbal.
  • Label areas in the room with words and pictures.
  • Use sequencing cards to teach order of events.
  • Provide puppets/pictures as props when using finger plays and songs.
  • Develop a procedure for the student to ask for help.
  • Speak directly to the student.
  • Be a good speech model.
  • Have easy and good interactive communication in classroom.
  • Consult a speech language pathologist concerning your class.
  • Be aware that students may require another form of communication.
  • Encourage participation in classroom activities and discussions.
  • Model acceptance and understanding in classroom.
  • Provide assistance and positive reinforcement as the student shows the ability to do something with increased independence.
  • Use gestures that support understanding.
  • Model correct speech patterns and avoid correcting speech difficulties.
  • Be patient when student is speaking, since rushing may result in frustration.
  • Focus on interactive communication.
  • Use active listening.
  • Incorporates the student’s interests into speech.
  • Use storybook sharing in which a story is read to student and responses are elicited (praise is given for appropriate comments about the content).

 

Social and Emotional Development
  • Use strategies to assist student in separating from parent.
  • Set a routine in saying goodbye (such as finding a book to read).
  • Value and acknowledge student’s efforts.
  • Provide opportunities for students to play in proximity to one another.
  • Provide opportunities for students to interact directly with each other.
  • Work to expand the child’s repertoire of socially mediated reinforcers (e.g. tickling, peek-a-boo, chase, etc.).
  • Explore feelings through use of play.
  • Teach students to express their feelings in age-appropriate ways.
  • Provide play activities that don’t require sharing such as art projects, making music (students have own instrument), and sand or water play.
  • Ask students to imagine how their behavior might affect others.
  • Have students make a “friend book” with students from the class.
  • Comment on and describe what student is doing (be specific).
  • When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice.
  • Point out consequences of the student’s behavior.
  • Brainstorm better choice(s) with students.
  • Use language to describe feelings and experiences.
  • Put student’s feelings into words.
  • Read books about feelings.
  • Explain your reasons for limits and rules in language that students can understand.
  • Model the benefits involved in cooperating.
  • Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit.
  • Teach students words for important people and things.

 

Adaptive Behavior (everyday skills for functioning)
  • Explicitly teach life skills related to daily living and self-care.
  • Break down each skill into steps.
  • Use visual schedules with pictures / icons to demonstrate each step.
  • Plan experiences that are relevant to the child’s world.
  • Find ways to apply skills to other settings (field trips).
  • Minimize distractions and the possibility for over-stimulation.
  • Teach and model personal hygiene habits such as washing hands, covering mouth and nosewhen sneezing or coughing, and dental care.
  • Find ways to practice personal care and self-help skills (using centers in the classroom).
  • Provide opportunities for students to practice asking for help, feeding themselves, dressing, washing hands, toileting, and locating personal items.
  • Provide materials that support self care such as child-size sink, toilet, coat rack, and toothbrushes.
  • Teach and model rules and practices for bus safety, playground safety, staying with the group, and safety in the classroom.
  • Teach students to provide personal identification information when asked.
  • Teach and model procedures for dealing with potentially dangerous situations, including fire, severe weather, and strangers.

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