Daily Routines
The structured nature of the classroom and the day allows children to follow familiar routines and to know what to expect each day and for each part of the day. The visual timetable helps reassure them of what happens each day and to prepare for any changes that may be happening on a particular day. The 'Have and had sentences' exercise also help reinforce particular parts of the day.The whole class is reminded at various points in the day of what is happening or going to happen, including daily routines, eg before each break time on Tuesday, Wednesday and Thursday children are reminded that there is fruit available for P1 and P2 and are reminded to say 'please' and 'thank you'.
Lunch and playtime
Again, there is structure and routine to each playtime and lunchtime and children are made aware of the rules of the playground and dinner hall. Staff working in the dinner hall and outside in the playground use the traffic light system for behaviour management and give out points for good behaviour.
Supply staff
Within the weekly planning folder are break-downs of each day for supply staff in order for the class to run as smoothly and as similarly as when the class teacher is in. The school tries to use regular supply staff that the children are familiar with in order to minimise disruption and upset for the class.
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There is a 'Feelings Wall' which has various positive and negative feelings on it that as a class have been discussed and decided upon. Children pick a word that best fits how they feel to share with the class. If anyone shares a particularly negative feeling the teacher would speak to them before they leave the classroom. There hasn’t yet been an incidence of a child refusing to share a feeling but were a child reluctant to share they would be given the opportunity to do thumbs instead or do nothing.Support for learning staff
One member of staff in particular takes an individual child for one-to-one work. This involves coaching for independent working skills. The teacher also works on social stories with the child about behaviour that is expected of them both within the classroom and round and about the school in general.Quotes from support for learning teachers
As Support for Learning Teacher I give additional support to specific children mostly in the areas of Maths and Language. This often involves working one-to-one but can sometimes be small groups. I use a flexible but systematic approach to meet the specific individual needs of the children. The sessions usually follow a similar pattern so that the children feel relaxed and know what is expected of them. I use games, the 'Smart Chute' and make the learning as multi-sensory and interactive as possible. My classroom has many visual aids, eg alphabet arc, times tables, phonics, days of the week, months of the year, how to be a good listener, and so on. I follow the routines of the class teacher as closely as possible so as to ensure consistency and minimise disruption. I use the traffic light system to manage behaviour and award points for good effort and achievement just as the class teacher does. In addition, I give stickers and certificates which the children take home to share with their parents.Support for Learning Teacher
I work with two children in the class. My main focus is to support the class teacher by developing independent and collaborative working skills. Both children find it particularly difficult to manage themselves in the classroom environment. I support the children through the use of ‘social stories’. These are simple scripts, which provide the children with reminders of how to react and respond in a given situation. An example would be the typical types of behaviour expected when listening to instructions or other children’s views. The construction of the stories is a collaboration between me and the child. During each session the scripts are used to reflect on how the child has managed since the last session.Support for Learning Teacher
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