Why is it so important we learn how to perfect the art of distraction? We are living in a world of teaching that most people don’t really understand. I read a quote recently that said “Inclusion without support is abandonment”. This really rang true for my world and the kids that we teach. I love all of my students and I have no complaints about any child being placed in my classroom. It is my job to meet them where they are when they come to me. It is also my job to ensure that feelings of safety, growth and confidence happen while they are in my care. Do these children thrive in smaller classrooms with more adult support? Absolutely. Do they have that with me. No. Do I still see success? Absolutely.

There are techniques and training that I have as a teacher with a prior Special Education background that many teachers do not. This is through no fault of their own but it is simply a fact. It used to be if you wanted a career in Special Education you took training courses to apply that knowledge in specialized classrooms. Now everyone is in the same over populated classroom, often with just one adult. It should be mandatory in teachers college to have special education training as all of our classrooms are present with students needing that knowledge and understanding for their success. It should also been mandatory to have the supports in place that we know are needed for our students to truly have inclusion. Right now no one is truly winning.

The fact is many of our littles that require extra support are then leaning on our classroom teachers. Expecting the adults to know how to apply that support for them. It is a complicated process for both the teacher and the child. So where do we go from here? Well I hope to share some good tips that I use regularly to accommodate my students and help to make their day and yours successful.

First off, Offer Choice.

Remember the end goal is that our students complete the work that we create for them. Choice in the work offered is often the key to successful outcomes. It empowers our kids sometimes for the first time in their little lives. Knowing that my class has a varying degree of strengths and struggles when then enter my classroom I keep this in mind when I create choice. For example: if I want my struggling writers to work as consistently as my confident writers I will put out open ended choices and allow my students to choose. If you’re interested in reading more about how I add in intervention and decoding strategies for my students click here.

If a student begins to look nervous about the writing process, I use the art of distraction to keep their mind too busy to worry. I might put out blank lines with a large picture box, a menu and a list for choices. I allow drawing, labeling and sentence writing for independent work. Then I pull them for one on one or small group to give intervention skills. The students are allowed to independently choose what they are interested in doing that day. This gives them a sense of responsibility and pride. I regularly use a journal option where my students can decide to make a very detailed picture to gain confidence and then sit with me to think about how exactly we write a sentence. For more information on how I run my writers workshop check out my post here.

Second, it’s an art of distraction must to have rewards ready for good choices.

My rewards vary each year for my students. Many of my students that initially show me some behavioural struggles are the same ones that often have undocumented sensory needs. Knowing this, my rewards often take this into account. I offer two choices: a quiet corner with weighted blanket or a trampoline, bouncy ball or bike. Using a five minute sand timer with these choices and only one student at a time can use them. I know that there are two types of sensory needs. A child is either overstimulated by sensory issues and needs things like a calming corner, noise cancelling headphones or a weighted blanket (OT prescribed please). Or they are under stimulated and need to get the energy out on things like a bike, mini trampoline or running.

Here is where the art of distraction happens again. The thing about behaviour patterns is there is always something causing the problem. It becomes our job to figure out what that is. Also, you can’t make a behaviour disappear. You have to offer another choice for the behaviour instead. This is because the behaviour is caused by a need and fulfilling that need with another choice is the only way to make improvements. If the child was able to stop the behaviour they would. So how do we figure out what the struggle is? We do this by documenting the behaviour, looking for patterns and then we start trying things to change the behaviour to something more positive.

So Quick recap…

Offer choice in your work for students. This gives confidence to all. It’s not a lot of work if you use open ended writing prompts, math with varying levels of dice or choices in sheets, number talks. It gets easier the more we do it. Offer verbal responses whenever possible and make good notes. To hear more about how I run my math block for differentiation click the link here.

Second, have a reward ready for sensory output: running, bike, jumping and input: blanket, noise cancelling headphones, quiet corner. Try to avoid the word no. I promise this struggle has been put into play long before you and you aren’t going to change it. It is equally effective to tell a student first this, then that. First we do three questions then we can pick a five minute reward. It avoids some children’s natural response to rebel to the word no and makes them feel empowered with their choices.

Keep consistent in your expectations. Make it, make sense. Be firm but kind and most of all keep trying things as there is no one perfect solution. Wishing for a future full of support for our most vulnerable students and hard working teachers. If you are interested in a great resource for information on Autism and specialized training please check out the Geneva Center for Autism by clicking here.

With Love, C.

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