Organization Station-- MORE Lesson Material Organization.

Ensuring quick and easy access to lesson materials is an essential classroom management strategy because it cuts down on wait time, eliminates opportunities for interfering behaviors, and gets students engages more quickly.

There are tons of ways to organize lesson materials so it is important to find a method that works best for you and your students. Throughout the Miami Valley we have found 4 main ways to organize lesson materials:

1. Type of Materials
This is the most common organizational method for basic school and craft supplies such as crayons or glue.

Robbie Whorton
Trotwood-Madison High School, Trotwood

Lisa George
Trotwood ELC, Trotwood

Laurie Maravetz
Schafer Middle School, Springfield

Ann-Marie Small
Driscoll Elementary, Centerville

Jamie Minnish
Prass Elementary, Kettering

Annette Stine
Kyle Elementary, Troy

Lindsey Woods
Fairborn Primary, Fairborn

Ann-Marie Small
Driscoll Elementary, Centerville

2. Theme or Topic
If you teach the same grades from year to year it is likely that you have accumulated materials for each curriculum theme or topic you teach. Organize materials by theme or topic for easy access when it is time to lesson plan for that point in the curriculum the following year.

Emily Colbert
Bruce Elementary, Eaton

Taylor Ruef
Stevenson Elementary, Mad River

Kim Kohlrus
Beverly Gardens Elementary, Mad River

Jennifer Jette
Vandalia-Butler High School, Vandalia

Karen Shires
Valley Elementary, Beavercreek

3. Day of the Week
If you teach a lot of whole group instruction, it can be helpful to organize materials by day of the week so that you only have one bin to grab each day which contains all of the prepped materials such as craft projects, worksheets, and mail to send home. This method is also very helpful when you have a sub because they can find your materials for the day all in one place.

Dora Grogean
Demmitt Elementary, Vandalia

Sandy McIntosh
Trotwood ELC, Trotwood

Megan Kelly
Beavertown Elementary, Kettering

Kim Kohlrus
Beverly Gardens Elementary, Mad River

4. Group or Student
If you teach a variety of small groups or 1:1 instruction, organizing materials by specific group or student can be a great way to keep track of what you need. Repetitive materials such as number lines, writing paper, or materials specific to a student's IEP goals can be kept in the designated bin from week to week. Additonal lesson materials based on weekly themes or new lessons can be added to the bin each week. Then when it is time to teach that group/student, you can quickly grab your bin and take it with you to the instructional area.

Ann-Marie Small
Driscoll Elementary, Centerville

Angela Crum
Parkwood Elementary, Beavercreek

Ashley Minnich
Kleptz ELC, Northmont

Taylor Ruef
Stevenson Elementary, Mad River

It is never too late to get organized and now is the perfect time to start thinking about your organizational systems as you begin putting away materials for next year.

Regulation Rendezvous-- Top 3 Tips for Implementing Fidgets with Success

Have you tried implementing the use of fidgets in your classroom but find them to be more of a distraction than a benefit? You are not alone! Many of the teams we coach have had difficulty implementing fidgets successfully. But not to worry! In today's Regulation Rendezvous we will provide our Top 3 Tips for Successfully Implementing Fidgets in the Classroom.

Tip #1: Teach Students How To Use a Fidget
If a student is provided with a fidget without any direct instruction on how to use it, often times it becomes a toy. Instead of using Theraputty to squeeze in their hand while listening to instructions, they may start to make shapes and figures with it. Establish rules for proper use of the fidget and emphasize that not following those rules results in the fidget being put away. Rules may include how to use the fidget (including not playing with or destroying it), how to avoid distracting others with the fidget, and how to clean up when asked. For a student who struggles with throwing fidgets you can attach them to a lapboard like the one below.

Amanda Dull
Northmoor Elementary, Northmont

Tip #2: Teach Students When To Use a Fidget
During instruction, fidgets can be used to help students listen during stories or when explaining concepts. They can also be used to help students focus when working on assignments. Typically these fidgets would be less visually interesting and may be more tactile so that they do not become a distraction.

Pam Ellender
Mad River Middle School, Mad River

Brenda Cogan
Kettering Middle School, Kettering

Sometimes fidgets are helpful for students to use when taking a break to calm down or ease anxiety. Fidgets that are more visually engaging such as sensory bottles or mermaid sequins may be allowed during these times because they can distract students from what is causing them to become upset.

Bobbi Jo Chapman
Snyder Park Elementary, Springfield

Christine Scarborough
Tecumseh Elementary, Xenia

Jackie Vollmer
Driscoll Elementary, Centerville

Mandy Whitfield
MCESC Learning Center- East, MCESC

Tip #3: Help Students Understand Which Fidgets Work Best for Them
Different fidgets work for different students. Help students understand their sensory preferences and which fidgets work best for them. For instance, students who are prone to pick at their clothing, items taped to their desk, or their fingers may benefit from a fabric box where they can pick strings off fabric swatches.

Pam Ellender
Mad River Middle School, Mad River

Then develop individualized toolboxes for each student to use when needed.

Susan Trissell
Westwood Elementary, Dayton

Mandy Whitfield
MCESC Learning Center- East, MCESC

Communication Corner-- Engage in Social Routines

Persistent deficits in social communication is one of the hallmark diagnositc criterion for individuals diagnosed with autism. Therefore, this is an important area to focus on when designing interventions and when implementing functional communication training. Today's Communication Corner covers a wide range of social routines and ways to implement interventions within the classroom.

Sensory Social Routines
For some students, it may be necessary to begin working on social routines through simply gaining joint attention in an engaging way so the student develops social awareness. Repetitive songs and games with gestures are a great place to start such as Peekaboo, Wheels on the Bus, or Pat-a-Cake.

There are many gross motor games that can also be played to keep students engaged in the social routine such as Red Light, Green Light or Dance Freeze.

Sensory Social Routines with Objects
Incorporating objects into social routines is another great way to engage students to attend to the adult. Initially model the actions and phrases several times so the student understands the expectation, then use expectant waiting and pause to cue students to join in. For instance, when playing with cars on a track, model "1...2...3...GO!" and then release the car to go. After several models, set up the cars and say "1...2...3.........." and wait for the student to say "GO!"

Incorporate special interests or favorite toys to keep the student engaged such as balloons, water play, trains, marble runs, wind up toys, or musical toys.

There are many anticipatory games that can also be incorporated for 1:1 instruction or when working on turn taking with a small group such as Crocodile Dentist, Don't Wake Daddy, Pop Up Pirate, Dino Meal, Kerplunk, and Don't Break the Ice.

Beth Young
Snyder Park Elementary, Springfield

Scripts for Social Routines
As students begin attending more readily to others, begin to incorporate social greetings and common phrases using scripts. Sentence strips can be made to cue students in the moment.

Provide many opportunities to practice within the classroom.

Rachel Hatton
Normandy Elementary, Centerville

Carrie Prickett
Jane Chance Elementary, Miamisburg

You can also provide opportunities to generalize this skill by having students visit office staff or other school staff members to make deliveries and practice greetings.

To prevent students from becoming too robotic with their greetings and to keep it fun, introduce a variety of ways to greet others including slang, gestures such as handshakes, fist bumps, or high fives, and seasonal greetings and routines.

For more ideas on functional communication training skills check out our previous Communication Corner posts:

Escape

Protest

Attention

Requesting Items or Activities

Providing Feedback

Participating in Group Activities

Answering Questions
Asking Questions and Providing Feedback