Ah, the Family Vacation! There are few things that say summer more than outings with the clan. And no matter where we're going, or how we plan to get there, the goal is the same: fun-filled memories.
Honestly, though, I think about taking my crew anywhere and my anxieties start to simmer. So much unexpected behavior-- unknown people, procedures, and places that can trigger uneasy feelings-- I almost want to stop before I start. Is it worth it? How do we achieve fun and memorable without scares or scars?
The answer, of course, is Don't Do It Alone. Thank goodness there are wise men and women ahead of us who've shared their experiences so we can prepare for new adventures with a little bit of foresight! (In your research, you might find that travel companies (such as JetBlue) are doing their research to support your successful travel, too! (1a).) Here are a few tips I've collected.
(1a) Seattle Times, Apr 29, 2013
Plan it.
I often find that thinking through the details and breaking an experience down to "bite-size" chunks can illuminate the hidden expectations I might otherwise overlook. It helps me pinpoint all of the new things I'm imagining a child performing. Once you identify the expected behaviors and skills, ask yourself how proficient you expect your child to be with those tasks on this trip. (Thinking this incrementally about the event helps me adjust my expectations to the children I have with me, which reduces the disappointment and stress of an unrealistic and unrealized vision.) A fun, memorable trip is a totally reasonable desire, and with a plan based on solid expectations, fear of the unknown need not keep you homebound. No matter if your family is planning a trip to the backyard swingset or a two week Disney getaway, you know your child best...and you can be the best travel agent!
Read up to Ready up!
The Autism Speaks webpage (1) lists several texts that can be used to preview what's to come with your child, as well as things like checklists and travel guides designed for families traveling with children who are particularly sensory-oriented. Time (2) published an online article of helpful tips, too.
Here's a starter list (not one-sized fits all, but at least a beginning):
(1) Autism Speaks Community Connection: Travel for Individuals with Autism and their Families
(2) Traveling with an Autistic Child. Time, April 2009
(3) autismtravel.org
Watch a Video
Or look at pictures from your last trip to the same destination. Help your child recall the details of the travel, arrival, stay, and return trip.
Talk about it.
Especially if this is a new experience. Preview the schedule for the day you leave. Including photos of the airport, bus station, train, or other new transportation can be helpful, as is reminding your child what to expect using specific sequencing with tangible or familiar references. ("First we will pass the red fire house, and THEN we will eat our snack.", "First we will watch Nemo, then we will get off the plane.")
Go!
Build your confidence (and your child's) by stair-stepping experiences to get ready. And then do it! When you get back, save up those memories you've made...and share them to encourage others!
Sunday, July 14, 2013
Friday, July 12, 2013
The Classroom Procedures Handbook
First, I have to start by giving a huge thank you to Janis Noble at Caffeinated Conclusions (see her page button over there on the right?). She published a version of her classroom procedures on her blog, and I used it as a guide for creating my Classroom Procedures Handbook. I borrowed her layout, some of her language, and followed her publication as a template for my own. (Here's a link to her Teachers Pay Teachers Store.)
Also giving credit where it's due: all that cute owl artwork is © Laura Strickland/MyCuteGraphics.com-- she's super supportive of teacher usage, so I can support her, too!!
Now, here it is!
I have a blended 3rd/4th/5th class, with students who spend parts of their day learning with me, and parts in general education settings. With students and teachers coming and going from our small classroomhundreds dozens of times throughout the day, schedules and procedures are our glue! I've always had in mind that our procedures should be in writing...it was just a matter of finding the time to sit down and work through the process.
What's so fantastic about Ms. Noble's template is how throuroughly she spelled out the expectations for each part of the day. It made it easy to tweak the contents to reflect our schedule and expectations without thinking through the day from a blank start.
I do plan to use parts of this handbook with my students; however, its primary use will be for getting all the teachers and paraprofessionals in my room on the same page. Hopefully this will clarify the expected behaviors for each part of our day, and give our students more confidence in the consistent expectations of all staff. (Plus, I can re-read and refresh my memory for the behavior standards I have in mind.)
Use, pass along, enjoy!! Hope this helps!
Also giving credit where it's due: all that cute owl artwork is © Laura Strickland/MyCuteGraphics.com-- she's super supportive of teacher usage, so I can support her, too!!
Now, here it is!
I have a blended 3rd/4th/5th class, with students who spend parts of their day learning with me, and parts in general education settings. With students and teachers coming and going from our small classroom
What's so fantastic about Ms. Noble's template is how throuroughly she spelled out the expectations for each part of the day. It made it easy to tweak the contents to reflect our schedule and expectations without thinking through the day from a blank start.
I do plan to use parts of this handbook with my students; however, its primary use will be for getting all the teachers and paraprofessionals in my room on the same page. Hopefully this will clarify the expected behaviors for each part of our day, and give our students more confidence in the consistent expectations of all staff. (Plus, I can re-read and refresh my memory for the behavior standards I have in mind.)
Use, pass along, enjoy!! Hope this helps!
Wednesday, July 10, 2013
I dream of...index cards?
So, school is out, and yet, I can't stop working. Like any addict, I tell myself I can stop at any time...but I'm beginning to doubt it.
This week's project has been to create flashcards that correspond with our Kindergarten level reading material. Students in my class range in reading ability from kinder to 5th grade, and in only 90 minutes of reading instruction per day, we have to address all of those needs. Challenge Accepted!!
My kinders use a curriculum that is delivered through Direct Instruction. Each day, students participate in a set of routines that provide modeling and opportunity for guided practice. Part of those routines, for students at the Kindergarten level, includes reading sounds and sounding out words. The thing that makes this different from many basal reading programs, however, is its use of a presentation manual that lists both the letters and words the students will sound out alongside the script to be used by the teacher. The result? An overwhelming amount of text on a page. The solution? Flashcards!
By putting each student-response prompt (letter or word image) onto its own unique card, we remove the excess stimulus and allow the student the chance to focus on the priority task. And eventually, we can teach important text reading skills, like how to prioritize what gets the most attention on a page, and why things like small print, bold print, images, and captions are important. But for now, we can isolate the thing that should be getting our focus.
Items needed for this project:
1) shoe-box sixed clear plastic bin
2) 2,400 index cards
3) 6 black, wide-tipped permanent markers
4) 2 red, wide-tipped permanent markers
5) Curriculum text
6) Labels (80 per page)
Most of the creation process here is straightforward. I copied the student prompts directly from the text, including weird letter shapes and colors (this is why we need red ink, too). The weird letter shapes are because in this system, students are taught one-to-one symbol/sound correspondence from the start (see qu, er, and wh images above). 2,400 index cards later...I'm dreaming about them!
The trick came in when trying to connect the student prompts with the teaching script. Solution: create sticker labels for the back of each student word-reading card that tells which corresponding teacher script/routine should be used. So, I created an icon and title for each of the basic repeated routines. First, I typed out the routines onto half-pages, then created matching labels. Now all I have to do is put the label on the back of the card.
Next step is to create some training videos so that all the teachers on my team can get a head start on the routines for this school year! You can check out my professional web page at http://staff.rentonschools.us/the/raj .
This week's project has been to create flashcards that correspond with our Kindergarten level reading material. Students in my class range in reading ability from kinder to 5th grade, and in only 90 minutes of reading instruction per day, we have to address all of those needs. Challenge Accepted!!
My kinders use a curriculum that is delivered through Direct Instruction. Each day, students participate in a set of routines that provide modeling and opportunity for guided practice. Part of those routines, for students at the Kindergarten level, includes reading sounds and sounding out words. The thing that makes this different from many basal reading programs, however, is its use of a presentation manual that lists both the letters and words the students will sound out alongside the script to be used by the teacher. The result? An overwhelming amount of text on a page. The solution? Flashcards!
Items needed for this project:
1) shoe-box sixed clear plastic bin
2) 2,400 index cards
3) 6 black, wide-tipped permanent markers
4) 2 red, wide-tipped permanent markers
5) Curriculum text
6) Labels (80 per page)
Most of the creation process here is straightforward. I copied the student prompts directly from the text, including weird letter shapes and colors (this is why we need red ink, too). The weird letter shapes are because in this system, students are taught one-to-one symbol/sound correspondence from the start (see qu, er, and wh images above). 2,400 index cards later...I'm dreaming about them!
The trick came in when trying to connect the student prompts with the teaching script. Solution: create sticker labels for the back of each student word-reading card that tells which corresponding teacher script/routine should be used. So, I created an icon and title for each of the basic repeated routines. First, I typed out the routines onto half-pages, then created matching labels. Now all I have to do is put the label on the back of the card.
Next step is to create some training videos so that all the teachers on my team can get a head start on the routines for this school year! You can check out my professional web page at http://staff.rentonschools.us/the/raj .
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