Giving Children What They Need (is not the same as spoiling them)

The Pre-K classes were in the midst of a study of materials. I'm the kind of music teacher who likes to collaborate, so when the Pre-K kids came to my Music class, I had them search the room for metal instruments. They found triangles, glockenspiels, bells, and cymbals. I don't particularly like the clamor of lots of little ones playing metallic instruments, but it was an important exploration to build their understanding of the properties of metal. 

Toward the end of the lesson, I pulled out the big metal instruments - a collection of three gongs; one small, one medium and one large. Each child had a chance to play each gong. About halfway through the line of children, I noticed one little boy who usually loves Music class looking very upset. He had tears in his eyes and was covering his ears saying, "Noisy! Noisy!" I immediately tried to check in with him, but he wasn't able to engage with me. I asked the rest of the children to hit the gongs very softly. The little boy slowly calmed down. 

When the children were done playing the gongs and ready to head back to their class, I told the little boy, "I know those gongs were really loud. Don't worry. We're all done. No more gongs." I said to the teaching assistant, "He's really sensitive to noise. That really upset him. I have to keep that in mind."

The teaching assistant replied that he would just have to get used to it, that he can't pick and choose when other people make noise, that he makes plenty of noise and is never bothered by it, and implied that he was just spoiled. Now, (regardless of whether I think this kid has special needs or not), the noise was obviously stressful and overwhelming for him. 

I told the teaching assistant that he clearly wasn't in control of whether the noise bothered him, that it might not bother him when he was creating it, but that, even so, we should be aware and work to avoid putting him in such a stressful situation again. I further explained that at 39 years old, I'm still stressed and overwhelmed by ongoing loud noises, like really stressed out. (Don't get me started on fire drills!) And, though I can tolerate loud noises, just barely, the stress they induce in me hasn't changed. And it likely won't change for him anytime soon.

Now, she didn't agree with me, and that's fine. But I want to put this out there: 

My mother, principal and educator for thirty plus years, articulated this after hearing about the gongs. And she's absolutely right. Also, allowing certain accommodations to be selected by students means that the child you think really needs the accommodation doesn't feel singled out. Even better, children learn that different children need different kinds of support to learn, and that every child deserves what she needs.

Accommodations are often described as changes made to support children with disabilities, but I beg to differ. Every child benefits from being taught in the way he learns best. Children don't have to be diagnosed with special needs in order to be helped by changes in their classroom environment and/or routines.

So in honor of that idea, I'm sharing some accommodations I've made for individual children that ended up benefitting many more:

• Turning Down the Volume - As a music teacher, I play music over speakers in almost every lesson. I try to keep the volume at a reasonable level, but on occasion, I notice a child wincing at the sound of the music. I turn the music down, always, and check in with the child to see if the new volume is comfortable. Frequently, other children will note that they also thought it was loud.

• Standing Table - I got tired of telling a couple of children to sit down while they were working, lesson after lesson. I noticed that those particular children simply couldn't keep their bottoms in their chairs. So I searched out a table that was a good height for standing, and that table became an optional work area. Children who were more comfortable standing chose to work there. And that table was always used. Always. Many students, at various times, found that working while standing was more comfortable and productive. Since then, I've tried to make sure there's a space for working where children can comfortably stand.

• Flutter Free - I noticed some children (and I, myself) were frequently distracted by fluttering papers strung on clotheslines or not attached well to walls. So I got rid of them. Anything hanging was attached well by all corners, and anything unnecessary wasn't left hanging. Less distraction, more focus.

• Fidget Objects - Some kids move - a lot. Some of those very same kids can move less if they can fidget with their fingers - much less distracting than a whole kid wiggling. Aside from making sure we never ask children to sit for periods of time longer than is age-appropriate, my co-teacher and I introduced a box of fidget toys to our Year 5 class. Children were allowed to select one on their way to the meeting area. Many children picked up fidget objects on the way to meetings. Fidgeting fingers allowed for calmer bodies and more focused meetings. Small bits of Blu-Tack (that stuff you use to hang things on walls) and Silly Putty were absolute favorites and are also super quiet.

• Holding Hands - I was teaching at a school that usually had students walk in single file lines. (I don't know why, they just did!) One year I had a kid who frequently walked away from the line. Initially, I just held his hand, but I didn't want him to continue to be singled out at times he didn't need to be. So we switched to a double line with partners holding hands. Simple switch, and he no longer stood out as needing something different during those transitions when children were lined up.

• Little Jack Horner - A desk in a corner. I despise the idea of punishing children by making them work in a corner, or facing the wall. But when a corner or wall-facing seat is an option that children can choose if they feel more comfortable working there, it becomes an appropriate accommodation. One of my most social students often chose this seat because he felt it helped him to be more productive during certain lessons. I created this spot with another child in mind, but it ended up being the perfect spot for him.

• Spacers - Sometimes little ones (and some older kids) forget to leave spaces between their words. I'm sure this isn't my idea, but I've employed it with great success. I cut little cardboard or card stock strips, the appropriate size to make a space between words, and told the children they were "spacers." I made them for a couple of kids to help them remember their spaces, and suddenly every child wanted one. Why not?

• Guidelines - When children work to create posters or publish pieces, they sometimes want to work on unlined paper. As you know, some kids really need lines to help guide their writing. We photocopied dark lines and laminated these plain sheets. Children used them by placing them under their unlined paper and using the lines to guide them. Though they were created for a few children who really needed them, many children enjoyed using them.

• Dry Erase Scrap - Inserting a piece of plain card stock into a glossy plastic pocket makes re-useable scrap paper for trying out different spellings of words or performing math calculations. They fit right into folders. Again, created for a few children, but many children found them useful.

Use your imagination! As teachers (and anyone else who works with kids!) we should be doing our best to make sure children feel supported and competent so they can do their best work. Our goal shouldn't be making sure every child works in the same way! Our goal should be making sure every child can participate!

Do you have other ideas for accommodations to try out in the classroom? Share in comments below!

The Important Thing About You: A gift to your students

This year is drawing to a close. Perhaps you’re counting down the days. You're doing your best to connect with students virtually while also doing all the other things. 

And I’m about to give you an assignment - well, a suggestion. It will take you a while, so it’s best you start now. It will take lots of thoughtful work and careful observation, but I promise you it’s worth it.

Around the holiday season, you might want to give a gift to your students (though you could save this gift for the end of the school year if it's too much right now). A pencil or bookmark would be appreciated for a moment and then likely lost or forgotten. I saw a form poem/letter on a teacher website, with the recommendation that teachers copy it for each child and hand it to them at on the last day. It was nice enough, but terribly impersonal. If you take me up on this challenge, it will never be forgotten. This gift will be remembered and cherished by your students and, perhaps, by their families as well.

The idea began with a book, The Important Book by Margaret Wise Brown. If you’ve read it, you know how simple and lovely her short poems about everyday things are. If you haven’t seen it, here’s an excerpt:

The important thing about
rain is
that it is wet.
It falls out of the sky,
and it sounds like rain,
and makes things shiny,
and it does not taste like
anything,
and is the color of air.
But the important thing about
rain is
that it is wet.

 -Margaret Wise Brown, The Important Book

Here’s what I want you to do: Create a document or grab a notepad and begin writing a collection of “important poems.” You’ll create a poem for each and every child you teach. 

Think of the unique qualities and quirks that make each child special. You may find that you have little to say about certain children. That should let you know you need to pay more attention to those particular kids. Since you’re starting soon, you’ll have time to gather information.

Here are some examples of “important poems” my co-teacher and I wrote for children in our class:

And here’s the most enjoyable part:

When you’re done writing and editing, print off the poems without names. Don’t worry! You’ll know which one belongs to which child! Print a portrait of each child, if you like, but don’t attach them to the poems yet.

One day, at the end of the school year, or anytime, while your students are out at lunch or somewhere else, or before they arrive in the morning, lay out the poems on tables. When your children return, give each child a bunch of post-its, or place a blank sheet of paper next to each poem. 

Explain to your students that you’ve written an important poem about each of them, but you haven’t included their names. Their task is to read each poem and jot down the name of the child they think it belongs to. (A virtual alternative might be posting the poems in a Google slideshow, Jamboard, or Padlet, and having kids read and comment with their guesses!)

Then send them off and stand back and watch. You’ll see smiles and laughter and the most enthusiastic reading ever. And if you’ve observed carefully and written thoughtfully, your students will know whom each poem is about

After you’ve given them time to read all of the poems, you can confirm which poem belongs to each child, attach the photos if you’ve printed them, and give each child his or her poem to keep.

Here’s what I love so much about this gift to children:

• Thinking about all of the wonderful characteristics of your students helps you to appreciate each child, enabling you to be an even better teacher.

• Writing these poems makes you pay careful and close attention to every child and find the best, most important qualities they bring to your classroom community.

• The poems let children know you notice them, you know them, and you recognize and appreciate their uniqueness.

• Families will enjoy reading about the positive contributions their children have made to your class throughout the year.

• Children are reminded of their peers' best qualities that they might have forgotten or overlooked, strengthening their friendships and relationships, building the sense of community in your classroom.

• These "important poems" are especially meaningful for children who struggle with academics and/or behavior and might need a reminder of their inherent goodness and special talents.

• You reinforce the positive qualities you observe in children, strengthening these qualities by drawing attention to them.

I hope you'll take this challenge on, and I hope you and your students love the poems you create! Let me know how it goes in comments, below!

P.S. - This lovely idea is not my own, but blossomed in one of the frequent collaborative conversations that happened over the two years I was lucky enough to work with my co-teacher, Safaa Abdelmagid. She is an excellent observer, as was evidenced by her detailed contributions to our important poems. We created a shared document with children’s names and added to it over a period of several weeks before editing and revising the final poems together.

P.P.S. - If you are a grownup who doesn't have a class and you're reading this, don't you think this would make a lovely class or individual gift for your child's teacher(s)? Or a gift from you to your child? Or a Mother's day or Father's Day gift? Or an addition to a birthday card? Happy writing!

Getting Kids Started - Four Useful Phrases

There's nothing more frustrating than sending children off to work and finding, a little while later, that no one is working! Some teachers scold kids, "You're supposed to be working now!" Some teachers threaten, "You'll lose recess if you don't get this done!" Some teachers berate children for being lazy, unfocused, or unproductive. Those tactics tend not to work very effectively in the long term. I know you are not one of those teachers, so you might be looking for some simple phrases to help children get started.

You just finished your lesson/discussion/mini-lesson and sent kids off to work. You look up a few minutes later and notice very few children are doing what you expect. What do you say?

Why it's important: If the majority of your class isn't doing what you expect, then it's likely your instructions weren't clear. Take a minute or two to reexplain in clear, succinct language, or to demonstrate what is expected, and then send them back to work, refocused. If a small group of children is off-task, you can invite those children back to get them restarted. 

Possible follow up: When you've given your brief recap of instructions, you may want to ask kids to show you a signal (e.g. a thumbs up) if they feel ready to get to work, and then send them off one or two at a time. The hope is that everyone will be ready to get to work, but if some children still aren't, even after you've restarted them in a small group, they may need to work with you or another adult in a more guided way to get started. 

If there are still groups of children or individuals who aren't working, ask those children (calmly),

Why it's important: You want to know whether the child or group knows what to do! If children can answer this question, you can say, "Great. Get to it." If the child or group is unable to say what the instructions were, you know you need to reexplain!

Possible follow up: Ideally, none. Once children are clear on the instructions/expectations for a given task, they should get to it. 

If a child has come to you, still not knowing what to do after you've tried the above strategies, try asking,

Why it's important: Referring children to their classmates for help builds cooperation and a sense of responsibility for each other. It also builds the idea that children are competent and capable of providing assistance. Even better, when children use each other for guidance, you have more time to help children who really need an adult's support. Sometimes, the explanation will be clearer coming from a peer than it was coming from you. (Also, this only works if children are allowed to talk! I know, I know, you let kids speak to each other in your classroom. There are some teachers who don't!)

Possible follow up: Were you able to find someone who could help? 

If you notice some students still can't get started, after having instructions clarified, and after asking a peer for help, ask those specific children,

Why it's important: Pinpointing the specific roadblock preventing participation can help remove it and allow the child to get back to work. Rather than scolding a child for not working, by asking this question, you can learn about the child's work process and help the child learn how to solve the specific problem should it arise in the future. It's important to note that kids might not know what's stopping them from working! You might need to offer some possible reasons or use your own knowledge of a child to help them pinpoint the problem. Do you have a pencil? Do you have a place to sit? Do you have a partner? Do you have the books you need?

Possible follow up: Did that work for you? Were you able to find a (topic, pencil, partner, place to work, strategy)? I notice you're working well now! Keep it up!

Note:

Tone is everything! A sarcastic tone, shouting these phrases and questions at kids, or delivering them with a sneer on your face will change the message completely. Yeah. That's all.

On Girls and Asperger's Syndrome

I remember teaching myself to make "normal" eye contact.  I was about eight years old and I had just read an article about how people typically make eye contact for several seconds, and then look away. At that age, I read everything I could get my hands on. I was such a good speller that my teachers had me spell check letters they were sending to parents! I was considered a really smart kid, but the information on eye contact was a revelation to me. 

I struggled with friendships, usually sticking to one close friend each year throughout elementary school. I buried myself in books in fourth, fifth and sixth grades, avoiding the challenges of navigating the unfamiliar social scene in a new school. I avoided many recess times, preferring to volunteer with the Pre-K class during their nap time. I was picked on. Or maybe I was just super-sensitive and didn't know when other children were joking with me. I just remember it was tough and confusing and the more I could block out interactions with most children, the better.

Now I know that I struggled with reading facial expressions and tended to initially interpret language quite literally. I've since taught myself to pay greater attention to facial expressions and interpreting figurative language. Did anyone ever guess I was struggling with these specific skills? Of course not. Asperger's Syndrome wasn't even a "thing" amongst educators and parents until the nineties, and by then I was in high school.

I share this because I want you to pay close attention to the girls in your class; the ones who don't make friends easily; who are constantly in conflict or tuned out during group work; who lose themselves in books when other children are playing together; who have age-inappropriate meltdowns for no apparent reason; who are book-smart but sometimes completely miss the point; who too frequently think someone is being mean to them; who talk your ear off but rarely choose to engage with most of their classmates; who people may describe as shy or unfriendly or rude or bossy; who literally jump up and down when excited; who get along brilliantly with younger children, but not with their peers; who exhibit strong aptitude (or are called gifted) in specific areas of the curriculum; who may struggle with making eye contact. 

Do they have Asperger's Syndrome*? Maybe. But that's not important. The diagnosis - that label isn't what matters. What is critical is that you observe carefully and note what specific skills are lacking and how this impacts on their interactions. It's tricky. Girls with Asperger's are excellent at hiding their difficulties and confusion. They often mimic the behaviors and personalities of other girls, appearing to be just like their best friends. They are often bookworms (excusing them from social interaction). They sometimes have stereotypically girly obsessions - horses, fairy tales, and drawing, for example.

You're thinking of some girl now, right? Maybe your daughter or a student? Or perhaps a colleague? Or yourself? You're likely wondering how you can help. You might even be feeling a little guilty for missing these signs in someone you care about. Don't! Start paying attention and implementing changes that will support these children.

Here are some tips that will benefit all kids, and especially children who may have a mild Autism Spectrum Disorder/Asperger's Syndrome:

• Be explicit and clear when giving directions and when moderating conversations between children. Don't leave things for children to infer. They likely will not. That teacher look you use? Saying a child's name in a pointed and stern manner? It probably won't get you the result you want. That child is thinking, and maybe saying, "What do you want from me?! I don't get it!"

• Don't be sarcastic. I say this a lot! But, seriously, that kid might take you literally. "Oh, that's a great way to treat a friend," when taken literally is teaching the exact opposite of what you want to convey!

• Don't assume a child is purposely being rude. Give children the benefit of the doubt. Assume they were just being straightforward and honest, and explain why a certain action or phrase might be interpreted as rude. Children are often surprised to know their action was perceived negatively.

• Compliment children on specific positive social behavior. E.g. "It was really kind of you to offer to help your friend with that math problem," or "You did great partner work today. You were really listening to ______ every time she spoke!"

• Refer children to "experts" in the class. I had a child who knew everything there was to know about tornadoes, Michael Jackson and technology. You can bet I found every possible opportunity to refer other students to him for his expert advice and wealth of knowledge! Another child had memorized the New York City subway map, so whenever someone needed directions, I sent them his way! This provided more opportunities for positive social interactions.

• Provide a space children can use to calm down when they're feeling overwhelmed. Classrooms can be noisy places. Some children (and teachers) get overloaded with sensory input. Try to carve out a quiet/dark corner children can use to shut out some of the sensory input. Headphones with calming sounds/music can help children tune out the noise of the classroom. Consider, also, what you need to have hanging in your room. Many classrooms have clotheslines strung with fluttery papers, adding to the visual and auditory stimulus. IMHO, less is more. 

• Pay closer attention to reading! Don't assume that because a child is an excellent decoder, has a ridiculously high number of sight words, and zips through long, complicated texts, they understand everything they read, especially when it comes to fiction. Ask questions beyond what is stated explicitly in texts! Ask questions that check for "reading between the lines." (An interesting note: Asperger's kids often read aloud using more vocal inflection than they normally speak with. I'm guessing this is because the punctuation tells them when and how to use such vocal inflections.)

Teach all children skills needed to interact successfully. Here are some possible teaching points for the whole class, groups or individuals:

• When you greet someone, make eye contact and smile. Try to make eye contact regularly when having conversations to let people know you're listening to them.

• Pay attention to your classmates' faces and voices for clues to how they're feeling. Name what feeling a child is showing through a sad, excited or angry expression or a loud or soft voice. "When you kept interrupting your friend, it made her really angry. Look at her face. Did you hear how she shouted? She was really upset."

• In good conversations, people take turns. Remember to ask questions!

• Be clear and explicit when you're talking through a problem. Give examples of what behavior is upsetting you. Saying, "Stop bothering me," or "That's annoying!" doesn't let the person know what the problem is. Try to solve problems with classmates by talking with them yourself, but if that doesn't work, ask for help. (Be prepared to help!) Teach children who read facial expressions and vocal tones well that not everyone does! When a child is frustrated with a classmate who isn't reading their frustration, help that child to articulate exactly what is bothering her.

• It's important not to call out because every child deserves a chance to think for himself! I may not call on you as often as you like, but I will make sure that chances to talk in class meetings are shared fairly.

• Other children (people) have smart ideas, too. It's important that you listen to their ideas and consider them.

• Offer your classmates compliments sometimes. (Encourage children to notice other children's strengths, as opposed to just their physical characteristics and belongings.) You can practice this in morning meetings, along with greetings.

• Say please when asking someone to do something. Say thank you when someone does something helpful for you. Not as obvious as it might seem! Some children - girls, especially - are seen as bossy (creating lots of conflicts) when in reality, they just need to be taught more polite ways to ask for things. 

• Inference requires us to think about what we know, what is stated or shown, and draw our own conclusions. Some children need to be taught how to infer. Developing this skill will support them socially and academically.

I said before that diagnosing Asperger's Syndrome (or an Autism Spectrum Disorder) isn't important. Here's the exception: 

If there are services available to a child that will only be provided with a diagnosis, you might consider working toward a diagnosis. This might require you to specify what you're looking for because evaluators are often looking for academic issues - which the student in question might not display (yet). These kids are often super-competent on paper! They might do extraordinarily well on standardized tests and be perceived as brilliant, well-adjusted children in conversations with adult evaluators. What kinds of services might children benefit from? Support with social skills (including reading facial expressions and body language), support with communication (including interpreting figurative language and reading vocal tones), and support with sensory sensitivities. Some children need physical and occupational therapy. Children might also benefit from receiving testing modifications.

Some additional notes:

* In the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders, Asperger's Syndrome traits have been included under the larger umbrella of Autism Spectrum Disorders.

I am not an expert on Asperger's Syndrome, but I have worked successfully with no fewer than fifteen children with mild Autism Spectrum Disorders/Asperger's Syndrome in my mainstream classes - some diagnosed and some not. They have all benefitted from the strategies I've described above, as have most children in my classes. I worked so successfully with one (diagnosed) kindergartner that our guidance counselor called me a genius and invited the child's pediatrician and pediatricians-in-training to come into my classroom to observe. A number of these children and their families have said their time in my class was their best time in school ever.

I chose to focus on girls in this blog because girls are so frequently missed and overlooked when it comes to Asperger's and Autism Spectrum Disorders. This has to change!

I'll write more on brown boys and Asperger's later. How often are brown boys being seen as troublemakers when, in reality, they're missing facial expressions, social cues, vocal tones - just misreading the situation? I've heard brown boys described as thugs, angry, "playing dumb," difficult, rude, mean, lazy - and then met them and noted many Asperger's traits. When we assumed they were struggling with Asperger's related issues and taught them as such, these boys were much more successful. (This might be true about many boys, but in my experience, what boys look like plays a role in how their behaviors are perceived.)

Autism Spectrum Disorders - The spectrum concept is critical here. The less obvious children's autism/Asperger's traits are, the harder they are to identify. This makes it harder for children with milder forms of autism to receive the support they need. You'll need to pay even closer attention to pick these kids up and offer them teaching that supports them! My own child makes eye contact, makes friends easily, is super-social, exceptionally athletic - but in elementary school, he was terrible at reading facial expressions and vocal tones and interpreted everything literally. This caused huge problems before we got him evaluated and had these challenges pointed out to us! Here's an example: A teacher said, "Put away your colored pens." He did that and kept drawing with a black pen. The teacher said his name and gave him a look. He responded, "What?!" The teacher said, "You have detention. No recess today!" And he had a complete meltdown. He's since received instruction on reading facial expressions and vocal tones, been offered numerous strategies on working successfully with different teachers, and his time in school is better. Not perfect, but better.

This chart from www.help4aspergers.com has some interesting information on female Asperger's Syndrome traits.

If you want to read more, I recommend The Complete Guide to Asperger's Syndrome by Tony Atwood. Check out some titles below for kids, as well.

And check out this blog: How to Talk to a Child with Asperger's Syndrome. Good stuff!


For adults:



For kids: