The Impact of Not Using Signals
Step 1: Teacher Samantha is teaching a small group of students at her table during a maths lesson. As she scans the classroom for activity with her other students, she observes one of her students having difficulty controlling her body. She knows this student benefits from movement breaks to help with sensory regulation. Samantha has been meaning to set up a signal with this student to let her know when it was time for her to go and take a small break, but she hasn’t had time. She tries getting her attention by waving at her and calling her over to the table.
Step 2: The student goes over to Samantha’s table. Samantha must stop teaching to communicate with the student about what she needs. Samantha tells the student, in front of the others at the table, that she could go outside into the hallway and take a small break.
Step 3: The student was interested in this but had questions about the expectations. Samantha loses more instructional time explaining this to her. In addition, another student at Samantha’s table asks why the other student gets to take a break in the hallway to stay at the table. In this situation, Samantha must explain further to another student why he needed to remain in the classroom. This loses more instructional time. Also, Samantha has discussed another child’s personal needs in front of other students, further isolating that child from her peers.
Step 4: Samantha learned about the importance of setting up a signal ahead of time and ensuring the student is clear on the meaning behind that signal.