Self-Regulation Fidgets – Tool or Toy? This is a learning story to help children decide if the “fidget” is a tool or a toy. It provides different photographs and images to demonstrate fidgets being used as tools and as toys. It includes a list of “Dos and Don’ts” for using fidget tools in classrooms. This learning story also helps Educational Assistants review the rules about tools and toys for their students.
This newsletter from May 2020, came out in phase 2 of the Covid 19 Pandemic. There are links to visuals and learning stories.
I hope this newsletter finds you safe and well. If you or someone close to you has been ill, I send my thoughts your way. Someone said that although we are all in the same boat, each is in their own storm.
I write this letter from British Columbia, Canada where we have “flattened the curve”. We are now looking toward June with a good deal of trepidation as we partially re-open our schools. I am feeling some optimism toward summer and I hope that our experience at school in June helps to create a “new normal” for September.
This is a challenging time personally and professionally. Many of you are trying to figure out how to work from home and others are starting to consider how teaching on-site at school is going to work. For some, this time has been absorbed by family and a heightened awareness of our physical and mental health. A few of you are already at schools. The uncertainty continues as we move through this next phase of the pandemic.
I wanted to share some of the visuals that teachers have been requesting as we move to more children attending “on-site” at schools. They are simple but I am hoping they might save you some time if you are preparing to support students for this transition. These are free to download and share. Find them here.
I have also written a learning story called Safe at School, about what the “new normal” at school might be. This story is also to help students transition back and gives them positive actions they can take to help keep themselves safe.
Safe at School is a learning story, about what the “new normal” at school might be. This story is also to help students transition back to school and gives them positive actions they can take to help keep themselves safe.
Over the last few years I have had many requests to use the stories and resources on my site. If it is on my site, you are welcome to use it, download it and share it. I am still working on completing the Recipe for Regulation units at different grade levels. They will be available to purchase once they are finished.
In the meantime, I have updated some of the resources, so check back at msprincipe.com. There are also a few stories available to purchase. As always, if there is something specific that you need, I am happy to customize.
In the words of Dr. Bonnie Henry, our Provincial Medical Health Officer, “Be kind, be calm and be safe”!
This illustrated learning story helps to explain what school might be like as children return after learning at home during the Covid 19 Pandemic. It describes new protocols and routines such as hand washing, physical distancing and social distancing. It is meant to ease anxiety of children as they enter their classrooms after an unexpected absence. There are two versions: one with a mask and one without.
Please let me know if you would like a customized version for your school:
These visuals were made to support increasing numbers of students attending school in British Columbia during the pandemic. They address some of the “New Normal” situation. I like to frame it by saying that school is “the same but different” to ease the transition.
Download and share as needed. I hope these are useful!
Simply, joint attention is a shared experience between you and your child – when you both realize it is a shared experience – even if it is just for a fleeting moment. We need joint attention before we can communicate effectively.
The Official Definition:
Joint attention is the ability to “maintain a common focus with another person on an event in the immediate environment, or on a topic through language. Joint attention communication occurs when signals are used to direct another’s attention to an object or event for the purpose of sharing observations or experiences (e.g. commenting on an object or event, requesting information). “(From The SCERTS Model, Vol. 1, by Prizant, Wetherby, Rubin, Laurent, and Rydell, p.313).