This page contains scenarios created and strategies shared by staff at an International School in Sweden.
The teacher assigns a group project and there is one student who puts up his/her hand saying "I want to work on my own."
* Have a conversation with them - ask why
* Give them a choice of who they want to work with - teachers considers who they will be comfortable with (safe person)
* Assign the groups first, then the task
* Assign roles within the group.
* Make the group work purposeful.
* Make parts of the project independent.
* Teacher should choose groups - give each student a specific role - prepare the student with clear expectation.
* Small challenges and different types of group work - assign them a challenge and build up to working 100% in groups.
* Have a discussion about real world application of collaboration (i.e. we all have to work with people we don't like sometimes).
Student that has a short concentration span and cannot focus on an independent task on a consistent basis. Doesn't see the value of being in class and is easily distracted. Goal - keep him focused without distracting the rest of the class.
* Seat the child near the front.
* Talk with the student privately before the lesson.
* Give opportunities to be/feel successful.
* Chunking up tasks.
* Check in regularly - assessment for learning and understanding.
* Meaningful feedback (praise when earned).
* Give opportunities to walk around after specific target met.
* Check that he understands the task? Perhaps the language is too hard or too much information or needs a more concrete instruction or different input.
* Check in regularly - ask questions to make sure they understand, not yes/no ones.
* Students often don't want to admit in class environment that they don't understand.
*How long are the directions for the task?
* Connect interests to lesson/task - show real life application.
* Build relationship with student - e.g. during pedagogical lunches, consider switch to vertical mentoring scheme.
* Visual log or visual instructions (make available to all).
* Fill out a cause for concern form, discuss behaviour of the children with other teachers.
* Use more practical activities.
Students need to be separated into groups and sent to several classrooms in order to complete the task (because of lack of space and needs of the subject). This creates an oversight challenge and students are not always using the time and space wisely.
* Chunk out - specific targets given of what needs to be completed.
* Check google classrooms document to see who has contributed.
* Use different coloured pens to check who has done the work. Follow up on this.
* Give tokens to 'spend' during the task, each time the student makes a contribution.
* Give a checklist to guide the work, setting targets for completion of tasks.
* Create a group leader and give them the checklist.
* Use a timer - break the task up and check in regularly.
* Keep the least productive group in the main classroom where you can supervise them.
* Specific locations where groups can go - maybe part of the task takes place in one location then rotate - keep slower grups on track as anther group comes into their room.
* Clear expectations of what is to be done and how room is to be used - timed sections.
* Pep talk about how with freedom comes responsibility.
* Picture on wall of how room should look when they are finished.
* Give examples to show what the work should look like at the end of the lesson.
* Have students share to ensure it is done by the end.
* Assign roles to the students, e.g. time keeper, 'on task' inspector, note taker, etc.
* Penalties for not finishing or being last to finish.
* Unfinished work completed as homework.
* Contacting parents, meeting with teacher/student and parents.
Student is not interested in learning, daydreams, struggles with comprehension and expressing self. Produces no work in class - seems apathetic. Doesn't pay any attention to anything and situation is deteriorating.
* Check comprehension - contact parents, talk to the student, use a cause for concern form.
* Is it just an issue in one subject? Contact other teachers to find out.
* Checklist task sheet.
* Find interests and link to them.
* Get student to set their own goals and decide on rewards.
* Short term rewards - one good lesson = 3 minutes listening to music, watching something.
* Future goals? Link to current learning.
* Help student get started with the task at hand and then check-in regularly.
* Contact mentors or parents abut sleeping patterns and nutritional intake.
* Decide on 3 targets to be achieved by student, with student.
* Teachers sign off each lesson - mentor to check each day.
* Shared google document where teachers can reflect and the situation can be monitored by mentor.
* School wide behaviour tracking.
Student who calls out while instructions are being given by the teacher. This is causing other students to react in a disruptive way.
* Student can write thoughts on a post it note rather than calling out.
* Give the student a role.
* Make the student participate in explaining the task/assignment.
* Student is given three opportunities to answer a question (not calling out) - measure 3 times by giving 3 post its.
* A positive tracker - one square for each lesson to be signed by class teacher. Reward for 10 signatures from mentor.
* Goal setting meeting - parents, mentor, teacher, etc.
* Signal from teacher when something is inappropriate.
* Physical break - attention seeker?
* Create awareness of the value of others.
* Make student aware of the impact of their behaviour, include them in strategies to improve the situation, reflect afterwards.
* Make it a positive (highlight the student's enthusiasm).
* Use a non verbal communication technique.
* Speakers' list and time limit.
A large class, where the students lose focus very quickly and start chatting at any opportunity. Conversation is usually off topic and it's difficult to establish 'one voice' expectation.
* Comment on students doing the correct behaviour, e.g. thank you for ...
* Divide lesson time - use physical breaks, chunk activities, variety of activities, rewards such as get out of homework free card.
* Reinforce expectations - firm but fair.
* Establish silence - pause, wait for quiet.
* Visually demonstrate time wasted by turning sand timer on its side to 'hold' wasted time.
* The 'pea' jar - earning a reward together.
* Teamwork games and activities, making sure to rotate or change groups.
* Teachers reinforcing expectations through modelling.
* Set tasks with the right level of challenge.
* Re-evaluate the seating plan.
* Make a creative activity without using any words.
* Different teaching and learning environments, e.g. outdoors.
Whole class calling out negative comments and undermining each other. Multiple ring leaders which makes it difficult for the lesson to continue. Laughing at each other's mistakes. Competitive (negatively, putting others down).
* Restorative practice.
* Individuals have to take ownership of their own actions and should write emails home to their parents.
* Call in the parents to meet with the teacher, child and leadership.
* Class contract/essential agreement.
* Focus on the good in the class.
* Stop the class/lesson and address the situation with an activity.
* Be consistent across classes.
* Stamp out the bullying immediately (first two points).
* Reset by going back to rules and agreements.
* Anonymous check on how the class is doing.
* Visual description of the impact (literally 'draw the line').
The teacher assigns a group project and there is one student who puts up his/her hand saying "I want to work on my own."
* Have a conversation with them - ask why
* Give them a choice of who they want to work with - teachers considers who they will be comfortable with (safe person)
* Assign the groups first, then the task
* Assign roles within the group.
* Make the group work purposeful.
* Make parts of the project independent.
* Teacher should choose groups - give each student a specific role - prepare the student with clear expectation.
* Small challenges and different types of group work - assign them a challenge and build up to working 100% in groups.
* Have a discussion about real world application of collaboration (i.e. we all have to work with people we don't like sometimes).
Student that has a short concentration span and cannot focus on an independent task on a consistent basis. Doesn't see the value of being in class and is easily distracted. Goal - keep him focused without distracting the rest of the class.
* Seat the child near the front.
* Talk with the student privately before the lesson.
* Give opportunities to be/feel successful.
* Chunking up tasks.
* Check in regularly - assessment for learning and understanding.
* Meaningful feedback (praise when earned).
* Give opportunities to walk around after specific target met.
* Check that he understands the task? Perhaps the language is too hard or too much information or needs a more concrete instruction or different input.
* Check in regularly - ask questions to make sure they understand, not yes/no ones.
* Students often don't want to admit in class environment that they don't understand.
*How long are the directions for the task?
* Connect interests to lesson/task - show real life application.
* Build relationship with student - e.g. during pedagogical lunches, consider switch to vertical mentoring scheme.
* Visual log or visual instructions (make available to all).
* Fill out a cause for concern form, discuss behaviour of the children with other teachers.
* Use more practical activities.
Students need to be separated into groups and sent to several classrooms in order to complete the task (because of lack of space and needs of the subject). This creates an oversight challenge and students are not always using the time and space wisely.
* Chunk out - specific targets given of what needs to be completed.
* Check google classrooms document to see who has contributed.
* Use different coloured pens to check who has done the work. Follow up on this.
* Give tokens to 'spend' during the task, each time the student makes a contribution.
* Give a checklist to guide the work, setting targets for completion of tasks.
* Create a group leader and give them the checklist.
* Use a timer - break the task up and check in regularly.
* Keep the least productive group in the main classroom where you can supervise them.
* Specific locations where groups can go - maybe part of the task takes place in one location then rotate - keep slower grups on track as anther group comes into their room.
* Clear expectations of what is to be done and how room is to be used - timed sections.
* Pep talk about how with freedom comes responsibility.
* Picture on wall of how room should look when they are finished.
* Give examples to show what the work should look like at the end of the lesson.
* Have students share to ensure it is done by the end.
* Assign roles to the students, e.g. time keeper, 'on task' inspector, note taker, etc.
* Penalties for not finishing or being last to finish.
* Unfinished work completed as homework.
* Contacting parents, meeting with teacher/student and parents.
Student is not interested in learning, daydreams, struggles with comprehension and expressing self. Produces no work in class - seems apathetic. Doesn't pay any attention to anything and situation is deteriorating.
* Check comprehension - contact parents, talk to the student, use a cause for concern form.
* Is it just an issue in one subject? Contact other teachers to find out.
* Checklist task sheet.
* Find interests and link to them.
* Get student to set their own goals and decide on rewards.
* Short term rewards - one good lesson = 3 minutes listening to music, watching something.
* Future goals? Link to current learning.
* Help student get started with the task at hand and then check-in regularly.
* Contact mentors or parents abut sleeping patterns and nutritional intake.
* Decide on 3 targets to be achieved by student, with student.
* Teachers sign off each lesson - mentor to check each day.
* Shared google document where teachers can reflect and the situation can be monitored by mentor.
* School wide behaviour tracking.
Student who calls out while instructions are being given by the teacher. This is causing other students to react in a disruptive way.
* Student can write thoughts on a post it note rather than calling out.
* Give the student a role.
* Make the student participate in explaining the task/assignment.
* Student is given three opportunities to answer a question (not calling out) - measure 3 times by giving 3 post its.
* A positive tracker - one square for each lesson to be signed by class teacher. Reward for 10 signatures from mentor.
* Goal setting meeting - parents, mentor, teacher, etc.
* Signal from teacher when something is inappropriate.
* Physical break - attention seeker?
* Create awareness of the value of others.
* Make student aware of the impact of their behaviour, include them in strategies to improve the situation, reflect afterwards.
* Make it a positive (highlight the student's enthusiasm).
* Use a non verbal communication technique.
* Speakers' list and time limit.
A large class, where the students lose focus very quickly and start chatting at any opportunity. Conversation is usually off topic and it's difficult to establish 'one voice' expectation.
* Comment on students doing the correct behaviour, e.g. thank you for ...
* Divide lesson time - use physical breaks, chunk activities, variety of activities, rewards such as get out of homework free card.
* Reinforce expectations - firm but fair.
* Establish silence - pause, wait for quiet.
* Visually demonstrate time wasted by turning sand timer on its side to 'hold' wasted time.
* The 'pea' jar - earning a reward together.
* Teamwork games and activities, making sure to rotate or change groups.
* Teachers reinforcing expectations through modelling.
* Set tasks with the right level of challenge.
* Re-evaluate the seating plan.
* Make a creative activity without using any words.
* Different teaching and learning environments, e.g. outdoors.
Whole class calling out negative comments and undermining each other. Multiple ring leaders which makes it difficult for the lesson to continue. Laughing at each other's mistakes. Competitive (negatively, putting others down).
* Restorative practice.
* Individuals have to take ownership of their own actions and should write emails home to their parents.
* Call in the parents to meet with the teacher, child and leadership.
* Class contract/essential agreement.
* Focus on the good in the class.
* Stop the class/lesson and address the situation with an activity.
* Be consistent across classes.
* Stamp out the bullying immediately (first two points).
* Reset by going back to rules and agreements.
* Anonymous check on how the class is doing.
* Visual description of the impact (literally 'draw the line').
