Provide useful structure, protocols, and routines to increase predictability and calmer environments
Suggestion for implementing the strategy ‘Collaboratively develop a safe and caring culture and climate’
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Co-design with students
Co-design with students
- working in large, open spaces
- lining up in cramped spaces
- speaking in front of the class
- group work
- changing layout of furniture
- changing layout of rooms and spaces
- changes to routine
- lots of choices
- unable to see, read, or hear information
- loud noise levels
- bright lights and glare
- moving around the school with large numbers of people at once
- hot desking (no fixed desk).
Maximise use of visuals
Maximise use of visuals
Visuals can reduce student frustration and support independence.
They also help students see what you mean.
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Community building routines
Community building routines
Closed Captions
Support transitions between activities
Support transitions between activities
- Display a daily, visual timetable on the whiteboard with an outline for the day’s activities and refer to it when letting students know what is happening next.
- Teach behavioural expectations for transition and non-instructional activities.
- Use physical activities, such as standing and taking deep breaths, to mark the change from one lesson to another. Simple stretching or singing exercises are other effective ways to mark transitions.
- Advise the class 5–10 minutes in advance that a class or activity is about to end.
- Encourage students to self-manage timing by using a vibrating watch or a timer on their phone. They can set it to silently vibrate at particular intervals as reminders to transition to the next activity or class.
Self-assessment
Self-assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- The students and I have developed routines for the learning space.
- The routines are displayed and regularly taught.
- Students receive feedback and encouragement to follow the routines, both from me and from one another.
- We use basic NZSL signs alongside spoken instructions in the classroom.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)
Useful resources
Useful resources
Classroom language
A collection of classroom expressions in sign language shown through video clips.
Publisher: Thumbs Up!
Next steps
More suggestions for implementing the strategy “Collaboratively develop a safe and caring culture and climate”:
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Current page Provide useful structure
Return to the guide “Behaviour and learning”
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
