Date
19 January 2020

Support positive behaviour

Suggestion for implementing the strategy ‘Key areas to support’

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Classroom supports

Classroom supports

Discuss with the student what will support their participation and motivation.

Build the suggestions into your teaching practice.

  • Build positive interaction – remove or minimise things that can cause distress.
  • Create opportunities for students to take the lead using their strengths and interests.
  • Help students to develop a strong sense of identity and be knowledgeable about their specific learning needs and abilities.
  • Consistently teach and reinforce classroom and playground rules.
  • Give specific feedback about attempted tasks that meet achievement goals.
  • Consider short term contracts to achieve learning goals and task expectations.
  • Give choice within set alternatives, starting with one out of two possible choices.
  • Develop cues individually with the student that will signal such things as when they need to refocus or take a break from a task or situation.
  • Teach organisation, time management, and coping skills.

Anticipate difficult times

Anticipate difficult times

Minimise confusion, tiredness, and frustration for students with dyspraxia.

  • Display a daily timetable.
  • Give clear and consistent instructions and approaches to work.
  • Offer supports such as a netbook or laptop to enable students to overcome their particular physical needs.
  • Be aware of and manage situations that may cause your student to react (such as changing the time, location or duration of an activity).
  • Promote self management strategies, such as taking a break.
  • Provide frequent specific positive feedback when your student makes good choices.

Useful resources

Useful resources

Website

Encourage positive behaviours

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

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Next steps

More suggestions for implementing the strategy “Key areas to support”:

Return to the guide “Dyspraxia and learning”

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