Manage successful transitions
Suggestion for implementing the strategy ‘Helpful classroom strategies years 1-8’
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Classroom transitions
Classroom transitions
For students with FASD, ending one activity then beginning another can be a daunting task.
Directly teach the routines and expectations, then practise frequently.
Provide frequent guidance and positive feedback.
Transitions between activities
Transitions between activities
- Use a calm, quiet voice to tell students what is happening.
- Provide a signal to warn students that a transition is approaching. For example, use a hand sign or a sound to indicate the end of an activity.
- Give advance warning of a planned transition. For example, “The lunch bell is going to ring soon. Put away your books now.”
- Refer to the visual timetable to show students what is happening next.
- Supervise transitions so they happen smoothly.
Use a visual time table
Use a visual time table
For children with FASD, a sense of time must be imposed by external means.
Students who have an established routine are better able to create a sense of time but they need plenty of preparation for changes.
Manage pressure points
Manage pressure points
I hate going into the cloakroom in the morning as there is lots of pushing and shoving.
Mr Jack noticed that I was always grumpy first thing in the morning so he talked to me and my mum and we decided that I would come to class first and then go and hang up my bag after the bell.
Now I come into class happy and complete my handwriting without hurting others beside me.
Student (NZ)
Prepare students ahead of time
Prepare students ahead of time
To help a student prepare for their first school camp, students at Houghton Valley School made a book using digital photos with simple captions.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
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Return to the guide “Fetal alcohol spectrum disorder and learning”
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Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13