Education Support Package - Classroom Management

Effective classroom management involves thorough planning, preparation and organisation. When catering for students with disabilities several management factors need to be considered. This chapter provides information pertaining to the successful management of children with disabilities.

The following information will be discussed.

• Behaviour Management
• Adaptations, Modifications and Specialised Equipment
• Adapting and Modifying Instruction
• Inclusion/Integration
• Time tabling
• Community Health Nurses
• Administration of Medication
• Use of Teacher Assistants
• Volunteers

Behaviour Management

Management of student behaviour is integrated into all facets of the school curriculum and its operations, and all schools are required to have a behaviour management policy.

Behaviour management is a whole school issue. It is the responsibility of all staff to ensure that appropriate consequences are consistently implemented as per the school's behaviour management plan/policy.

As with all students, students with disabilities are required to follow the school discipline policy. Behaviour management policies and procedures give both students and teachers a clear understanding of behavioural expectations. Most situations occurring in schools can be managed under the school behaviour management policy. Students with disabilities are expected to behave appropriately in all settings.

Students with disabilities, like all students, benefit from a consistent approach, which includes emphasis on teaching appropriate behaviour. General principles of behaviour management aim to increase appropriate behaviours.

General principles

Positive reinforcement is any reward given to a student which increases the probability/likelihood that a desired behaviour will occur again. Students who have been praised or rewarded for following an instruction, for example, have been positively reinforced and the likelihood that an instruction will be followed again is increased. The more the student values the incentive being used the more likely they are to repeat the behaviour. It cannot be assumed that the same incentive will work for all students and it is therefore vital to determine which incentives are valued by each student.

Negative reinforcement is any reward withheld or removed from a student which increases the probability that a desired behaviour will occur again. A teacher who withholds from giving a lolly to a student, who has not followed an instruction, has negatively reinforced the student. This increases the likelihood that the student will follow an instruction in the future in order to gain a lolly. Again, the incentive (i.e. the lolly) must be valued by the student or the likelihood of the desired behaviour being displayed again will not increase.

Fundamentals of behaviour management procedures

Prevent and minimise problem behaviours Positive routines and rules need to be established. Unwanted behaviour can be prevented by considering the following points:

• always operating within the accepted behaviour management guidelines established at the school;
• encouraging those students who are working well and reinforcing positive behaviour;
• setting an example to students by their behaviour;
• creating a learning environment which is relevant and interesting;
• selecting instruction methods which are appropriate for the students;
• considering the physical aspects of the environment such as seating, length of time on task; and
• ensuring that routines and rules are established, displayed, taught and constantly reinforced.

Encourage and correct Encouragement and correction involves encouraging students to become more aware of their competence by commenting on their behaviour (Richmond, 1997). Some strategies to encourage appropriate behaviour management are to:

• reinforce the rules;
• promote a positive, supportive learning environment;
• focus on strength and build esteem;
• stimulate students to risk take and to tackle difficult tasks;
• give students information about their competence;
• direct attention to strategies that are useful for problem-solving;
• allow correction to take place in the least intrusive manner;
• set clear expectations and consequences;
• establish routines;
• be consistent;
• be specific by describing back to students the behaviour that you know will help them learn;
• be assertive;
• model appropriate behaviours;
• reinforce and praise appropriate behaviour;
• prepare student for changes in routine - explain what change will occur;
• anticipate difficulties;
• have additional activities prepared for students who complete set tasks;
• ensure the task is not too difficult;
• use body language, (e.g. eye contact);
• use redirection, diversion, or distraction techniques;
• implement a buddy system;
• after correction, re-establish a positive relationship as soon as possible; and
• give clearly defined choices.

Apply appropriate consequences There should be a connection between behaviour and outcomes that follow from clear understanding of rights, rules and responsibilities.

• Every inappropriate behaviour must have direct, immediate and related consequences.
• Consistency is essential.
• There needs to be a common understanding of what is 'inappropriate' behaviour.
• The consequences/punishments need to be predetermined and may be different for individual children.

Consider:

• What is a fair consequence to behaviour?
• What consequences should be non-negotiable?
• What will the student learn from consequences applied to them?

Repair and rebuild Repairing and rebuilding goes beyond correction and consequences. It involves forgiveness and reconciliation.

• It assures students that they are still accepted members of the class.
• It deals with the natural bad feelings that are the result of facing consequences and punishment.
• It emphasises reconciliation and moving on - this generally needs the staff member to initiate and model the process. If possible always try to repair and rebuild the relationship by the end of the day even if an inappropriate behaviour occurs just before home time.

Repairing damaged and strained relationships also involves teaching better and even new behavioural patterns. This often needs to be a whole school approach which means all staff taking a team approach to solve the problem. Importantly, the class teacher does not and should not solely own the problem. The teacher is entitled to whole school support.

Individual behaviour management plans

An individual behaviour management plan is a plan formulated to address the behaviour of a particular student and may be necessary when the student:

• does not respond to class behaviour management strategies; seriously interrupts the learning of himself and others;
• engages in self-injurious behaviours;
• engages in anti-social behaviour;
• puts himself and others at risk; or
• is seriously non-compliant.

Writing a behaviour management plan

Before writing an individual behaviour management plan, it is useful to observe the student and document information about the behaviour and its occurrence. This data can assist greatly in writing the plan. (See Behaviour Document Sheet).

An individual behaviour management plan should be written in collaboration with parents, the school psychologist, school administrators and the classroom teacher. It should:

• describe clearly the behaviour which is of concern;
• state what intervention procedures are to be used when the behaviour occurs;
• specify consequences to the student if he/she engages in the behaviour;
• provide for collection of data about the behaviour (who will collect?, what specific information will be collected?); and
• specify a time period, after which the plan should be reviewed to determine its effectiveness, based on the evidence of the data collected. If necessary the plan should be modified or changed at this stage.

All staff dealing with the student should be made familiar with the behaviour management plan and should participate in its implementation.

Management of Seriously Disruptive Incidents

A Seriously Disruptive Incident (SDI) is an event involving a violent act by a student which leads to another person being intimidated, physically injured or to property being damaged. Screaming and verbal abuse is not considered, on its own, to be serious enough to be a SDI. A SDI does not include actions such as self-injurious behaviour, withdrawal and depression or running away.

Contributing Factors to a SDI

Student background ­

o social skills

o medical conditions, (e.g. epilepsy, neurological, pain) o emotional factors

o home environment

o inadequate communication skills

Unpredictable routines and staff inconsistency

Provocation ­

o increased irritability

o response to failure

o miscommunication

o frustration

o violation of personal space o change of expectations

o limit-testing

Various contributing factors may combine to produce increasing tension or stress in students until finally one or a combination of factors occurs to 'spark off an incident.

Coping with a Seriously Disruptive Incident

Your first priority is for your own safety. Do not intervene when only destruction of property is at risk. Second priority is to prevent other students from being injured - but again don't jeopardise your own safety. Act to enable the student to become calm as soon as possible.

• Teachers may need to incorporate stress-reducing activities into daily routines.
• Use effective communication with students.
• Obtain further advice to cope effectively with SDls, (e.g. school psychologist, social worker).
• Teachers must not feel they have to cope alone. Students are the responsibility of the school and teachers should consult with administration for assistance.

("The Prevention and Management of Seriously Disruptive Incidents" produced by Western Australian Authority for Intellectually Handicapped Persons, 1986)

Behaviour Documentation Sheet

Student Name:

Adaptations, Modifications and Specialised Equipment

In order to access their education program, students with disabilities may require specialised, modified or adapted equipment and curriculum.

Adaptations and modifications

To adapt or modify is to alter or change something which already exists to suit a desired purpose.

Adaptations and modification to the physical environment

For example:

• Wider aisles, doorways
• Adapted tables, desks and working surfaces. Lower shelves, cupboards
• Wheelchair access to sinks, basins
• Ramps, rails
• Adaptive playground equipment
• Pencil grips, dycem non-slip mats
• Modified eating tools
• Toilet/bathroom equipment
• Modified seating (chairs on castors)

Adaptations and modifications to the curriculum

For example:

• Convert to braille, large print
• Convert print to audio material
• Adapt academic testing, (e.g. extra time allowance)
• Use peers for note-taking
• Modify activities to suit relevant learning goals
• Use raised-line drawings (vision impaired)
• Highlight main ideas with the high lighters
• Delete non-essential information
• Translate print material into graphic aids
• Organise and sequence logically ideals, tasks and directions
• Modify workload
• Present curriculum in child's first language (Auslan for deaf children of deaf parents)
• Interpreters

Adaptations and modifications for communication

For example:

• Concrete aids/pictorial symbols instead of script. Signing
• Enlarged print
• Magnifiers
• Short, concise instructions and sentences
• Emphasise key words
• Communication boards (teacher-made)

Specialised equipment

Specialised equipment is equipment specific to the individual and provides access to curriculum, environment and communication.

Specialised equipment to access curriculum

For example:

• Computers, closed circuit TV, Braille, typewriter, concept keyboards
• FM's (Frequency Modulators), hearing aids, cochlear implants
• Magnifiers, telescopes
• Page turners
• Tape recorders
• Battery -operated toys
• Scanning programs for computers
• Purpose built equipment, (e.g. jigs, tap turners, kitchen equipment switches)
• Acoustic treatment (loop system)

Specialised equipment for mobility in the school environment

For example:

• Wheelchairs (manual and electric)
• Standing/walking frames
• Hydraulic change tables
• Hoists
• Individualised therapy equipment (hand splints)
• Long cane

Specialised equipment for communication

For example:

• Calling devices to gain attention (buzzers, Memo-Me, Big Mack)
• Scanning devices
• Voice output communication aids (MACAW)
• Printed word communicators (Canon Communicator)
• Computer communicators (concept keyboard, Kenx)
• Aided symbolic systems (COMPIC)
• Recording devices

Acoustic treatment (loop system)

Adapting and Modifying Instruction

Learning programs/lessons can be organised into graded tasks ranging from basic activities to tasks that require more complex skills and knowledge. Any work presented to students should be age appropriate in content and context.

Strategies include:

• Modifying materials to suit the ability and understanding of students within the group (e.g. use COMPIC, picture board for story writing, large/print.)
• Reducing the workload and expectations, (e.g. answer three questions instead of five.)
• Simplify texts, delete/replace unnecessary print. Use of audio tapes for non-readers.
• Modify worksheets to suit ability level of students.
• Simplify activities, (e.g. use of concrete aides, drawing, computer).
• Use sequence cards, pictures and photographs as aid for story writing.
• Set up learning centres using activities to cater for a range of abilities.
• Engage students in problem-solving activities and self-correcting games.
• Use age-appropriate materials at reading and interest level.
• Allow students to work at own pace.
• Encourage peer tutoring, co-working and group work.

Present alternate formats (e.g. Braille).

Inclusion and Integration

The Disabilities and Learning Difficulties Branch defines inclusion and integration as:

Inclusion

In the Western Australian context, inclusion is the practice by which a child with a disability is enrolled full time in the regular classroom and accessing the regular curriculum (with or without modification).

Integration

In the Western Australian context, integration describes the practice by which the student receives intensive instruction appropriate to individual needs in an Education Support Centre or Unit, and joins their mainstream peers for the remainder of the educational program.

When planning an inclusive or integrated placement for any child, it may be helpful to consider the following:

• There is not anyone ideal setting or one right way to do it.
• All teachers can be successful in integrated/inclusive classrooms.
• Integration or inclusion is most likely to be seen as successful by those involved when a coordinated, supportive team approach is used.
• Teachers and children should not be afraid to make mistakes and to learn from them.
• Take things one day at a time. Do not try to solve all problems today or even this week!
• An Individual Education Plan (IEP) with clear goals and objectives that has input from every one, including parents, goes a long way towards making everyone feel like "we are on the right track and progress is being made". (Refer to IEP section).
• If it feels like everything is going wrong, talk with others, ask for help, problem solve some days are like that. Remember - this is real life!

Preparation

• Identify the team which will be involved with the student and the program - parents, school personnel, psychologist, therapist, other agencies, (e.g. Autism Association).
• Assess physical requirements in consultation with school administration and therapists:

e.g. modifications to:

• buildings
• stairs
• learning areas
• school yards/play areas o toilets
• furniture
  
• Consider availability of human resources:

• teacher
• teacher assistant
• volunteers/parent helpers
• support services, (e.g. visiting teachers / therapists).

• Assess equipment requirements
• Access professional development for teachers and teachers' assistants. If possible this should occur before the student arrives in the classroom, as well as during the year if needed.

Factors contributing to successful integration/inclusion

• Support for class teacher:
  
  • from administration;
  • from other staff members;
  • from teachers involved with integration/inclusion in other schools;
  • from district/regional staff; and
  • from central office staff.

• Setting realistic expectations.
• Belief that the student will succeed.
• Use of praise and encouragement.
• Consistent management (refer to Classroom and Behaviour Management section).
• Promotion of a sense of belonging in the class/school.
• Flexibility in time tabling (refer to Student Profile).
• Ensuring that the student is seated so that he/she:
  
  • can be easily monitored and given assistance if necessary;
  • is near others who provide positive role models and support; and
  • is part of the group and not identified as different in any way.

• Willingness of the teacher to share the classroom with other adults.
• Willingness of the teacher to ask for help if it is needed.

The role of the teacher

• welcoming the student with disabilities and encouraging a sense of his /her belonging in the class;
• organising teacher assistant's duties;
• supporting of teacher assistant; and
• overall planning and management of the teaching/learning program.

Common feelings

• Fear and uncertainty about how to interact with a student with disabilities.
• Fear and uncertainty about how to teach the student.
• A feeling that someone else would be more qualified or would have a magic answer.
• A sense of desire to 'fix' the student so that they learn and act like other students.
• Pressured by the extra responsibility.
• Fearful of managing the physical needs of the student.
• Pressured by the amount of time needed to teach a student with disabilities.
• Concern about the possible impact on the rest of the class.

Curriculum considerations

When developing a program for a student with a disability, the following points need to be considered:

• what the student can do now; academically, physically, socially and behaviorally;
• what do you want the student to achieve - choose useful, practical, functional goals;
• adapted materials;
• classroom layout; and
• type of teaching strategies to use (Refer to Teaching Strategies section).

Timetabling

Whether time tabling for inclusive, integrated or segregated settings, time tabling involves addressing the student's individual needs at appropriate times in the school day.

In an inclusive setting, the student with disabilities works within the mainstream classroom, on a modified program where necessary. Modifications may involve altered work output expectations, simplified objectives or alternative parallel programs. Students in this setting can be provided with support by teachers, teacher’s assistants or volunteers.

In an integrated setting, the student with disabilities works within the mainstream classroom but is withdrawn for intensive instruction in one or a number of learning areas. During these withdrawal times the student works on an individualised learning program that addresses the specific needs of the student, as devised during the Individual Education Plan meeting. Students in this setting can also be provided with in class support by teachers, teacher's assistants, or volunteers.

In a segregated setting (special school), students with disabilities work within one core class, as in a regular mainstream class setting. While the whole group may be working together in the one lesson, each child will be working towards achieving specific individualised objectives. For example, in a cooking lesson one student may be working towards the identification of ingredients while another may be trying to master the skill of grating.

In all settings - inclusive, integrated and segregated - the following points need to be considered:

• Timetables need to be flexible. There is little point in 'setting them in concrete' as they often need to be altered according to the changing needs of the students and changing therapy timetables.
• Timetables need to reflect the input required by therapy staff. A range of therapy staff may work with the students throughout the year, all at various times. Therapy may involve the student being withdrawn from the class to work one-to-one with the therapist or the therapist working with the student in the classroom while the regular lesson continues.
• Timetables may also indicate task allocated to teacher assistants, volunteers and the students with whom these people will be working.

Inclusive setting

Student profile

Student Profile - Tania

Tania's priority objectives

The following priority objectives were determined collaboratively at an IEP (see IEP chapter) meeting.

Tania will:

Tania's program

Tania follows the same timetable, experiences the same lesson content and participates in planned activities alongside other class members. Tania's eight priority objectives are focused across all learning areas. In addition, she is expected to work towards a few educational objectives (modified if necessary) specific to the subject and content being taught. These objectives form the basis of any assessment tasks. Work sheets, tests and assignments are sometimes modified or simplified. Alternatively, Tania is required to complete only a portion of the workload.

Tania's timetable

The following timetable demonstrates how Tania, while participating in the overall class program, can have her individual needs met. Priority objectives are noted for each subject (refer to list on previous page).

NAME: Tania_______________ YEAR:8__________

HOMEROOM

(objectives c, d, h)

RECESS

(objective a)

LUNCH (Objective 1)

PARTIAL PARTICIPATION EXAMPLES

See Tania's priority objectives

Integrated setting

The following is an example of a timetable for the integration of students in an Education Support Unit. The unit has a core population of students who:

• remain in the unit for most of their activities; and
• move into mainstream classes for integrated lessons.

The unit teacher also withdraws students from mainstream classes for individual work in areas where they have specific learning difficulties.

TIMETABLE

Segregated Setting

Following is an example of a timetable from a segregated setting. Students in the class work on the same activity but may be working towards different objectives, as determined by their Individual Education Plan.

Community Health Nurses

A valuable resource for classroom teachers is their local community health nurse. Community nurses can provide relevant information pertaining to the health of students with disabilities. The role and function of the community health nurse includes:

• Surveillance/monitoring health status, (e.g. provide and maintain current health Care Plans for students with identified chronic and acute conditions).
• Screening.
• First aid - provide first aid response to accidents/incidents or in emergency situations.
• Crisis intervention - provide health counseling to individuals and groups as required.
• Research - (e.g. participate in identified research projects).
• Team Work - attend and participate in relevant team meetings.
• Infection controls - maintain and update knowledge and skills of infection control practice.
• Maintaining records/data collection.
• Liaison - liaise with school community/student/parents/staff.
• Advocacy - act as client advocate as required.
• Self care/self determination - promote philosophy and practice of self c are, self determination.
• Social/emotional support - provide health counseling as required.
• Individual health education/promotion - opportunistic.
• Group education - provide health education according to K-1O syllabus.
• Resourcing - providing up-to-date literature, and professional contacts.

Community health nurses can be located in the White Pages under "Community Health Services" or if in remote areas, through the local hospital.

Administration of Medication

The Education Department of Western Australia has developed guidelines for medication administration. Schools without a community health nurse on site should become familiar with "Administration of Medication Policy and Procedures" which clearly outlines responsibilities of staff. In particular, attention should be drawn to the safe storage of medication (p. 8) which outlines that:

• prescribed medication must be stored safely in a lockable cupboard which can be only accessed by authorised persons;
• all medication must be in a labeled container which shows the name of the drug, name of the student, the dose and frequency; and
• incorrectly labeled medication shall not be accepted for use.

Following is a Student Medication Request pro forma which must be completed by a parent/carer/guardian before medication can be dispensed.

SCHOOL:

To be confidentially stored until the student is 25 years old.

Year document to be destroyed _____________ (Year)

Student Medication Request

NOTE:

Where possible student medication should be self-administered by the student or be administered by parents at home at times other than during school hours. If the Principal of the school is to approve of school staff administering or supervising the administration of medication to a student, then the following requirements must be met.

The Doctor prescribing the drug must be aware that the school will supervise or carry out administration of medication on the instructions provided. It is therefore necessary that the doctor provide instructions. These instructions are a mandatory requirement and are necessary when the school staff are to administer the drug, supervise the administration of the drug, or monitor the student after drug administration.

Drugs for administration should be delivered to the schools into the care of a staff member. The school will prepare a student medication record and store the drugs in a secure place. All drugs should be contained in properly labeled containers showing the name of the drug, the name of the student and the appropriate dose and frequency.

(Please print)

Name of parent/guardian/carer________________________

Name of student_________________ Date of birth________

Current school______________________________________

Name of prescribing doctor____________________________

Medical condition being treated________________________

Name of drug___________ Dose ________Time to be taken__

(It is the responsibility of the parent/guardian/carer to provide the correct

drug labeled Improperly labeled drugs will not be administered.)

Commencement date________________________________

Conclusion date____________________________________

Replacement date of drug if appropriate Comments (any additional information

may be attached)

Note 1. A new request/record agreement needs to be made:

• if the dose or medication type is altered;
• if the regime is re-started following the expiration of this order;
• at the beginning of each NEW calendar year;
• if the designated teacher alters.

Note 2. This agreement form is only valid in conjunction with instructions from

the prescribing doctor.

____________________________             ________________
Parent/guardian/caregiver    DATE             Principal       DATE
(Please specify which applies)

Teacher Assistants

A teacher assistant is employed by the school to assist the teacher with the implementation of the students' programs.

An assistant may be employed to work with one student in particular or within a class, as a whole.

The allocation of a teacher assistant is not to provide the student with a disability with a personal minder. It is the teacher's decision as to how the teacher assistant will be utilised and this will vary according to individual programs.

• The teacher assistant may work with a small group which includes the student with a disability.
• The teacher assistant may supervise a general class activity while the teacher works with a small group (including a student with a disability).
• Teacher and teacher assistant may work together with the class - each giving extra assistance to a student with a disability as required.
• The teacher assistant may work with a small group requiring specific assistance while the teacher directs the remainder of the class (including student with disability).

Teacher assistants are responsible to the Principal and remain under the direction and supervision of the teacher. Teacher assistants may not assume direct responsibility for the management, teaching or control of students.

Statement of Duties

General duties

• Assists with the collection, preparation and distribution of teaching aids.
• Duplicates, stencils, collate and staples, distributes student lesson material.
• Maintains records of books and materials distributed.
• Assists with clerical duties associated with normal classroom activities, (e.g. pupil records, collections, etc.).
• Collects and distributes stock and equipment.
• Assists teacher with care of children on school excursions, sports days, and other out of classroom activities.

Duties related to schools which enrol pre-primary age students and/or children with exceptional educational or management needs.

• Assists with arrival and departure of children traveling on bus.
• Assists with care of children at free play before school and at school recess.
• Prepares room and outdoor equipment as required by teacher, including preparation and clearing away of teaching materials and equipment.
• Prepares paint, dough's, clays, etc. for lesson.
• Assists with supervision of activity work as programmed by teacher.
• Assists with care and supervision of children in both indoor and outdoor activity as directed by teacher.
• Listens to reading as directed by teacher.
• Maintains classroom in tidy condition as necessary.
• Moves children about as necessary.
• Assists children undressing, bathing, dressing, toileting, etc. including cleaning up after accidents.
• Maintains changes of clothing in order (including rinsing soiled clothing and attending to minor mending).
• Participates in discussions with the teacher and assists in the implementation of individual or group programs as directed by teacher.
• Cooks or prepares light meals and assists children with lunch, morning tea and feeding programs (including associated washing up).
• Assists with the care, maintenance and minor repairs of equipment and materials, including maintenance of electrical wheelchairs and battery charging, as directed by principal and/or teacher.
• Assists with care of children at camps, outings, sports etc.
• Transports children in special circumstances or emergencies, as required or directed by principal and/or teacher.

Additional duties related to Aboriginal Schools

• Provides liaison between teacher and children as and when necessary.
• Provides liaison between teacher and local community.

Volunteers

Volunteers are members of the public, who work closely with individuals/small groups who require specialised assistance. They provide a valuable service to students and staff.

Volunteers need to be aware of confidentiality and be told that no information regarding students should be discussed outside the school at any time.

Some considerations

• Be careful about using volunteers who are employed in another part time job. They would not be adequately covered financially for any longer term severe injuries sustained while at the school which may affect their ability to carry out their normal work.

There is some cover for volunteers under Education Department "Voluntary Worker's Insurance", but this covers medical expenses only and there is a ceiling on this. (See page 35 "The Education Circular", February 1987).

• Volunteers are not allowed to toilet students.
• Volunteers are not allowed to lift students.
• Do not allow volunteers to work with unpredictable students.
• Do remember to thank your volunteers regularly.
• Do keep a record of the names, days and times volunteers work at the school.
• Do ask volunteers to give their name, address and telephone number to the School Registrar (Office) for the records.
• Do make volunteers feel comfortable, highly regarded and essential to the implementation of the program.
• Do take time to discuss any problems, successes or questions resulting from
• Volunteers' involvement with the students.
• Do take time to show a personal interest in each volunteer.
• Do take time to train volunteers in the skills required of them, thus giving them confidence and expertise.

It all takes time but is well worthwhile in terms of interested, effective and consistent volunteers.

Using volunteers in the classroom

It is important to have a strong support network of people for students with disabilities. Volunteers can be a valuable resource in the classroom.

Volunteers can assist in the classroom by:

• supervising small groups;
• preparing teaching materials;
• maintaining student records;
• tutoring students in learning areas;
• monitoring students' progress and providing feedback to teachers;
• helping students research subjects in the library;
• acting as mentor to extend student learning;
• accompanying the teacher with groups on outings and excursions;
• using their expertise by offering a wide range of electives; and
• carrying out an individual program

Issues to Consider

• Stress the importance of confidentiality.
• Develop good rapport with volunteers.
• Clarify roles.
• Be well organised.
• Establish routines.
• Provide volunteers with specific tasks.
• Explain to students the role of the volunteer.
• Share volunteers around.
• Think of ways to include all volunteers at some time.
• Provide other ways in which volunteers can participate, (e.g. fund raising, working bees.)
• Explain volunteer's job to the class.
• Organise volunteer to work with different children.
• Write a list of specific tasks for volunteers to do. (See Cooperative Learning)
• Develop a Volunteer Guide Book.
• Send reminder note home the day before.
• Ring volunteer beforehand.
• Have a number of prepared backup activities.
• Request regular release time.
• Do checklist to monitor student progress.
• Have regular place and routine for storing information.
• Establish specific short term commitments.
• Vary tasks and jobs volunteers do.
• Thank volunteers personally and formally.
• Display photos of volunteers at work.
• Ask students to write thank you letters showing appreciation.
• Publish examples of work in newsletter.
• Advertise in the school newsletter for volunteers.
• Contact church groups, local high schools or community service groups.

Suggestions for volunteers

Immediate feedback

Provide the students with immediate feedback of results, (i.e. reward him/her as soon as possible after he/she has attempted, approximated or achieved a task.)

Enthusiasm

Show enthusiasm when a student progresses or attempts to comply with your request. Remember that what may seem to you like very little progress may be a giant step for the student.

Correction

If a student is behaving or performing inappropriately or incorrectly, correct him/her in a

positive manner. Say "This is the way to ..................... " as you demonstrate the desired behaviour.

Positive thinking

Think positively. If you believe that the student will succeed, you will search for new and creative ways to facilitate his/her progress.

Keep control

Remain calm and poised no matter what happens. A student will often react negatively to a teacher who is losing or has lost control. A sense of humour will help!

Over-protection

Do not over-protect the student. Allow him to participate in a variety of situations and activities.