Limit Items at Desk
Limit Items at Desk
Embedded Files
Limiting Items at Desk...
Gives students limited distractions
Prevents frustration from disorganization
Creates a system to support students
Implementation
Implementation
Overview
Limiting the number of items the class or a particular student has at their desk allow for less opportunities for inappropriately using materials, working ahead, or easier movement around the class for stations.
Students should understand why the expectation exists whether it be for the whole class or particular students.
Students should clearly understand the expectation and be aware of the benefits it may have on THEIR learning.
The procedure for how to retrieve needed items should be established to limit confusion, disruption, and frustration.
This may look like having one on one conferences with the student and establish a given area in which student may keep desk items or a list of allowed items at desk.
Teacher will need to routinely check desk in order to make sure that the item limit is consistently used.
Core Components
Conversation and co-planning with student
Clear expectations of how to obtain materials they need
Proactive Implementation
Offer opportunities where the students have input in the organization and systems at their desk. All students can discuss limiting items at their desk to the essentials. This system may look like storing most materials in cubbies, lockers, or backpacks and only using them when needed.
Responsive Implementation
If a student, group, or class is struggling with organization or focus due to items at their desk then the teacher may initiate a system where a set number of items is allotted at their desk.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may use community bins to retrieve their items at the appropriate times.
Skills Training
If the need is skill building then an organizational checklist might be added to support a system of supervision. The checklist could be used to confirm all items are available and they have what they need to be prepared.
Awareness
If the need is awareness then the student may be asked to trial limiting the number of items at their desk and conferenecing to review how they feel prior and post intevention. This may work best with students who are feeling overwhelmed by materials and organization.
Emotional Regulation
If the need is regulation then the student may be asked to use a break in which they ensure all desks have all materials they need. The student may replenish any items that are out of stock or help with organization of community resources. This can be time away from what may be agitating the student.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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