Option to Stand while Working
Option to Stand while Working
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Providing the option to stand while working...
Gives students options to self regulate
Limits distractions and disruptions
Offers ownership of self regulation
Implementation
Implementation
Overview
Just as there are standing desks that adults utilize in the workplace, the option to stand allows students to regulate themselves when they feel they need to get up.
This supports students who lack sleep or need a burst of focus.
The teacher should allow this opportunity for the student or class as needed. They should share the expectations and think strategically about the location of student seats that may use this strategy.
Student’s desk will be placed at the back or outside of the room if this option is considered so that student will not be a distraction to others.
Core Components
Clear guidelines for students on how and when students may use the option to stand or sit
Teach expectations on the process & practice procedure
Proactive Implementation
The option to stand in a specific area of the classroom may be introdcued to the class. The expectations are set with a specific process for limiting distractions and the why of standing thought through.
Responsive Implementation
The supervising adult may ask a specific student, group, or class to stand if they see the student fidgeting or falling asleep. This can increase bloodflow throughout the body.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the classroom may be prompted to support eachother by gently offering the option to stand if a peer se
Skills Training
If the need is skill building then the student may focus on the ability to maintain or regain focus once they are standing. The process is key with a specific location for the student. The skill is to utilize their resources.
Awareness
If the need is awareness then the teacher may initiate the intervention and conference with the student to review its effectiveness building self awareness.
Emotional Regulation
If the need is regulation then the student may be prompted or initiate the intervention when they are showing signs of bubbling behavior.
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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