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Temporal environment (Predictability (Helps to understand expectations,…

- - - - Allow children to set the pace
      - Teachers set the pace
      - Teacher supervision is necessary
    - - Active and quiet segments
      - Short and long time periods
      - Self and teacher directed activities
      - Time spent indoors and outdoors
      - Large group activities
        
        Practise communicative skills
        
        Experience sense of belonging
        
        Talk about and solve problems
      - Small group activities
        
        Introduce or reinforce concepts and materials
        
        Teach particular skill
        
        Focus observations and document learning
    - - Achieved through size, purpose, interest, skill and duration
      - Groups form based on observed needs of children, or balance between more and less skilled children
    - - Procedures that are practised and carried out everyday at a certain time
      - Must be taught, modelled and practised
      - Should have a rationale
      - Introduce a few at one time
      - Why?
        
        Reduce behavioural problems
        
        Increased time on learning activities
        
        Maintains structure and order
        
        Eliminate confusions
        
        Appropriate behaviour without much prompting
- - - - To promote positive interaction
      - To eliminate or avoid disruptive behaviour
    - - Select consequences
      - Teach the rules
      - Select appropriate ones
      - Obtain commitment from children
      - Examine the need
      - Periodically review
    - - Clear, explicit, stated positively
      - General yet important
      - Keep it short
      - Implement from 1st day
      - Involve children in creating rules
    - - Discuss reason for rules
      - Identify specific expectations to each rule
      - Remind from time to time
      - Post rules in prominent location
      - Inform family, send them a copy
      - Inform them of consequences
      - Verify their understanding
- - - - Give sufficient time
      - Clear and consistent
      - Transition notice
      - Flexible
      - Meet individual needs
      - Use them as opportunities to teach
    - - Prolonged, not engaged
      - No clear instructions
      - Inconsistent
      - Many classes transit at the same time
      - Causes children to feel anxious, confused and overwhelmed
    - - Assigning tasks
      - Songs and counting
      - Visual cues and prompts