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Disorganized (The signs of a disorganized mind (The student may:…
Disorganized
The signs of a disorganized mind
The student may:
Frequently turn in assignments late
Turn in assignments completed incorrectly
Not utilize own organization system
Forgetful
Easily lose things
Difficulty staying on task
Messy locker, folders, desk, etc
Bring wrong materials to class
Complete work and not turn it in
Have a disorderly area and work space
Have many objects, materials, pens, pencils, and papers out at once
Shuffle through folders and binders for long periods looking for assignments
Carry many objects and belongings around, dropping things often
The intervention
How do I do it:
There are numerous specific strategies and systems to help and teach students to become more organized, please click on links below to explore and choose some
Some basic strategies include keeping a planner or calendar, frequently organizing lockers, desks, and storage areas with the assistance of a teacher or peer
Checklists
Daily schedules
Keeping things in a crate and out of the desk or locker
Organizational folders with a “to do” and “done” side
Visual schedule
Parent assistance with daily helping student to organize and sort work, belongings, and materials
Turning in all complete work to one location and/or person
The Student
The case of the disorganized student is a fact that all teachers face. This year 11 student is constantly being told to have a clean work area. Every day before the start of class he delays cleaning the desk. His disruptive behavior of disorganization is influencing the other students and causing a delay to the start of the lesson. The teacher has spoken to the student repeated to no avail.
Intervention
The beginning of the class the teacher walks in early and makes sure that the only things allowed on the desk is the subject book and notebook for the lesson.
A task notebook
Syllabus
Organizational folders
Assessments
A written record of the disruptive behavior. If this persists then the school administrator with parents present to create a dialogue and a plan of organization of work and subjects. This type of behavior disruption is not warranted of IEP can benefit of RTI
Praise and rewards
Positive Praise
Why should I do it:
Some students need outward motivators
It helps keep students engaged
Provides encouragement
Boosts confidence, self-concept, and self-esteem
Increases student buy-in
Builds rapport and trust
Is uplifting
Increases students’ desire and drive to please and succeed
Increases students’ resilience
Helps embed an internal desire to try, succeed, and persist
Helps students to push through difficulty, barriers, blocks, etc
When should I do it:
Positive praise, according to research, should always be done with every student at a ratio of at least 4 positive praises to 1 criticism
When students are stuck, frustrated, getting bogged down, etc
When students exhibit good behavior, expectations, help others, show generosity, share, etc
When students put forth good effort
When students succeed, overcome, persist, push through, achieve, etc
When students demonstrate positive behaviors
When students use productive coping skills, problem solving skills, etc
When students are independent, self-start, etc
When students look down, need encouragement, are having issues, personal difficulties, peer conflict, etc
When you want to increase a positive behavior
When you want to improve trust and rapport with students
When a student steps outside their comfort zone, looks embarrassed, seems to feel stupid, takes a risk, etc
How do I do it:
Praise, according to research, should be given in a ratio of at least 4 praises to 1 criticism
When students display positive or productive behaviors, actions, skills, characteristics, etc, or appear to need some encouragement, etc, verbally praise the student and/or give them a high-five, pat on the back, clap, exclamation, cheer, hop, etc
Praise can be done either quietly or if the student is motivated by peer approval, can be done in front of the class
Praise can be verbal or physical (like pat on the back, fist pump, head nod, hop, jump, etc)
When delivering praise, use direct eye contact, positive demeanor, open body position, and get to the level of the student if possible
Make praises specific, personalized, and individualized
Repeat praises if the student seems unconvinced at the first stating of the praise
Restate praises in different ways to get the point across
Resources
https://www.pbisworld.com/
https://www.freetech4teachers.com/2010/08/7-organization-tools-for-students.html
Jones, Fred PhD.
Tools for Teaching
https://www.educationworld.com/a_curr/columnists/jones/jones047.shtml
Tier 2
Daily reminders
Organize Materials Daily
Why should I do it:
Teaches students important skills that will be necessary more and more as they get older and progress through school
Reduces wasted time with students looking for things
Increases instructional time
Improves work completion
Students can find their materials and assignments faster and more easily
Improves students’ self confidence
Increases attending behavior
Helps students stay aware of what their assignments are, which are completed, and which they still need to do
Improves homework completion and return
When should I do it:
When a student is disorganized
When a student loses a lot of work
When a student frequently fails to turn work in
When a student spends an abnormal amount of time looking for materials and assignments in their desks or bags
When students have ADD/ADHD
When students have poor home support
When students have trouble remembering what their work is, what they had to do, and what they completed
How do I do it:
Have a student, a select group of students, or your entire class organize their materials in their desks and bags once a day
Set up a standard routine and teach your students how to organize, for example using folders and putting work to do on one side and finished work on the other side, etc.
Help students having difficulty organizing their things and provide one on one support, showing them how to do it and then having them show you
Try a visual checklist for students that are more visually oriented, like those on the Autism Spectrum or those with ADD/ADHD
Have the student organize their locker or desk at the end of the day
Ask parents to assist their child at home organizing their backpack, materials, folders, work, etc
Create a visual organizational checklist for the student to use before leaving for the day
Have the student keep their things in a small crate or box either by their desk or somewhere else in the room
The main difference between these 2 plans are the organization methods of how the teacher should implement it.
Tier 1