Strategies to support students
Organize (Plan & Materials)
Structured Support: Demonstrate to students how to use the organizational tools they already have (agenda, cell phone reminders). Google Classroom and calendars can be used to support their organization of materials, plans, schedules, and events. Co-create daily schedules (then weekly and monthly schedules) with students. Remind students to check their schedules. Make sure to build capacity considering the classroom sets a strong example of organization since the student will take cues from their teachers.
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Chunk work: Break down tasks. Help students break large assignments down into manageable pieces. Provide structured support. Provide students with templates and planning outlines to help them organize their thoughts and time.
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Use organizational and planning tools: Provide students with planning tools, such as calendars, agendas, apps, and timers. Send an email home to share what tools the class is using (e.g., PowerSchool, class website).
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Share the plan: Be very clear about the objectives of tasks. Create and share a task completion plan with students (e.g., SMART goal, reflection). Walk students through the planning process. Show them how to make task completion plans of their own.​​
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Use organisational systems: Point out organizational tools in the classroom (e.g., storage bins, binders, shelves) and reinforce their use. Let students develop modify organizational systems to meet their needs. Assist student in setting up systems to organize their books, binders, and materials. Ask questions to help students engage in setting up an organisational system (e.g., “How can we work together to set a up system that will help you organize your materials?”).
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Build capacity: Learning to develop reasonable goals is not an easy task. We can assist students in develop manageable goals (e.g., Specific, Measurable, Achievable, Relevant, and Time-Bound) and help them monitor their progress toward their goals. Once you have a end goal in mind, help the students break the process down into smaller sub-goals. Provide opportunities for students to monitor their progress toward goals with ongoing support (perhaps by checking off a checklist).​
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Sense of time: Students with a poor sense of time may under-estimate how long a task will take. Start small by asking them “how long do you think this will take you?” Then, use a timer to help them understand how to manage their time.
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Give space for students to leave items in class: Allow for a space for students to leave their binder/assignments in the classroom so it will not go lost. Use a mailbox or shelf or collect all of the duo-tangs in a bin at the end of class. Take the class time to teach students how to use your system so students will automatically collect and put away their item.
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Value the assignment plan: Don't rush the planning stage as that sends a message to students that it is unimportant. Make sure to give timely feedback so students can understand the value.
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Have a borrowing system for forgotten materials: Establish a system for students to know how what they will do if they forget an item. For example, teachers can establish a borrowing system for pencils that does not interrupt the class where the student must leave collateral in exchange for the pencil.
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Checks or follow-up: To make sure students are properly following systems or protocols (e.g., turning in assignments on time, putting away sewing machine and notions), teachers need to have a plan to enact during those busy times. Give time in the lesson, have a checklist for assignments. Teachers can hold students accountable with a checklist, or make sure the all of the items are put away before dismissing the class or students can demonstrate this with a video (e.g., Padlet). Students may need to be walked through how to set-up their binder and at the end of each unit, go through what should be in it.
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