1. Restrict the learner’s chance to use school learning materials if they are unable to care for their own personal property.

2. Make sure that failure to have appropriate learning materials results in loss of the chance to take part in learning activities or a failing grade for that day’s learning experience.

3. Minimize the number of learning materials for which the learner is responsible. As the learner shows appropriate responsibility for property, increase the number of learning materials for which the learner is responsible.

4. Teach the learner appropriate use of personal property and learning materials (e.g., scissors; pencils; compass; rulers; and science, industrial arts, and home economic learning materials; etc.).

5. Require that lost or damaged property be replaced by the learner. If the learner cannot replace the property, compensation can be made by working at school.

6. Make sure that the learner is not inadvertently reinforced for losing or damaging property (e.g., replace lost property with used or damaged learning materials, copies of learning materials, etc., rather than new learning materials).

7. Take into account the learner’s age and experience when expecting them to care for personal property.

8. Let logical consequences happen due to the learner’s failure to care for personal property (e.g., having to write with a crayon because the learner lost their pencil, using free time to make up homework that was not turned in, etc.).

9. Be firm, fair, and consistent when expecting the learner to care for personal property. Do not let the learner get out of caring for personal property one time and expect them to care for personal property the next time.

10. Create a list of written instructions you want the learner to follow (e.g., put away pencils and paper, hang up coat, put book bag on the back of your chair, etc.).

11. Get the learner to do those things that need to be done when it is discussed instead of later (e.g., “put the lunchbox up now instead of later so that it will not be missing at lunchtime,” etc.).

12. Support the learner in performing duties. As the learner shows success, slowly require the learner to independently assume more responsibility.

13. Make the learner care for personal property even though they “forgot” to do so at the established time.

14. Do not expect the learner to pick up toys, games, learning materials, etc., that others failed to put away. Urge everyone to pick up toys, games, learning materials, etc.

15. Do not put out additional toys, games, learning materials, etc., for the learner if they are not able to care for the things they are using.

16. Give shelving, containers, organizers, etc., for the learner’s personal possessions. Tag the storage areas and require the learner to keep possessions organized.

17. Restrict the use of those things that the learner is careless in using.

18. Establish a time each day for everyone in the room to care for personal property.

The post 18 Hacks to Get Students to Take Care of Their Personal Property appeared first on The Edvocate.

1. Get the learner to anticipate future tasks and create plans for addressing them.

2. Display the classroom routine (schedule) throughout the classroom (e.g., on the learner’s desk, smartboard, bulletin board, etc.).

3. Get the learner to perform the same duties each day, week, etc.

4. Give the learner a revised schedule of daily activities when there is a change in routine (schedule) that identifies the learning activities for the day and the times when they will happen (e.g., special school assembly schedule, a half-day schedule, etc.).

5. Talk about any appropriate changes in the learner’s routine (schedule) well in advance of the occurrence of the changes.

6. Make sure the learner can tell time to enable their capacity and ability to follow a routine (schedule).

7. Praise the learner for demonstrating the capacity and ability to follow a routine (schedule): (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

8. Converse with the learner to explain (a) what they are doing wrong (e.g., failing to come to class on time, failing to follow the schedule of learning activities, etc.) and (b) what they must be doing (e.g., coming to class on time, following the schedule of learning activities, etc.).

9. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

10. Praise those students in the classroom who demonstrate the capacity and ability to follow a routine (schedule).

11. Praise the learner for demonstrating the capacity and ability to follow a routine (schedule) based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

12. Let the learner contribute to the development of their routine (schedule) to enable their capacity and ability to follow the routine (schedule) (e.g., have the learner determine the order of learning activities ).

13. Give the learner an oral reminder of changes in their routine (schedule).

14. Get the learner to use a timer to indicate when to change learning activities in their routine (schedule).

15. Ascertain an expected duration of time for each individual learning experience to help the learner follow their routine (schedule) (i.e., make sure the learner can finish a learning experience in an established duration of time to help them remain within the time restrictions of the routine).

16. Connect with the learner’s parents to create a routine (schedule) for the learner to follow for getting ready for school, doing chores, finishing homework, etc. This will help the learner remember what is expected.

17. Draft an agreement with the learner stipulating what behavior is required (e.g., following the schedule of learning activities ) and which reinforcement will be implemented when the agreement has been met.

18. Make sure that the learner’s daily routine (schedule) is consistent.

19. Teach the learner to tell time to enable their capacity and ability to follow a routine (schedule).

20. Assess the appropriateness of the routine (schedule) to ascertain (a) if the routine (schedule) is too easy, (b) if the routine (schedule) is too complicated, and (c) if the duration of time scheduled to finish the routine (schedule) is sufficient.

21. Teach problem-solving skills: • Find the problem. • Find the goals and objectives. • Create a strategy/plan for action. • Carry out the plan. • Assess the results.

22. Consider using a classroom management app. Click here to view a list of apps that we recommend.

23. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

24. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

25. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 25 Hacks for Encouraging Students to Follow a Routine appeared first on The Edvocate.

1. Make it multisensory: Allow kids to practice writing their names with tactile materials such as playdough or sand.

2. Use technology: Let children practice writing their names using digital tools like touchscreen devices or interactive whiteboards.

3. Create a nametag: Encourage kids to create and decorate their own name tags or badges, which they can wear around and show off.

4. Play with letter blocks: Use wooden or foam blocks with letters to spell out names and help children learn the shapes of the letters.

5. Decorate with stickers: Kids can have fun decorating their names with colorful stickers or stamps.

6. Write in different colors: Use a range of colored pens, pencils, or markers to allow children to write their names in fun and creative ways.

7. Make it a game: Incorporate games such as name bingo, name puzzles, or writing races to make learning more engaging for kids.

8. Use music: Play a song that incorporates children’s names, such as “The Name Game,” to make the learning more enjoyable.

9. Personalize writing tools: Allow children to decorate their own pencils or pens with stickers or markers, making the writing experience more personal.

10. Make it a challenge: Set goals for children to practice writing their names as quickly and accurately as possible, creating a sense of challenge and engagement in the process.   

The post 10 Ways to Make Name Writing Practice Fun for Kids appeared first on The Edvocate.

1. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

2. Make sure that reinforcement is not provided for unacceptable behavior (e.g., making unacceptable remarks, talking to others during quiet activity periods, etc.).

3. Give the learner an easily grasped list of consequences for unacceptable behavior.

4. Get the learner to make a list of consequences associated with regularly occurring behaviors (e.g., By disrupting others, I will be perceived as unmannerly. By behaving aggressively, I will cause people to avoid me.).

5. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) if the learner begins to talk to other students during quiet time.

6. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to display unacceptable behavior.

7. Give the learner frequent chances to participate, share, etc.

8. Place the learner away from those students they are most likely to bother.

9. Teach the learner to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they feel the urge to speak to others during quiet activity periods.

10. Show learning activities that let the learner be highly active and talkative.

11. Praise the learner for demonstrating appropriate behavior: (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

12. Praise the learner for raising their hand to be recognized.

13. Give a full schedule of learning activities. Stop lag time from happening when the learner can bother other students.

14. Praise the learner for working quietly: ( a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

15. Give the learner enjoyable learning activities to perform when they finish a task early.

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

The post 19 Tips for Teaching Kids to Not Interrupt Classmates During Learning Experiences appeared first on The Edvocate.

1. Observe the learner while they are performing schoolwork to monitor appropriate care of learning materials.

2. Let logical consequences happen because of the learner’s failure to organize or use learning materials properly (e.g., learning materials not maintained properly will be lost or not usable).

3. Assess the clarity and quality of directions, explanations, and instructions given to the learner.

4. Support the learner in beginning each task to lessen impulsive behavior.

5. Give the learner structure for all academic learning activities (e.g., specific instructions, routine (schedule) format for tasks, time units, etc.).

6. Provide the learner a checklist of learning materials appropriate for each learning experience.

7. Limit the learning materials needed.

8. Give the learner an organizer to be used for learning materials inside the learner’s desk.

9. Give the learner a checklist (e.g., routine/schedule of learning activities and steps to follow).

10. Teach the learner to take appropriate care of personal property (e.g., sharpening pencils, keeping books free of marks and tears, etc.).

11. Make sure that all personal property is tagged with the learner’s name.

12. Teach the learner that lending personal property to other students does not lessen their responsibility for the property.

13. Give reminders (e.g., list of property or learning materials) to help the learner keep and care for personal property.

14. Teach the learner how to conserve rather than waste learning materials (e.g., amount of glue, paper, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans; etc.).

15. Teach the learner appropriate ways to deal with anger and frustration rather than destroying personal property and school learning materials (e.g., pencils, pens, workbooks, notebooks, textbooks, etc.).

16. Teach the learner to take care of personal property and school learning materials (e.g., keep property with him/her, know where property is at all times, secure property in a locker, leave valuable property at home, etc.).

17. Give the learner an appropriate space to store/secure personal property (e.g., desk, locker, closet, etc.) and require the learner to store all property when not in use.

18. Teach the learner that failure to care for personal property will result in the loss of freedom to retain property (e.g., if the learner cannot care for property, the teacher(s) will store all property).

19. Restrict the learner’s freedom to take property from school if they are unable to remember to return the things.

20. Give the learner oral reminders of personal property or learning materials needed for each learning experience.

The post 20 Ways to Teach Kids to Take Care of Their Personal Property appeared first on The Edvocate.

1. Train the learner in appropriate mealtime etiquette (e.g., speaking with an empty mouth, eating with mouth closed, chewing quietly, etc.).

2. Train the learner in selecting an appropriate amount of food, eating an appropriate amount of food, taking properly sized bites, etc.

3. Train the learner in appropriate cleanup learning activities upon the conclusion of eating (e.g., disposing of trash, putting trays and tableware in appropriate places, washing hands, etc.).

4. Train the learner in the appropriate use of napkins (e.g., keep on lap, wipe mouth, clean up spills, etc.).

5. Train the learner in appropriate line behavior (e.g., waiting quietly, refraining from physical contact, moving with the line, etc.).

6. Make sure the learner sits properly while eating (e.g., sits near the table, sits upright, leans forward, etc.).

7. Train the learner in appropriate behavior when finishing a meal early (e.g., making conversation, remaining in their seat, excusing themselves, etc.).

8. Train the learner in appropriate ways to get seconds or additional food (e.g., asking for seconds, going through the cafeteria line a second time, purchasing seconds, etc.).

9. Take the learner away from eating with their peers if they cannot demonstrate appropriate mealtime behaviors.

10. Teach the learner appropriate ways to drink liquids (e.g., opening milk cartons and juice containers, using a straw, pouring into a glass, drinking from a glass, etc.).

11. Teach the learner appropriate ways to respond to food they do not want (e.g., sample everything at least once, leave the food on the plate, offer extra portions to others, etc.).

12. Train the learner in appropriate ways to clean up spills (e.g., ask for assistance, use paper towels and napkins, etc.).

13. Train the learner inappropriate ways to clean clothing when accidents happen during mealtime (e.g., immediately go to the restroom, use paper towels and napkins, etc.).

The post 13 Ways to Teach Students Appropriate Mealtime Manners appeared first on The Edvocate.

1. Praise the learner for appropriate care of personal property: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

2. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for organization and appropriate use of learning materials at school.

3. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

4. Praise the learner for appropriate care of personal property based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

5. Draft an agreement with the learner stipulating what behavior is required (e.g., organization and appropriate use of learning materials) and which reinforcement will be implemented when the agreement has been met.

6. Converse with the learner to explain (a) what they are doing wrong (e.g., failing to maintain organization or use learning materials appropriately) and (b) what they must be doing (e.g., keeping inside of desk organized, organizing learning materials on top of the desk, using learning materials as instructed, etc.).

7. Give the learner additional workspace (e.g., a bigger desk or table at which to work).

8. Designate a peer to work directly with the learner to serve as a model for appropriate use and organization of learning materials.

9. Give time at the beginning of each day for the learner to organize their learning materials.

10. Give time at several points throughout the day for the learner to organize their learning materials (e.g., before school, break time, lunch, at the end of the day, etc.).

11. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

12. Give storage space for learning materials the learner is not using.

13. Minimize distracting stimuli(e.g., place the learner on the front row, give a table or quiet space away from distractions.). This is used as way to reduce distractions, not as a form of punishment.

14. Talk regularly with the learner to urge organizational skills or appropriate use of learning materials.

15. Give the learner organizational duties in the classroom (e.g., equipment, software learning materials, etc.).

16. Restrict the learner’s access to learning materials (e.g., give only appropriate learning materials to the learner).

17. Embody organization and appropriate use of learning materials (e.g., putting learning materials away before getting more out, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).

18. Give sufficient transition time between learning activities for the learner to organize himself/herself.

19. Create a routine (schedule) to be followed for organization and appropriate use of learning materials (e.g., give the routine (schedule) for the learner in written form or orally review often).

20. Give sufficient time for the conclusion of learning activities.

The post 20 Strategies to Encourage Students to Take Care of their Personal Property appeared first on The Edvocate.

1. Praise the learner for demonstrating appropriate mealtime behaviors: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

2. Converse with the learner to explain (a) what he/she is doing wrong (e.g., eating with their fingers) and (b) what they must be doing (e.g., using a fork or other utensil).

3. Praise those students who demonstrate appropriate mealtime behaviors.

4. Praise the learner for demonstrating appropriate mealtime behaviors based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

5. Draft an agreement with the learner stipulating what behavior is required (e.g., having appropriate mealtime behaviors or disposing of his/her food in the trash can) and which reinforcement will be implemented when the agreement has been met.

6. Connect with parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate mealtime behaviors at school.

7. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

8. Select a peer to model appropriate mealtime behaviors for the learner.

9. Get the learner to question any instructions, expectations, or directions they do not understand.

10. Give the learner a list of clearly defined mealtime behavioral expectations (e.g., rules for the cafeteria serving line, sitting at tables, remaining seated, use of utensils, disposing of trash, etc.).

11. Praise other students for demonstrating appropriate mealtime behaviors.

12. Assess the appropriateness of the learner eating with a group of peers. If appropriate, have the learner eat with one peer and slowly increase the size of the group as the learner experiences success.

13. Train the learner in the appropriate use of eating utensils in both simulation and actual eating situations.

14. Train the learner in appropriate mealtime conversation (e.g., topics to discuss, asking conversational questions, speaking quietly, etc.).

The post 14 Strategies to Teach Students Appropriate Mealtime Manners appeared first on The Edvocate.

1. Select a peer to model fastening pieces of clothing properly for the learner.

2. Get the learner to question any directions, explanations, or instructions they do not understand.

3. Give the learner instruction on fastening articles of clothing.

4. Give the learner time to practice fastening their articles of clothing. (The clothing needs to be on the learner during practice.)

5. Give the learner sufficient time to fasten articles of clothing.

6. Give visual reminders to fasten articles of clothing in appropriate places (e.g., image of zipping, buttoning, snapping, etc.).

7. Praise the learner for slowly improving their capacity and ability to fasten pieces of clothing over time rather than expecting total mastery immediately.

8. Give the learner a checklist of pieces of clothing to fasten that they finish daily.

9. Put a full-length mirror in the classroom for the learner to make sure that all of their pieces of clothing are fastened.

10. Teach the learner how to fasten pieces of clothing when buttons are missing, zippers are broken, etc. (e.g., sewing a button back in space, using a safety pin, etc.).

11. Guide the learner’s hands through the learning experience of zipping, buttoning, and snapping their own clothing.

12. Get the learner to practice fastening pieces of clothing with oversized zippers, buttons, and snaps. As the learner shows success, slowly lessen the size of the fasteners.

13. Give the learner oral reminders to fasten their articles of clothing.

14. Praise the learner at regular intervals throughout the day for having pieces of clothing fastened.

15. Secure pieces of clothing for the learner if they are incapable of fastening.

16. Do not embarrass the learner by asking them to fasten pieces of clothing in front of peers.

17. Assess the appropriateness of the task to determine (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

18. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for fastening pieces of clothing at school.

19. Draft an agreement with the learner stipulating what behavior is required (e.g., fastening clothing) and which reinforcement will be implemented when the agreement has been met.

20. Praise those students in the classroom who fasten their articles of clothing.

21. Converse with the learner to explain (a) what the learner is doing wrong (e.g., failing to fasten clothing) and (b) what the learner should be doing (e.g., fastening clothing, etc.).

22. Praise the learner for caring for personal appearance: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

The post 22 Strategies to Help Students Who Cannot Fasten Their Own Clothes appeared first on The Edvocate.

1. Establish a time each day for a problem-solving game, analogies, decision-making learning activities, designated duties, etc.

2. Make sure that the learner can recognize the reason for real-life consequences of behavior (e.g., why the learner had to leave the class line on the way to free time, why they earned the privilege of being line leader, etc.).

3. Get the learner to create rules and explain why each rule is appropriate.

4. Praise those students in the classroom who demonstrate logical thinking (e.g., making responsible decisions, solving problems, making references, etc.).

5. Get the learner to answer questions such as, “Why do we have rules?” “Why do you have to be a certain age before you can drive a car?” etc.

6. Get the learner to answer analogy situations (e.g., a garage is to a car as a house is to a __).

7. Make sure the learner is paying attention to the source of information (e.g., eye contact is being made, hands are free of learning materials, the learner is looking at the task, etc.).

8. Get the learner to find appropriate consequences for rules (e.g., consequences for following rules and consequences for not following rules). Get the learner to explain the choice of consequences they identified.

9. Praise the learner for appropriate decision-making: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., smile, handshake, etc.).

10. Get the learner to question any directions, explanations, and instructions they do not understand.

11. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

12. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

13. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

14. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

The post 14 Ways to Teach Kids to Improve Their Critical Thinking Skills appeared first on The Edvocate.