- Social (managing emotions when with others)
- Emotional (go for it- finish it, being resilient)
- Strategic (organisation)
- Cognitive (managing risk)
|Traits at this level||Teacher strategies|
|1||One instruction at a time.
You have to tell them what to do next. They would tend to do things in the wrong order. They can’t organise a sequence in their head.
|· Return to them regularly
· Written instructions are step by step
· Verbal instructions short and direct
· Use consistent behaviours and repeat them every time in the hope of progressing to 2.
|2||Adopts routines if practiced enough
Any routine consistently required is used. Such as underlining every heading, writing the date each time Bringing a pen. Brushing teeth etc.
|· Be consistent and change less often.
· Strategies used for autism
· Explain your actions
· Introduce new ideas by introducing the framework around it (the routines) first
|3||Uses planners, timetables etc.
When there is a regular pattern they cope with this and are reliably at the right lesson at the right time with the right equipment.
|· Praise signs of organisation such as a pencil case, self-made routines or regularly bringing equipment.
· Warn if there will be changes or something unusual happening and
· Make sure homework is written in the correct place
|4||Organised with homework etc.
You can be confident the homework will not be missed. Remembers to bring in items or different kit/uniform when they have a club etc.
|· Praise 100% homework record
· Set extended homework or project to stretch them
· Give warning when different equipment may be needed.
· Allow a reasonable time for homework
|5||Self-starts and Prioritises.
Puts work first in class and self-starts
Organises homework to manage deadlines that come up on the same night.
|· Rely on them in class so visit them later when you have got others started and give them time then
· Set longer homeworks that have milestones they need to meet.
|6||Self-organises and adds structure
They have the skill to produce plans such as a revision timetable and stick to it or organise a long project over multiple weeks and/or multiple aspects. They can organise a complex task that may need them to get help from others.
|· Set them tasks that require them/trust them to divide up and create milestones to get it back to you on time. If they have earned a 5 then give them the opportunity to fail here or succeed by holding back on the structure you give them.
· Set them unstructured tasks in class that require them to sequence, involve others and prioritise tasks over the time.
|7||Long term planning
Working backwards from 6 month deadlines for example.
|· Provide the same materials as teachers have such as syllabus, exams etc. so they have what they need to bring it all together.|
|8||Multiple project with changing priorities||· Load on a range of complex expectations together with their other courses and priorities|
|9||Outstanding work-life balance||· Works hard and plays hard to maximise life!|