Improving Organisation Skills

This ladder focusses on Organisational skills which are part of self-management

  • Social (managing emotions when with others)
  • Emotional (go for it- finish it, being resilient)
  • Strategic (organisation)
  • Cognitive (managing risk)

Organisation

  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!

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