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! |
Learning By Ladders 