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Getting Motivated

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Title: Getting Motivated


1
Getting Motivated
2
A presentation by the staff and students of the
Communication Disorders Unit, Bryn Celynnog
Comprehensive School, Rhondda Cynon Taff
Getting Motivated
3
Our School Bryn Celynnog
4
What is motivation?
5
According to the dictionary It is something
that causes you to behave in a particular way If
you motivate someone, you make them determined to
do something
6
  • To us it means
  • Having a clear vision
  • Knowing where we want to go and finding the
    best ways to get there, and to keep on trying
    until we do

7
  • Our C.D.U. currently supports twelve students

All our students have autistic spectrum disorders
but
they are all very different.
8
We are constantly looking for ways to motivate
their learning
9
  • Staff team of 1 teacher and 5 L.S.A.s

10
  • We have our own base within the school from
    which the students inclusion programmes are
    managed

11
H.Q.
(Communication Disorders Unit)
12
Classrooms
13
  • The students levels of mainstream inclusion
    range from 20 to 90

14
Where did we start?
15
  • We aimed to set up a provision for students
    with ASD to cope with the huge demands placed on
    them by the busy mainstream school day.

16
  • .. a well structured and supportive
    environment in which everyone works towards the
    same goals

17
The starting point was to have a clear set of aims
  • The specific needs of our students and creating
    the most appropriate environment for learning
  • Working within school policy
  • Working closely with parents
  • Working with the support of our L.E.A.S advisory
    team

18
A climate of warmth and support will be fostered,
in which self-confidence and self -esteem can
grow, and where all pupils feel valued and able
to risk mistakes as they learn without fear of
criticism.
Ongoing assessment and review informs our
programme- set out for the pupils to follow on
our manoeuvres board- a clear, purposeful
structure to every day.
Step by step towards integration, inclusion and
the provision of the most appropriate environment
for learning, based on individual pupils needs.
Working within whole school policy and alongside
subject teachers, year heads and SENCO to ensure
pupils have access to the whole curriculum,
ensuring each pupil feels part of the school
rather than special.
Using positive reinforcement at all times
rewards are stronger motivators than sanctions,
punishment or removal of privileges.
An exciting learning environment will be a
priority, to arouse pupils interest and
curiosity helping those who need extra stimulus
and encouragement to overcome their learning
barriers.
Our Aims
Promoting an environment that encourages
self-awareness and an awareness of others.
Developing pupils communication skills using the
Social Use of Language Programme providing
the pupil with opportunities to work through
situations they might find challenging in a
stress free environment- preparing the pupil for
integration/inclusion.
Providing the pupils with the safe base from
which to grow academically and socially.
Ensuring parents feel welcome to contact the C D
class teacher at any time concerning their
childs progress.
19
Organisation
  • Students with ASD often have difficulty
    organising their time and meeting deadlines
  • They get confused and stressed when there are too
    many things to think about Information
    Overload
  • We use a manoeuvres wall to organise their day.
    This timetable clearly sets out where they are
    supposed to be at all times
  • It shows additional equipment requirements and
    homework deadlines
  • It records unexpected changes to timetable
  • It was suggested by a student and has proven
    successful in helping the students meet deadlines

20
Manoeuvres board
21
The students build visual timetables for clarity
of structure to the day-removing student anxieties
22
Some of our students rely on symbols for clarity
23
Team Work
  • We have found its easier to motivate if everyone
    works together its important that everyone in
    the school is onboard

24
What we do
  • We collate information from parents, primary
    schools, written reports and assessments made by
    outside agencies
  • We meet with parents and students to plan
    appropriate inclusion programmes based on this
    information and student IEPs are drawn up
    together- this has had a very positive effect in
    raising the level of parental support

25
  • We teach where there are identified learning gaps
    and reinforce new learning concepts
  • We run a social and life skills programme aimed
    at developing our students social awareness and
    improving the quality of their inclusion
  • We encourage the students to develop their
    special interests . Building on success has
    raised student self-esteem. (A successful
    motivator to move on to attempt things they might
    find difficult)

26
Learning by doing
27
Learning how to plan a day out supporting our
schools girls rugby team
28
Off site learning experiences
29
Feeling a part of the whole school is important
30
Towards independence
31
Practising life skills make the students aware
they are able to contribute
Value as seen by others is a motivator
32
Challenges
33
Four of our students had never attempted to ride
a bike until this day
.we give them challenges .success is a
motivator
34
Building on strengths and special interests
35
Time to spend on a special interest raises
student self esteem
36
Mistakes are okay
We can all learn from making mistakes
37
Then we give them the right amount of support to
succeed
Success breeds success
38
IEPs
  • We hold informal interviews with the student and
    then with the student and parents before writing
    his/her IEP
  • During this interview we give the student time to
    tell us about the things he/she finds easy, does
    well, enjoys doing, finds difficult, dislikes
  • Long term targets and future aspirations are
    discussed. Small steps towards these targets are
    suggested

39
  • All long term targets are broken down into
    small, realistic and achievable targets

Motivation through achievement
40
Our emphasis from the start is on the student
guiding the plan and taking ownership of it
Responsibility is a motivator
41
  • Next we discuss the steps we need to put into
    place to help us meet the long term targets
  • Who will be involved?
  • The students contribution
  • The help they will get from staff
  • How the parents can support their learning at
    home

42
When everyone agrees to the targets its all
written up as a contract
Everyone is clear about what we are all working
towards
43
  • Everybody with a contribution signs. A detailed
    IEP has regularly proven itself to be time well
    spent
  • The IEPs are given to all contact staff along
    with a student pen profile (relevant background
    information possible triggers and intervention)
  • The IEPs are displayed within the CDU to remind
    us of what we are all working to achieve

44
  • Motivating students by recognising and praising
    all efforts towards meeting targets

45
Monitoring for quality of inclusion
  • Staff keep integration reports as a way of
    tracking that the level of inclusion is
    appropriate and that the quality of inclusion is
    good
  • Tracking for effort and progress in IEP targets
  • Learning behaviours (cognitive, emotional and
    social) are monitored and evaluated
  • Weekly reward sessions where integration
    reports are discussed with students and any
    progress towards meeting targets is rewarded

46
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47
Setting clear boundaries
  • In order to manage our students behaviour we
    first had to have a clear picture of the
    behaviour we wanted
  • We worked with the students to set the boundaries
    together
  • A behavioural code was drawn up that everyone
    knows, understands and sticks to
  • The students are asked to sign a behavioural
    contract

48
The Behavioural Contract
  • This contract encourages our students to take
    responsibility for their own behaviour
  • Behaviour is learnt and determined by
    consequences
  • Rewarded behaviour increases, unrewarded
    behaviour decreases

49
Motivation through positive communication
50
  • What should you be doing?
  • Show them, Tell them, Let them.
  • Can you tell me why I am pleased with you?
  • Praise, time on a special interest project ,
    certificates, letters or phone calls home are all
    good motivators for improved behaviour
  • We use positive emotions when they behave well
    and use systems and procedures to manage problem
    behaviour
  • Using positive reinforcement at all times we
    believe rewards are stronger motivators than
    sanctions, punishment or removal of privileges

51
  • If you chose to break the rule, you understand
    what will happen
  • Remember how well you dealt with this problem
    last week
  • What should you be doing?
  • When you have finished your work then you can go
    to the computer
  • You are feeling as if you are always in trouble
    and I think we can do something about that

52
  • Avoiding long explanations for a quicker solution
    Sit down, Hand up, Jacket
  • Following instructions with thank you. It shows
    the assumption that the students will comply
  • Using when instead of if. When you tidy up
    we will go out for break
  • Positive communication by has resulted in
    improved student behaviour
  • There are consequences to negative behaviour and
    the students are reminded of ways to avoid our
    pay back system in their behavioural contract

53
Our structure
  • A clear set of rules with well defined boundaries
  • A clear structure, everyone knows what they are
    doing and what is expected of them
  • Everyone working towards the same goals
  • Appropriate behaviour acknowledged and efforts
    towards targets rewarded
  • More time spent recognising and reinforcing
    positive behaviour
  • Weekly tracking interviews during which
    integration reports are discussed and efforts and
    achievements recognised

54
Our Ethos
  • Positive input
  • Positive output

55
We use time-out not as a punishment but as a
requirement for controlling stress. We encourage
our students to use time-out before displaying
inappropriate behaviour
Working on a special interest has helped the
students to calm down, raise their self-esteem
and allowed them to refocus
56
Strategies that we continue to use because they
work for us in motivating our students
EXCELLENT RIGHT ON TRACK
ENCOURAGEMENT CARDS
57
Encouragement cards are adapted for students
personalities
Listen to your teacher Jordan!
58
Escape Cards
  • Please excuse me
  • I am finding things difficult and need to return
    to H.Q.
  • I will continue my work there
  • Thank you
  • This card belongs to

59
Alert Cards
  • 1st Warning
  • Return to HQ
  • Take time out
  • We will discuss your behaviour

2nd Warning
Alert cards are used by the support staff as a
BEHAVIOUR THERMOMETER during lessons. They are
shown to the student avoiding drawing negative
attention to the student and causing disruption
to the learning of others
60
Using a five point scale to set out clear
behavioural boundaries
  • Example of voice scale
  • Emergencies only
  • Football matches, break time games
  • Asking a question in class, normal conversation
  • Whispering to friends, in the library
  • No talking at all

5
4
3
2
1
61
Recognition of targets met Wall of Honours
  • A copy of all certificates and achievements is
    kept in the students Personal Effectiveness
    Files

62
YES and NO books
  • All efforts, achievements and positive behaviour
    is recognised and entered into the green YES
    book
  • The red NO book is intended to record displays
    of negative behaviour. To date there are no
    entries- one glance at the book encourages
    improved behaviour
  • The students are always checking for new entries

63
Sand timers
  • They have been successful in aiding our
    students to understand how long.to work/ to
    wait/time-out

64
Once an hour cards
  • Displays of repeated minor negative behaviour by
    students can wear staff down- this is boring,
    cant do this
  • Allow them to say it once, twice. an hour. Then
    they forfeit the card. It makes them think before
    using it, its all about the students taking
    responsibility for their own behaviour.

This card allows me to.
I agree to think before using
it. When I use the card I must hand it over. I
understand there will be consequences if I repeat
the named behaviour without a card.
65
Visual stimulus as encouragement
66
Our most recent method for improving focus on a
work task and lengthening work session from 10-30
minutes was an accidental discovery.The school
care-takers had removed a fluorescent light tube
from our teaching room to replace the one in the
nurses room. In its place we put a small desk
spot lamp. We dont know if the bright light from
the spot light focused the students attention
enabling him to work for longer periods or if it
was the removal of the sound from the motor that
drove the fluorescent light that affected him.
Whichever it was it worked- and even though the
fluorescent bulb has since been replaced, were
keeping the desk lamp.
67
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68
  • We continue to look for new ways to motivate
    our students in their learning so if you have any
    ideas that work please share them with us

69
Getting Motivated
  • When trying to create an environment which
    motivates effective learning we stick to these
    principles .

If you shock easily please look away now
70
C.R.A.P.
71
  • CHILD CENTRED
  • REALISTIC
  • ACHIEVABLE
  • PROGRESSIVE

72
  • .and even more C.R.A.P.

73
CONSISTENCY ROUTINE AWARENESS POSITIVITY
74
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