The PRTF School do what most neurodevelopmentally and “trauma” informed education programs do, by providing frequent “brain breaks” for their children. Essentially this is where they step down from academic learning and engage in some form of somatosensory activity such as playing outside, water play, sand play, play doh, calming corners with sofas, bean bags, blankets and soft toys etc.
They do this routinely, repetitively and frequently. Having access to a staff member dedicated to leading these breaks and co-regulating the children in between them worked a treat as well.
You know maths and mathematical concepts is a difficult gig at any school, let alone a classroom of children struggling with emotional, social and behavioural difficulties.
Immediately on entry into the room, she invited the children to the front of the class and had them all stand or sit around her as they preferred. Each child was given a piece of paper containing a number, each child read their number out aloud. The greater than symbol was drawn on the board and there was minimal question and answer time to ensure that everyone understood the concept of the greater than symbol.
Then engaging the students in an activity based process, moving them around she asked them two by two (based on those most engaged in the moment) to identify their number and stand either side of her – as she held the greater than symbol.
The student’s task – to put themselves in the right spot – who’s number was greater than the other. Each student excitedly took their turn and much celebration was had as each pair got it right…Read more about Greater and Less Than – Lessons in Learning through Movement here at, Chelle Taylor’s blog My Creswick Fellowship Tour.
Edited version of a post written by: Michelle (Chelle) Taylor, Clinical Psychologist and NMT Consultant, Take Two Program.