Co-regulation when hitting a speedbump
- You’ve made a strong start! Let’s take a breath and back up just one step.
- I see you’re managing a speedbump—that would be a challenge for the rest of the class too.
- Good on you! I just noticed that you paused, re-read the question and kept on going.
Small moments of relational connection
- A quick thumbs up when the child glances up.
- Pointing to an error on the page non-verbally with a wink.
- Using I notice statements such as “I noticed that you went back to check on that definition Cool!”
- Using yellow sticky-notes to communicate back and forth, with children knowing that a short wait may be required before an adult will respond to the note
- Determining a special notebook that can be passed between adult and child to write fix-it feedback and messages of encouragement which can be particularly helpful if the adult is occupied with another task
- Having a stoplight system of cards wherein red card on top means I’ve hit a speedbump; yellow is I’d like a check in; and green is I’m smooth sailing right now.
Chunk-up the lesson
|My Literacy Timetable|
|Transition & Check in|
|WWW (what went well this hour|
Transition and Check-in: Is a short moment to acknowledge that we are about to start the lesson. This may include time to clear off the table, set up the materials, ensure a water- bottle is nearby, and ask a quick question: “On a scale of 1 to 5, how ready are you to learn? And what can we do to ensure you have what you need to learn?”