Charts, lists, and routines...oh my!

All parents feel overwhelmed at one point or another.  Being organized and structured can help tremendously, but what does that really mean?

• Well... you can start with introducing yourselves to a calendar.  Electronic, paper, or memory based (I would really discourage using the latter) can work.  Parents often tell me their kids have a busier calendar than they do.  By being organized you can make sure you keep your kids schedules intact, and make sure you have time set aside for your self as well.  You may use an actual calendar, or something more child specific like the one below, which was shown in Oleana's blog.  

Calendars, if paper-based or written on a board, should be in an area where all the family can see it, like the kitchen or living room.  

Check out Oleana's post about these great printables

• The second item that helps with organization is creating a daily routine for your children.  Using visual charts for young children, or children with special needs, is usually VERY helpful.  I often encourage parents to do it as a family project.  Take pictures of your child doing the behavior/activity, and then stack the pictures up or across according to time.  If you are unable to do it, use the available printable charts like the one below, which was also shown in Oleana's blog.  These will usually be for basic routines, not a full day schedule.  

Routine charts are best kept in your child's room.

• The third item on the list would be to create a list of house rules.  This not only teaches your children discipline, but it also allows for understandable and clear guidelines for you as a parent of when and how to punish.  See my two posts about discipline to learn more about rewards and punishments (Disciplined 1, Disciplined 2)

Rules charts should be in the living room and/or play area.

• A fourth item on our organization list is the "reward chart".  This is saved up for behaviors you would like to encourage and nurture in your children.  Do NOT punish a child when s/he does not do the behaviors on this list, but reward them when they do.  This chart aims to motivate your child, it is not intended as another list of rules.  I would usually encourage using two behaviors at a time for a period of 3-4 weeks.  Once these behaviors are mastered, you can substitute with two new behaviors.  The chart can also be done by using pictures of your child doing the goal/behavior.  

You may choose to have an actual big chart such as the one below, or keep a notepad with you and you can add stickers or happy faces to it, as in not to overwhelm your house with charts:)

Let's get organized!

The 3 EXs... Express, Explain, Explore

This post is dedicated to teachers, and to mamas and papas who are teachers at home.  I had previously given this as part of a larger presentation in a special needs school in Kuwait.  The pointers are simple and straightforward. This was initially written for teaching kids with learning differences/difficulties, but it can be used with all students.  

I call this "The 3 EXs" presentation...

EXPRESS

•   Use a steady yet soft voice.  Children pay attention when the adult is firm, not agitated.
•  Take time to express what you want the child to do, then guide them in doing it. 
•   Express encouragement regularly.  Create a classroom rewards system.
•  Encourage children to express their feelings.
•   I encourage you to express your own feelings. 

EXPLAIN

•   Explain the lesson using as many senses as you can.
•  Explain classroom rules and expectations.  Repeat and keep visual reminders.
•  If and when the child misbehaves, explain what was done wrong and why it is wrong.
• This should always be followed by how the child can do the “appropriate” or target behavior correctly.

EXPLORE

•  Find ways to use different forms of teaching.  Your voice is not your only asset.
•  Use your own knowledge to find out what the child’s learning style may be.  This will be a great advantage for you.
• Help the child use multi-sensory ways to explore his/her surrounding.
• When a child is stuck, or refusing to participate, take time at the end of class to explore with the child what the problem is.  A child is more likely to tell you when he/she is alone.