Is there a student who always needs to be first? Perhaps you have to deal with the same issues over and over, when lining up your class? Try out the 3 ideas to support those children who always want to be first in your class.
The needs for some children to be first, can be a top priority. However, dealing with the same problems in the classroom for a teacher, day in day out can become really tiring and quickly become frustrating. Lining up for break time, lunch or home time are well known ‘hot-spot’ times of the day where anything can happen. Have you noticed that it’s usually the same kids who have difficulty with this? It’s is an area that some children with autism and other neurodiverse needs, can find really difficult.
For us to properly solve the problem, we have to appreciate where we are coming from and where the student is coming from. Neurodivergent and neurotypical brains often experience the world differently. Let’s take a look.
Traditional class rules
How many of us create a class rules session within our back to school plan for week 1? You may have some of these rules in your class already.
- Raise a hand to speak
- Follow the teachers orders
- Follow the class rules
- Be on time
- Don’t hurt others
- Use kind words
Class rules are set to create order and to keep everyone safe. And as a teacher in charge, you get to decide who has broken the rules. But have you ever considered the many unwritten rules relating to social communication that we follow and assume everyone else knows and follows too? What does wait a minute actually mean? How quick are we to judge a situation by only looking through our single viewpoint? What if others see it differently?
How class rules might be understood by a child with autism
I like structure and routine and will follow a rule that generates order. I may need the rule explained to me so I understand how it may benefit me and the class. I will often interpret information literally. If you say I have to raise a hand to speak and I do this but am not chosen, I may become anxious and confused. I am doing what was asked of me, why are you not choosing me?
I may find regulating my emotions difficult. This means I may not be able to calm myself quickly if I feel an injustice has occurred. I may understand the list of class rules literally, but have difficulty recognising and applying the unspoken rules of social communication to them in practise. If I am told something will happen next, I may have difficulty judging time and need the ‘next’ to happen immediately.
1 Acknowledge a child’s engagement and be specific
Many children in a classroom will see the wave of hands go up to answer a question and recognise, that there is a high probability they may not be chosen. Some autistic children will put their hand up and expect for you to select them as they are following the class rule. If you then do not recognise the attempted participation, you can easily add to their confusion.
Instead, be more specific about answering and target a child by using their name first to answer a question. Or, use questions that allow everyone to answer – “raise your hand if you think the answer is 12.” Individual whiteboards are great the faced with these type of situations as everyone can write their answer at the same time. “Show me how to spell ….”.
2 Line up order – spots on floor
Lunchtime. Everyone is hungry and the smell from the canteen wafts into the classroom indicating a transition time. Being at the front of the line becomes crucial. Some children need the ‘next’ thing in the daily schedule to happen. Waiting is a void period and can make some children with autism, very anxious.
There are 2 things I use to support these potentially tense situations. A line up order, which changes every week and spots on the floor. The line up order is clearly printed out for all to see. Many children don’t mind where they stand in the line, they just need to know where. Being last in line really can be made to be as exciting as first! Especially if you get a special job to do. Try it. Spots on the floor help give children the idea of personal space. This is another of those social behaviours we do not explicitly teach to most children, however some really do need the extra physical structure here.
3 Visual aid – pass the object
If the lesson needs an open floor moment where children can express ideas further, then I always opt for a toy to pass around. It acts as a clear visual cue when reinforced with the rule that only the person holding the toy can speak. Passing the toy around the group, clearly lets all involved know when it’s their turn to talk.
Always share with the group the direction you intend to pass the item round and let them know if you will always go from left to right or if you will mix up the order each time. Some children with autism have very good memories and will expect you to carry out the routine in the same way as the very first time, unless you let them know it will be different.
Final thoughts
When facing difficulties in the classroom relating to lining up and going first, try to stop and think carefully about the messages we have sent to the class first. Be clear with your language. Appreciate the anxiety in some at transition times. Adopt a routine where your aim and organisation is clear and stick to it!
For a deeper insight to autism in the classroom, check out our behaviour management mini-course, complete with FREE classroom resources.
thinking differently
The Autism Junction