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DAYSPRING TIMETOOL HOW TO

Lunch happens at 12:15, and mom has promised to bring in the absent lunch before noon.

Your student forgot to bring their lunch to school.

When you head over to inspect the situation, whereupon he says, “I’m done.” The paper has about 5-10 words total on it. After three minutes, one student starts playing with the pencil on his desk. You’ve delivered a set of instructions that, in your estimation, should take about twenty minutes to complete.

It’s time for independent writing task.However, when you check on things a minute later, there are 50 papers spread around the hallway, shoes anywhere but on their owners’ feet, and your 4 year old students are talking about Fortnite like they’re on an expert panel. You send your students to their lockers, confident that within a minute or two, coats will be on, backpacks will be zipped, and the kids will be ready for the bus.

OK, put on your teacher hat, consider the following scenarios, then rate them as: “I don’t know what you’re talking about!”, “Totally!”, or “How are you in my head?”

DAYSPRING TIMETOOL HOW TO

supports the instruction of coping skills, behavior regulation systems, and executive function skills that empower our students learn how to help themselves. So, let’s not waste any time and get right to it!! (pun intended) In my previous post, I stressed the importance of P reventative A ntecedent T eaching, or P.A.T.īy thinking about problems that may arise and planning around them/for them before they materialize is cheaper in terms of expense, effort, anguish, training, and attention as opposed to waiting for the “uh oh” moments to happen.įurthermore, P.A.T.