Create structure in a flexible environment
A well-organised and highly structured classroom minimises the cognitive demands to process and interpret new information.
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Go to top of current page: Create structure
Establish routines
Establish routines
Wherever possible, build predictability into your classroom.
Support routines and spoken instructions with visuals.
Provide a predictable environment
Provide a predictable environment
Create predictable routines to reduce anxiety and allow students to manage themselves independently.
- Use personalised and class timetables
- Clarify expectations and teach appropriate behaviours
- Signal upcoming transitions
- Talk through last minute changes that may be startling to students
- Use task boards to break large tasks into components
- Develop strategies for times of anxiety
- Share key information across the school for example with staff, leaders and relief teachers
Create responsive classroom layouts
Create responsive classroom layouts
Parents and whānau know their tamariki and can pre-empt situations that could cause distress.
This video shows examples of how teaching teams can respond and plan specific support for tamariki.
Create structure in a flexible space
Create structure in a flexible space
Set up your environment to enable students to work more independently by minimising cognitive load.
For more ideas see:
FASD environment brochure – POPFASD
Closed Captions
Minimise distractions
Minimise distractions
Minimise auditory and visual distractions to help diminish the confusion and frustration some students experience, and maximise their ability to focus on the task at hand.
Reduce visual distractions
- Strategically place the student’s seat away from distractions, such as doorways and windows.
- Clear the student’s desk of everything, except the lesson at hand.
- Put away (or out of view) teacher’s equipment and books competing for a student’s attention.
Reduce auditory distractions
- Seat student closest to where you present information.
- Seat student next to students who do not distract others.
- Provide nonverbal cues that are familiar to the student to help them stay focused and working quietly, for example: use hand signals, move close to student.
- Create quiet spots in your classroom.
Provide structure and consistent routines
Provide structure and consistent routines
Structure helps ease the stress created by constant change.
A consistent routine supports independence and reduces anxiety and stress.
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Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
Return to the guide “Fetal alcohol spectrum disorder and learning”
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
- Understanding FASD
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Teach students about alcohol harm during pregnancyShow suggestions for Teach students about alcohol harm during pregnancy
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
