Where are all the toy mushrooms?

'Research is beginning to suggest that computer games can help to stimulate a successful learning environment and provide motivational learning contexts that suit many learners.'

Source

My research is beginning to suggest that many young people are living in an augmented reality whereby their experience of computer games mar their mind and associations with actual reality!! Today when asking pupils what we could learn about in their castles topic, one mentioned the moat (pretty good response) when they were asked what the moat is for, their responses (which in hindsight made me laugh out loud) made me despair. One pupil said
"Isn't that where they put the lava to keep the baddies out?" 

while another added,

"Is it that part where the crocodiles live?'

You may read those and think that they are those funny things kids say...and it does still raise a smile on my face. However, these pupils are 15 and 16. And most definitely not joking. Yes, they have complex special needs, but still. Some pupils imaginations are limited to what they have simply seen in their life, on TV, a game or in reality. This can in some cases be of benefit, however in most cases what they haven't been taught is filled in with stuff that's totally crackers, like the above!! And this stuff will stay with them into adulthood.

It's a sad indictment of society today, that many children's primary interest is computer games. It provides us with a challenge amongst many others. For those with special needs in particular, the importance of teaching which defines actual reality and about the world around us is profoundly important.

I only ever use game based learning which either represents reality (such as budgeting and money or simulations) or which allows children to build (programme) a game and therefore get to grips with the idea of things being 'made up' (Kodu game lab)

I have to say, I would rather kids thought that the world was made up of little jumping dinosaurs and lovely red mushrooms than of people who run round the forest with guns shooting people!

The kids we love - strategies for behaviour and learning

I was talking to a friend this holiday who wants to get into special needs teaching. The term special needs teaching is super broad and not all that specific in terms of actual needs and characteristics of kids. But thats another blog post!
He asked me 'so what if they walk out, throw stuff, tell you where to go.., ?!'

These are the outcomes of that conversation. The 4 pupils below broadly sum up the 11 in my form group at some point in time. Aged between 11 and 14. This is how my support assistant and I manage them.

The 'out of chair, constantly seeking attention, and before you know it they've done zilch.'
This is my favourite characteristic in many ways, soooo clever!
Firstly, know what you want and expect and make sure they know too. Vital or the rest won't work.

• Bet them and time them! But be realistic, I can say 10 minutes with kids in my class. My colleague with 5/6 year olds goes for 2. Write it down and place it in front of them with a timer!
• Sit them with someone who won't be drawn into their chatter and distraction (I strategically place my support assistant)
• Tell them they will get your attention ONLY when they have done xxx (your choice).
• Give them a work station, I find with a special 'everything you need' kit of pens, rulers, pencil, rubber, etc. that way the things they 'play' with are work related.
• If writing, mark on their page what you want done and by what time.
• Reward for little achievements and PRAISE when they've reached a good goal.
• Model using another pupil as an example what is 'really good' behaviour for learning and why.
• Use traffic light cards. They have green and you can swap for amber if things slip. They have to have some sanction or escalation attached to them depending on your school.
• Sanctions. If the work isn't done despite interventions, keep them in to finish it. Simple.

The 'I dont get it...I still don't get it'

• Write down task/s on a checklist (Toms checklist') or whiteboard in order, step by step. 
• Give one specific instruction and a time frame. e.g 'Write a sentence about what you like.' - 3 mins.
• Ask another pupil to explain the task or sit them together for peer support and guidance. This works well in my setting.
• Go 'simpler' and redress this next lesson in your success criteria.

The '*silence'
This can be a sensitive one and is largely dependent on how well you know the pupil to how you approach the situation.

• Don't push for a response or use sanctions straight away.
• Direct support assistant to pupil to try and find out what may be bothering them.
• Be sensitive and give options followed by your terms or requirements, i.e 'you can go out for a walk or a drink with Mrs...(support) and then...read the 2 pages here/logon.
• Give the option for them to write down worries/anxieties. This resource from +TES Connect is quite versatile and useful.

The 'Yeah, but..'
My class are a clever bunch and perfectly adept in picking up on things when you're not crystal clear or the queen of honed instructions or pinpoint facts. But they're also very good at deflecting using 'yeah, but' until you think you're a bit mad.

• be clear and engage them in one 'yeah but..' Then be firm and clear that if they need to talk more about it then you're free at lunchtime to go through it. Funny how quickly it becomes irrelevant to them!!
  
  • Make your response factual, literal and rational. This is particularly necessary for pupils with autism.
    
  • Refer to points in the 'I don't get it...still don't get it' part!
  There are more, of course. What 'types' do you teach?