As a teacher, I know that I have strengths, but also areas of need. I always thought that one of my biggest strengths was accommodating for students with various learning needs. I knew what it was like to be that child that struggled, and I didn’t want others to feel the same way. This is why I’m so passionate about differentiated instruction and student voice and choice in the classroom. A meeting that I had on Friday morning made me wonder if I could/should be doing more.

During our PA Day on Friday, Valerie Bennett, a Character Networks Pathways Teacher for our Board, met with me to discuss the Collaborative Problem Solving Model. Towards the end of May, I wrote a blog post about solving problems on lunch duty, and I wondered how students could learn to solve some of these small problems on their own. Valerie read my post and thought that the Collaborative Problem Solving Model might help. After talking to her, I really do believe that it will help, and I have a plan in place for this week, including the use of a visual to use with students.

When discussing this problem solving model, Valerie and I were also talking about addressing student needs. It was during this discussion that she referred to an article that I saw and read before — but I don’t think truly made sense until our conversation. The article explains how fidgeting can actually help students with ADHD concentrate.

To some extent, I thought that I was already letting this fidgeting happen. Over the years, I’ve had students use exercise balls, use TheraBands on chairs, squeeze balls or small toys, doodle during full class discussions, and sit on bumpy cushions or various pillows to provide some extra pressure. But what about the student that’s using one of these methods, but still struggling with learning and/or preventing others from learning? I was sure that in this case, this child likely just wanted the attention: whether positive or negative. (I’m so sorry that this is what I thought!) Now though, I’m left wondering,

• Is the method being used the right one for this child?
• Does this child need another option in addition to, or in substitution of, what’s already being done?
• Is there a consistent time that this child is acting out, and if so, how can I modify what’s happening at this given time?
• Are the child’s actions posing a safety risk and/or interfering with the learning of others? If not, are the actions actually okay?
• Have I spoken to this child enough about what he/she needs? If not, could we work together to develop some solutions?

I wish I could go back and change my past thoughts and actions. I can’t though, but I can make a change now. Maybe I need to think of more “fidgeting options” for those students that need them.

More Fidgeting Options

• Turning on the computers and setting up the websites during our full class morning meeting. Our class discussions aren’t long, but these students could still hear what’s being discussed, while also having an opportunity to move around.
• Putting the iPads on the tables, or opening up the app choices on them, during any carpet discussions. Again, these discussion times are usually short and don’t always happen as a full class, but when they do, maybe another option would benefit some students. 
• Making use of the swivel chair. I have a swivel chair at the guided reading table, and I know that some students really benefit from using it while they work. Maybe it would also benefit some students to use during small group or large group meeting times.
• Figuring out a fidgeting area on the carpet. I have a large carpet and a small class. Maybe students that need it, could find an area away from others where they can move more, but in a safe way that also does not disrupt other children.
• Letting the student decide. If the current options aren’t working, maybe it’s time to talk to the student. I think that the Collaborative Problem Solving Model could also work well here.

Valerie, I can’t thank you enough for helping me see things differently. What fidgeting options have you used before for students that need them? What benefits and/or drawbacks have you observed for these students and/or the other students in the class? I’d love to hear your thoughts as I look ahead to a new week and an evolving approach.

Aviva