All teachers were using random learning partners which worked well. Some children, with autism, needed to stay in their seat while their partner moved.
One teacher had introduced feedback forms of what children needed from their new partner.
Two weeks had been more successful than changing every week.
One non-verbal boy who struggled to communicate and showed anxiety over any new type of social activity, talk partner changes especially.
To reduce his anxiety he had control over the lollysticks and pulled the children’s names for their new partners. He slowly began to look forward to the change of partners.
When he pulled his name out he had time to absorb before the rest of the class knew and could prepare himself first.
At the start of the year, he almost always ended up sitting at my desk and by the end of the year would sit anywhere in the room with anyone – even his communication improved and confidence shone through him!
Chrissie