You’ve got the uniform, the new shoes, pencil-case and stationery and they’re all neatly labelled with your child’s name – but being ready to start or go back to school isn’t just about having all the right kit.
Starting school for the first time, going to a new school or moving to a new class, teacher or environment are some of the biggest transitions in a child’s life. It’s normal to feel anxious or worried at times of transition or change and the routine and environment of daily school life can present many challenges in itself for some children. It can often be difficult for children to understand and express these feelings and know how to cope with them effectively. If a child can share their worries and concerns with their parents and teachers it will be easier to help them develop good coping skills and strategies.
My TomTag Feelings Notebook is an ideal tool for communication between child, parent and teacher. It helps a child to express, understand and communicate their feelings and anxieties. Parents and teachers can better understand the causes and triggers for a child’s anxiety or behaviour, by identifying patterns over a number of days or weeks. This written record can help them to work in partnership to give a consistent and coordinated level of support to the child.
The TomTag Share how I feel tag and Manage my feelings kit are additional complementary products that can be used in conjunction with My TomTag Feelings Notebook to help a child further explore, express and understand their feelings and emotions.
The brand new lunch box you bought just a few weeks ago gets left on the kitchen table in the rush to get everyone to school on time – what now? Arriving at school without all the right kit for the day ahead is a common cause of anxiety and stress for many school children. Not being able to take part in activities, being in trouble with teachers, not being comfortable and having attention drawn to them are all unwelcome consequences of forgotten pe-kits, lunchpacks, jumpers and the like. TomTag’s I can do it – pack my bag for school kit is a simple checklist that attaches to a child’s school bag to remind them what they need to take to school and bring home again each day.
We’ve created some new amazing value bundles incorporating all these products to help you prepare and support you child as they head back to school or if they’re starting school for the first time. Click on the product links below to find out more about each product and details of our bundles.
It’s often the simplest things that have the biggest impact.
A seemingly simple thing that gets forgotten, ignored or left unnoticed can cause a big problem down the line. Simple ideas, simple tools, simple changes might be all that’s needed to solve a problem or do a better job than a complex solution.
A Share how I feel tag, with its thermometer-style colour faces scale, has to be one of the simplest uses for the TomTag system but since introducing it less than nine months ago has become our best selling product. It can be used in lots of different ways which is perhaps one of the keys to it’s success – we’ve given some ideas in this free download guide.
Having recommended in our guide that using a feelings diary can help to identify patterns of emotions or behaviour and the triggers that could be causing them, we decided to make our own!
My TomTag Feelings Notebook
Keeping a diary gets you into the habit of noticing and naming how you feel in different situations throughout the day or at times when you feel most anxious or worried.
There’s a scale for rating the strength of your feelings and a guide to help build up a vocabulary to describe your different feelings and emotions.
By making notes about what happened during the day or at key points you can start to build up a picture over time which helps you to see patterns and identify the common triggers or stressors. Quite often these might be simple things that go unnoticed day to day but are easier to spot once patterns emerge.
It’s often the simplest things that have the biggest impact.
The TomTag feelings tag-o-meter is a visual feelings thermometer that can be used to support the development of all the skills required for good emotional intelligence.
It can help children to understand and communicate their feelings. By linking with a visual reminder of appropriate actions and strategies, they can learn how to manage those feelings too.
Regular use of this type of visual scale helps children to recognise the causes and triggers for their feelings and emotions. They can work out ways to help themselves improve their responses and handle things better in the future.
Let’s get started
At the start of the school day it’s helpful to know how a child is feeling to assess their readiness for learning today. Use the feelings thermometer as a way for them to quickly and easily communicate this to you.
You might find it useful to provide a list of further options (like the red tag shown here) to help you identify the cause of any problems. For example, are they sad because they are hungry or tired, too hot or too cold, are the surroundings too noisy or bright?
Once any issues have been dealt with appropriately the child will be more able to access and engage with their learning.
Are you expecting a change to routine, an unusual event or a visit to a new place today? Use the same approach to rate how comfortable the child is about this. If they are frightened, worried or anxious you can try explaining more about the reasons for the change or event or what they can expect to happen during the day or the visit.
Encourage the child to think about whether the strength of their feeling is in proportion to the situation. Does their reaction match the level of the problem? If not, discuss strategies they can use to deal with their feelings and talk about what a more appropriate response might be.
Get down to work
Before starting a task or activity, ask the child to rate their anxiety or confidence level about what they have to do. This information can help you to decide what support they might need to be able to complete the task successfully or it can open a discussion about whether their anxiety is proportional and realistic for the task faced. For example, are they:
How was that?
Revisiting the scale once a task, activity or event has finished offers an opportunity to reflect back and learn from it. Was their actual experience better or worse than they had expected it to be? How would they feel if they were now faced with the same event again?
If they were initially very anxious but with support were able to succeed, should this make them more confident about the next time they face the same task or a new one?
Another good time to check in with the feelings thermometer is after school, particularly as they may keep emotions locked up until they get home. Just as at the start of the school day, it’s a quick and easy way to communicate how they’re feeling and alerts you to any issues that have occurred during the day that might need further investigation or discussion before settling down to homework or evening activities.
What happened there?
Sensory overload, changes to routine, difficulties processing information, social interactions or being tired or hungry are all common triggers for anger or challenging behaviour.
Getting a child to think about and try to understand what made them angry or prompted their behaviour begins to develop their emotional self-management skills. Using a feelings diary can be a good way to identify patterns of behaviour and incident triggers and plan for minimising stress at key points.
Encourage the child to use a feelings scale to start recognising how they feel or what their impulses are when their anger level starts to build. Set up some different coloured tags for each level like the ones shown here. Use each list as a reminder of suitable calming ideas they can try to help prevent their progress up the anger/stress scale and bring their feelings under control.
This technique can also be used to identify and respond to inappropriate behaviour from over excitement or a high arousal state.
Children not only need to understand and interpret their own feelings, it’s important for them to be able to recognise the feelings of other people around them too.
When a child is familiar with using the feelings tag-o-meter to rate their own feelings and emotions, they can build their skills in appreciating other people’s feelings too.
As a parent, carer or teacher, you might want to let the child know that you are pleased with their work or attitude today. They may not have behaved well and you want them to understand that makes you sad. Reinforcing your words by showing them on the scale how you feel helps them develop their ability to recognise and interpret verbal and non-verbal emotional signals.
Let’s be friends
You can take a similar approach when dealing with social interactions between the child and their classmates, friends and family. If there’s been a disagreement or incident, try using the feelings scale to help those involved communicate with each other about what happened, how they are feeling and how they might be able to better control their actions in the future. Our School Timetable sticker pack (included in the kit “I know what to expect at school”) has a number of useful behaviour-related symbols that would help with identifying positive strategies in these situations.
The more practice a child has at acknowledging and recognising their feelings, using different coping techniques and appropriate communication strategies, the more relaxed and content they can be knowing that they have the skills to cope. A child who can identify his own emotions is more likely to be able to identify the emotions of others. Children who can see a situation from the view point of others are more able to engage in problem-solving and other social activities.
New uniform to buy, school shoes to get fitted, pencilcases galore in every shop – it’s that time of year again when our thoughts must inevitably turn to planning for the new school year.
Last summer our own back to school preparations took on a whole new dimension. My autistic son Tomas faced the daunting transition from his much-loved mainstream primary school to our local secondary. Clearly there would be many challenges to face and one big worry was how Tomas would manage the extra organisational demands of dealing with lots of different subjects.
Tomas was going to need a system to help him keep his paperwork organised and in one place if he was to stand any chance of keeping on top of things. We started with eight A4 ring-binders in different colours and labelled each one with a subject. We labelled the pockets of a plastic concertina file with the same subjects and labelled one extra section ‘letters’ to be used for permission slips, newsletters, etc.
I explained to Tomas that he must take the concertina file to school each day and bring it home again every night. Any notes, homework or handouts he was given had to be filed in it immediately after each lesson to prevent them from getting lost in his school bag or left at school! I then showed him how to empty the file each night. We talked through how we made the judgement about what should happen to each piece of paper. It if was needed for lessons the next day it could remain in the file, any homework sheets should be completed and returned to the file and some papers would need filing in the ring-binders for later reference and revision purposes.
The aim eventually was to have Tomas apply the strategy independently. Direct explicit instructions and plenty of practice are often all that is required to help children learn basic organisational or other skills. This approach can be particularly beneficial for a child with organisational difficulties although it is appropriate and useful for most children.
One year on and I am delighted to report that the system seems to be working! With lots of practice and the support of his teachers, Tomas can now collect, sort and file all his own paperwork from school. Now I just need to apply the same rigour to my own filing system!