Dreamy children at school
Dreamy children find it difficult to shake off their daydreams, especially when they feel under pressure, the task is repetitive or boring, they have to listen for a long time, they are tired or they are emotionally preoccupied. The following examples show how teachers can offer support:
Claudia Matt, primary school teacher and special needs teacher in the canton of St. Gallen:
"I've noticed that many inattentive and fidgety children are less distracted when they can feel their bodies better. I use a large chair cushion, which is wrapped around the hips, and cherry stone bags, which the children can place on their knees. I have sewn dinosaurs on them: These are our energisers. The cushions give the children support during quiet work.
A daily schedule provides orientation for dreamy children.
Claudia Matt, teacher
To help dreamy children orientate and structure themselves better, I work with a daily plan that shows what we are doing (reading, arithmetic, movement break, partner work, etc.). Picture cards also show which materials the child should have ready (e.g. scissors, set square, exercise book). If verbal tasks are visualised, learners are better able to get started and stick with it. The child can also turn over the picture cards when an assignment has been completed. If a pupil digresses, I don't have to say much but can point to the assignment."
Fabienne Schnyder, primary school teacher in the canton of Zurich:
"I consciously try - and it actually helps all children - to give very short and concise instructions. And I keep telling myself that children with attention problems often still don't realise what they have to do or can't remember what I explain. For me, this means that I ask questions and always keep an eye on them to see whether they have understood the instructions. In the past I might have got angry, but now I can see how much effort these children are making and that some of them need closer supervision.
We often discuss in class that we are all different and that diversity is a beautiful thing.
Transparency is also important to me. We often discuss in class that we are all different and that diversity is a beautiful thing. I always take time to recognise the different qualities of the children in the class. On the other hand, we are open about the fact that we have weaknesses and that it is not equally easy for all children to think of everything, for example. The children are happy to support each other if they are invited to do so. For example, I ask: «Who will help XY remember to put on his/her finches?»
Andrea Meier, 1st grade teacher in the canton of Zurich:
«When I look carefully at my class, I see around four to five of my 19 pupils who are present in different ways or are daydreaming. It's important to me to better understand the difficulties my students are having and to find out in discussions with them what I can do as a teacher to help them. For example, I recently interviewed two young people in my class who have attention problems. One girl is extremely fidgety and often wanders off in class. She told me that she hears my voice from a distance in her daydreams when I explain something. But she doesn't understand the assignment because it just doesn't come across. However, when I walk past, address her directly by name and tell her "Concentrate» in a friendly manner, she snaps out of her dream and realises that she is listening properly again and understands the task, she says. Another thing that helps her is when it is very quiet in the room.
I realised that as a teacher I had to stop talking so much about the work assignments.
The other girl has been diagnosed with ADD, an attention deficit disorder. She also says that noises from her bench neighbours or movements around her upset her. Both girls have asked to work with hearing protection in the future. I also received valuable advice from both of them that they understand the task much better when they are given very short, clear instructions. I realised that as a teacher I have to stop talking so much about the work assignments, I have to take my own nose to the grindstone. So I'm setting off with my AD(H)S kids and will certainly find out even more in dialogue with them about what specifically helps them in everyday life."
Nadezhda De Salvador, special education teacher in the canton of Aargau:
«We all know the feeling: Have I taken everything with me, thought of everything? When shopping after paying: "Your bank card is still in there», on the train: «Is this umbrella yours?», in the restaurant: «That's your wallet, isn't it?» A brief distraction, an interesting thought, a dreamy digression. Over time, you get to know each other and, just to be on the safe side, you take another look back, check your handbag, reach for the door handle again. It's the same with children. Anyone who works with children will certainly be familiar with this: «You, I've forgotten my pencil case», «You, the maths book is at home», «You, the exercise book has been left at school». It is important to deal with this openly.
A «Remember» instead of a «Forgotten again» can go a long way.
This is where a «think about it» strategy can help. «Remember» instead of «Forgotten again» can go a long way. If the «forgetting» happens very often and the situation becomes difficult for the child because they suffer from it, imagination is required. For forgetful and inattentive children, you can make a «remember» pendant. It is important to involve the child. On the first page, a helper (a superhero, an exclamation mark or a self-portrait of the child) is required. This is followed on each page by the material that the child should pack and bring back to school. This material can be photographed or the child can draw it themselves. The child should be able to make a personal connection to the pictograms or pictures. And which «I've made it!» pictogram does he or she want? Print it out, laminate it, punch holes in it and attach it with a clip: You're ready to go."
