3) Students develop The ALERT Program is Teach students how to ask children label their engine for and use the tools in your taught in three stages: levels in class. Consider posting a classroom so that they are high--just right--low poster in the able to use them when Stage 1: Identify engine speeds room as visual guide; ask students needed directly how their engines are 1) Teach children engine words— running; integrate a 5-minute 2) Allow students to practice using Our bodies can be thought of like a sharing activity to identify engine different strategies car engine: sometimes we run on speeds. low gear, sometimes we are in high Stage 3: Regulate engine speeds gear, and sometimes our engines run just right. Visual aids are helpful Students choose and use for this process. strategies independently High: overexcited, wild, hyper, hyperactive, out of Provide support and control feedback as needed. Low: sluggish, spacey, slouched posture, “out of Students learn to change it” engine speeds when options are Just-right: when it is easy to limited get along with others, pay attention, and have fun It may not be the appropriate time to take a 2) Label engine Stage 2: Changing engine speeds walk during class, so the these levels with your child chooses to stretch in his own body so that children have a 1) Introduce tools from the “Engine seat instead. better understanding of engine Toolbox” to change engine speeds levels. Have the children demonstrate the level back to you. Explain that the tools work differently for each person
The ALERT Program is taught in three stages: Stage 1: Identify engine speeds 1) Teach children engine words— Our bodies can be thought of like a car engine: sometimes we run on low gear, sometimes we are in high gear, and sometimes our engines run just right. Visual aids are helpful for this process. High: overexcited, wild, hyper, hyperactive, out of control Low: sluggish, spacey, slouched posture, “out of it” Just-right: when it is easy to get along with others, pay attention, and have fun 2) Label engine these levels with your own body so that children have a better understanding of engine levels. Have the children demonstrate the level back to you. 3) Students develop children label their engine levels in class. Consider posting a high--just right--low poster in the room as visual guide; ask students directly how their engines are running; integrate a 5-minute sharing activity to identify engine speeds. Stage 2: Changing engine speeds 1) Introduce tools from the “Engine Toolbox” to change engine speeds Explain that the tools work differently for each person Teach students how to ask for and use the tools in your classroom so that they are able to use them when needed 2) Allow students to practice using different strategies Stage 3: Regulate engine speeds Students choose and use strategies independently Provide support and feedback as needed. Students learn to change engine speeds when options are limited It may not be the appropriate time to take a walk during class, so the child chooses to stretch in his seat instead.