A “break card” can be used to benefit all students, including those with exceptionalities .Above is an example of a break card - however, depending on your class, the options may vary. In regards to the options - it is up to your professional judgement, and your relationship with your students to know what options will best suit your class. Agreements surrounding the break cards need to be created between teacher and students to ensure their safety. Essentially, a break card is allowing students to self regulate. They are aware that they are feeling overwhelmed and they can use these cards to communicate that with you. Providing the student with the responsibility to recognize their own emotions, the ability to take control of what they need and the option to silently communicate this with you, can be very beneficial. You and the students have mutual respect and trust in each other to use these break cards appropriately. The break card can be used to go for a walk, excuse themsel
The “purple folder” is a technique used when a teacher is noticing that a student needs a break. When you notice a student is fidgeting, or displaying other signs of needing a break, you can give the student the “purple folder” (it does not need to be purple), you can ask them to bring this folder to another teacher's classroom. This teacher will be someone the student already trusts and also someone the homeroom teacher has an agreement with. For instance, if Bob has a great relationship with Mrs. Z - you could ask Bob to go bring Mrs. Z the folder. Mrs. Z then knows it is because Bob needed a few minutes away from the class. Mrs. Z can either just pretend to open the folder or just have a quick chat to give Bob a minute away. This is a great technique to use when students are unable to regulate themselves and use the option above, which is the break card. The student's actions such as fidgeting can be their non-verbal way of communicating to the teacher that the break is ne