Stimming

Brianna Rider

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards Three and Five

EDUW 694 Classroom Environment

Instructor: Catherine Anderson

April 18th, 2019

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #3: Teachers understand that children learn differently​. The
teacher understands how pupils​ ​differ​ ​in​ ​their​ ​approaches​ ​to​ ​learning​ ​and​ ​the​ ​barriers​ ​that​ ​impede
learning​ ​and​ ​can​ ​adapt​ ​instruction​ ​to​ ​meet​ ​the​ ​diverse​ ​needs​ ​of​ ​pupils,​ ​including​ ​those with
disabilities and exceptionalities.

Knowledge​: 3.K.2 The teacher understands and can provide adaptations for areas of

exceptionality in learning—including learning disabilities, visual and perceptual difficulties, and

special physical or mental challenges.

Dispositions:​ 3.D.2 The teacher appreciates and values human diversity, shows respect for

students’ varied talents and perspectives, and is committed to the pursuit of “individually

configured excellence.”

Performances​: 3.S.4 The teacher can identify when and how to access appropriate services or

resources to meet exceptional learning needs.

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 Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard #5: Teachers know how to manage a classroom​. ​The teacher
uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and
self-motivation.

Knowledge​: 5.K.4 The teacher understands the principles of effective classroom management and

can use a range of strategies to promote routines and positive relationships, cooperation, and

purposeful learning in the classroom.

Dispositions​: 5.D.1 The teacher takes responsibility for establishing a positive climate in the

classroom and participates in maintaining such a climate in the school as a whole.

Performances​: 5.S.3 The teacher organizes, allocates, and manages the resources of time, space,

activities, and attention to provide active and equitable engagement of students in productive tasks.

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Danielson Framework for Teaching

Domain 2: The Classroom Environment

The Classroom Environment: Effective teachers organize their classrooms so that students

can learn. They maximize instructional time and foster interactions with and among students,

ensuring that students find the classroom a safe place to take intellectual risks. Students themselves

make a substantive contribution to the effective functioning of the class by assisting with classroom

procedures, ensuring effective use of physical space, and supporting the learning of classmates.

Students and teachers work in ways that demonstrate their belief that hard work will result in

higher levels of learning. Student behavior is consistently, appropriate, and the teacher’s handling

of infractions is subtle, preventive, and respectful of students’ dignity.

Component​ ​2a: Creating an environment of respect and rapport

An essential skill of teaching is that of managing relationships with students and ensuring that
those among students are positive and supportive. Teachers create an environment of respect and
rapport in their classrooms by the ways they interact with students and by the interaction they
encourage and cultivate among students. An important aspect of respect and rapport relates to how
the teacher responds to students and how students are permitted to treat one another. Patterns of
interactions are critical to the overall tone of the class. In a respectful environment, all students feel
valued and safe.

Teacher interactions with students, including both words and actions

A teacher’s interactions with students set the tone for the classroom​. ​Through their interactions,
teachers convey that they are interested in and care about their students.

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 Pre-Assessment

 
Self-Reflection Assessment of Classroom Environment Related to WTS 3&5

Chippewa Falls, Wisconsin, is a city located on the Chippewa River. As of 2010, the

population was 13,661 people, 95% of which are caucasian. Originally, Chippewa was a lumber

town, but then it transitioned into a railroad town. A natural spring was also discovered in the

1700s. To preserve the spring, a small springhouse was created which still exists today. A few

other landmarks in Chippewa that make it historically unique are the Leinenkugel’s Brewery, Cray

Research, Irvine Park, and the Northern Wisconsin State Fair.

I work at Saint Charles Borromeo Catholic Elementary School in Chippewa Falls,

Wisconsin that serves 99 children in grades kindergarten through second grade. Saint Charles is

also the home of the Saint Charles Early Childhood Center that serves children between the ages of

18 months and 12 years of age. Both the elementary school and the Early Childhood Center are a

part of the McDonell Area Catholic Schools system.

In my kindergarten class I have 17 students whose ages are either five or six years old:

Eight girls and nine boys. Of the 17 students in my classroom, one student comes from a mixed

race family, and two students come from separated or divorced families. The group I have this year

has a healthy attendance record with the exception of a few absences here and there. The subjects I

teach are literacy, math, science, social studies, and religion. In literacy I have two students who

were identified for pull-out intervention.

There are a range of abilities and personalities in my class. I have two students who

struggle with fine motor skills, specifically with their pencil grip. One adjustment I made for them

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was giving them a pencil grip which has helped. I also will do hand-over-hand at times.

Academically, I have three students who are lower than their peers, ten students who are right on

track with where they should be according to our district’s standards, and four students who are

performing higher than their peers. Behaviorally, I have zero kids on a behavior chart. I have a

great group of hard-working students. If they experience any qualms or behavior issues, they are

all what I would deem appropriate for a five or six year old.

Stimming is a new term I became aware of this year. I have one student who flaps his arms

and opens his mouth wide when he is under stimulated. I did not pay much attention to it at first

because mom and dad were both well aware of the situation. However, other teachers started

bringing it to my attention. One teacher sent me a lot of information on stimming behaviors. After

reading the material, it all made sense. When my student flaps his arms, that was (and still is) his

form of stimming. It occurs when he is understimulated. Red flags started going off in my head

because certain stimming behaviors can be linked to autism. However, upon doing more research,

what is beneficial about my student’s stimming is that he can snap out of it in an instant. The

stimming behaviors also do not interfere or impact his relationships with his friends. What his

parents and I are working on right now is trying to have him use less obvious movements. For

example, clasping his hands together at his waist and beating his palms against each other rather

than flapping. That way he can release the energy he needs to without it being overly obvious to

his peers, which is one of his mom’s concerns as he gets older.

Overall, I have a great group of students this year. They all have unique personalities that

mesh together for the most part. Dancing, singing, and coloring are a few of my students’ favorite

activities. They are a very creative bunch! One concept a few of my students struggle with is

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playing together and understanding that not everything goes their way. Some also struggle with

solving conflicts on their own. This is a skill that can be challenging for a young student.

Therefore, our guidance counselor and I decided to create a friend group. This is a group of five

kindergarten students that meet once a week for twenty minutes. They work on solving problems

in a group setting and learning how to effectively respond when something does not go their way.

One part of my teaching philosophy is to create a safe environment for my students that is

aesthetically pleasing. I believe I have done just that. When people enter my classroom I want

them to feel a sense of belonging and know that they are safe. My kindergarten classroom has

numerous neatly, organized bulletin boards. Most of my bulletin boards are designed not only as a

creative touch, but they are also a source of information. Two of my bulletin boards encompass

one of St. Charles’ core values: faith. They outline the story of Creation along with the fact that

we are all children of God. Two other bulletin boards in my classroom cover shapes and colors

that we learn throughout the year along with the characters from our literacy program, Superkids.

Finally, the last bulletin board that is in my room that offers information is my morning meeting

bulletin board. This is where I have a calendar, a weather chart, a count-up of how many days we

have been in school, a counting chart, and our daily schedule.

My classroom is organized in a “centers” fashion. In front of our SmartBoard and morning

meeting bulletin board is a large area rug where my students spend a good chunk of time learning.

There are also small tables and chairs where a majority of learning takes place. Each student has

their own space to give them a sense of ownership and belonging. Around the students’ tables are

where I have different centers stationed. There is a writing center that has a table with various

writing materials along with a dry erase easel for students to practice writing letters and words.

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Near the writing center is the housekeeping corner where students can play during free time or

indoor recess. I also have a library and a kidney-shaped table where I am able to meet with

students in an individual and/or small group setting. Finally, to help ensure that my classroom is a

safe space for all of my students, I have a quiet corner. This is an area that is set aside for students

who need to take a break throughout the day whether they are feeling sad, mad, upset, overly

excited, etc. There is a small table and chair with a few calming activities. These activities include

a few books, a variety of stress balls, and a couple sensory bottles. My students know that there

may only be one student there at a time and it is not a corner for playing.

An important piece about Saint Charles that would be important for others to know is that

we are a Catholic school. Therefore, I get the opportunity to teach religion everyday along with the

other core subjects. We also attend mass as a school once a week for 45 minutes. There are times

where my coworkers and I have to get creative with how we use our time to fit in all of the

subjects, but I love incorporating our Catholic values throughout the day. Another interesting

aspect about my classroom is the amount of technology we have available for our students.

Currently we have one SmartBoard and ten mini iPads. I am thankful for the technology that I

have available in my classroom because it gives me many opportunities to vary how I present

information to my students.

As I mentioned before, part of my teaching philosophy includes providing a safe,

aesthetically pleasing environment for my students and anyone else who enters the door. I believe

it is very important for there to be positive interactions between myself and my students. My

students are only five or six years old. Not only are they trying to figure out how to cope

emotionally, behaviorally, socially, etc., they are also expected to meet a variety of standards set by

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the Diocese of LaCrosse. That can be a lot for their little bodies to endure. With that being said,

when it comes to discipline I try to be practical. There is a fine line between what is expected of a

five or six year old, and what is not. For example, if there is a student who keeps blurting in class,

am I going to take away their entire recess? No. Kids love to chat and it can be hard for them to

sit still for long periods of time. Now if that same child continues to blurt after redirection has

taken place, then there might be a small consequence such as sitting in a different spot in the room.

I am a firm believer in following the rules. The rules that my students and I came up with in the

beginning of the year are: Raise your hand and wait to speak, sit criss-cross applesauce (or at least

stay in your bubble on the carpet), keep our hands and feet to yourself, and be kind to everyone.

By including my students in the rule-making process, I hoped to instill in them a sense of

belonging. It is not just my classroom, it is our classroom.

Learning is a process. Another part of my teaching philosophy is to differentiate my

instruction so that all the needs of my students are being met. Throughout my teaching career I

have witnessed how not everybody learns in the same way. Some people might be visual learners

while others are kinesthetic learners, or perhaps they learn best through hearing. While taking that

into consideration, I try my best to include a variety of teaching techniques with my students. For

example, in math I like to switch up the way I present content. We role play with story problems,

solve math problems using dry erase boards, learn about shapes using manipulatives, and use

worksheets. I have found that by switching up how I present the material, no matter what subject,

my students get more excited about learning.

Along with learning comes assessment. I do not like to give a plethora of formal

assessments. With the exception of what they learned in 4K, much of what I teach is brand new to

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my students. Therefore, I do not expect them to fully understand every single thing that I teach.

Granted it is expected that my students master certain concepts such as their letters and numbers,

but a lot of what I teach is just a start. It is the foundation for what they will continue to learn later

in life. A lot of assessments I conduct are informal. One of my favorites is observation. You can

learn so much about someone just by watching them. Observation does not work, however, when

it comes time to put together concrete data on how students are performing academically in the

classroom. This is where I find formal assessments to be very useful. They are a great tool for me

to not only show parents how their child is doing in kindergarten, but it also helps me as a teacher

determine what my students have grasped and what needs to be retaught. Teaching is a constant

cycle of planning, instructing, assessing, and reflecting.

I would consider myself a very crafty and organized person. For that reason, I believe that

one of my biggest strengths with regard to Charlotte Danielson’s Domain 2 would be organizing

physical space. In my classroom I make sure that learning is accessible to all of my students and

that the resources in my room are used effectively. Along with organizing physical space,

managing student behavior is also one of my strengths. What I expect in the classroom is made

clear to my students on day one. I am constantly monitoring behavior and if I see negative

behaviors that continue over a longer period of time, I make sure to put a plan in place. One plan

that has worked for me in the past is a behavior chart. The student and I would sit down together

twice a day and reflect on how his or her day was going. We would also set a goal together. If the

student met his or her goal of making good choices that week, he or she would get to choose a

reward. I believe that this type of behavior management is appropriate, and it respects the dignity

of my students.

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 If I had to choose a challenge that I have in regard to the classroom environment, I would

choose managing classroom procedures. Within this component I have strengths and challenges .

There are clear procedures for transitions and handling of supplies in my classroom. However, one

challenge I face is keeping my students engaged if there is a lot of wait time between transitions.

For example, when we are transitioning from the classroom to lunch, my students know they are

supposed to go to the bathroom, wash their hands, and line up quietly in the hallway. By the time

everyone completes this task, some students are standing in line for three to five minutes. That can

be a long time for a kindergartener to be quiet. My goal is to find a way to keep that time engaged,

yet quiet for my students.

The exceptional learning condition I would like to learn more about is stimming. I have

one student who appears to be under stimulated many times throughout the day. To cope with the

lack of stimulation, he will flap his arms in the air and open his mouth wide. With not knowing

much about stimming, I am not sure if these are movements that can or should be stopped, or if

maybe there is a way to have him stim in a different type of way so that it is less obvious. One

concern that this student’s mom had was that he might get made fun of if he continues to stim in

this way as he gets older. I would like to learn as much as I can about this exceptional learning

condition so that I can take what I learn and share it with others.

 
Essential Question to Guide Learning Process and Growth

After reflecting on my classroom, the Wisconsin Teaching Standards, and Danielson’s

Domain 2 Classroom Environment, the essential question that will guide my personal and

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professional research and learning is: “What strategies can I implement to assist my students with

stimming behaviors?”

 
Synthesis of Research

There are moments in everyone’s life where they feel over stimulated or under stimulated.

This year in my kindergarten class I was faced with this realization. One of my students flaps his

arms by his head, opens his mouth wide, and occasionally slightly rocks back and forth. I noticed

him doing it, but I never gave it much thought because it was not impacting his academics or his

social interactions. Thankfully, our art and music teacher sent me a few articles on stimming.

Together we realized how this student would stim when he was under stimulated. The times we

saw him stimming were mostly during transition times or times when the students were given a

choice of what to do such as during recess or free time. What I am interested in finding out is if

these stimming behaviors can (or should) be stopped, and if so, how?

Many people stim in different ways for different reasons. For example, when I was

growing up, I would always bite my fingernails when I was nervous. That was how I was able to

cope with my nervousness. However, there is a lot about stimming that I am unfamiliar with. One

conversation I had with my student’s mom revolved around his future relationships with his peers.

We are concerned that he might be made fun of if he continues to stim the way he does now. One

thing that my student’s parents are working on at home is having him stim in less obvious ways.

Instead of flapping his arms by his head, they are trying to have him do a more discrete action

down near his hips. This leads to my next couple of questions about stimming: Is it possible to

change a stimming behavior once it has started? Is it possible to outgrow a stimming behavior?

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 One challenge I face with my student who stims is finding ways for him to make the best

use of his time, especially in moments where there are choices. When the students in my

classroom are finished with their work, they have the choice of quietly putting together a puzzle or

reading a book until everyone is finished. These moments are where I see a lot of stimming take

place. My student who stims might be in the library area, but instead of reading a book he will

walk in circles while flapping his arms. I also struggle with what to do when he stims in close

proximity to his peers. There are times when my class is lining up during a transition when my

student will “pop” his neighbors bubble and perform his stimming behavior within inches of that

student. The other students in my class do not seem to mind, but as they get older, it might become

more of an issue.

To help this situation I do have one specific strength in terms of my student’s stimming

behavior and that is respect. I feel I am very respectful of my student’s exceptional condition. If I

notice my student stimming while standing in line, before we start to walk I will ask him if he is

ready to go wherever we are headed. That way he is able to regain his focus without drawing

attention to his stimming behavior. I also make sure to be very respectful when discussing the

situation with his parents as it is a sensitive issue for all concerned.

Self-stimulatory behaviors, also known as stimming, can be found in anyone regardless of

their age, gender, academic ability, etc. According to Edelson (n.d.), “Self-stimulatory behavior

refers to repetitive body movements or repetitive movement of objects.” Such movements can

involve any of the five senses. They can be visual (staring at lights), auditory (covering ears),

tactile (rubbing certain textures), vestibular (spinning in circles), oral (putting objects in mouth), or

olfactory (sniffing people) (Edelson, n.d.). Regardless of which sense is involved in the stimming

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behaviors, it is important to outline the reasons behind why people stim. There are two main

theories that exist. Under stimulation is one reason. The body craves stimulation. Therefore, the

body will engage in a stimming behavior to electrify the nervous system. On the contrary, some

individuals will stim due to over stimulation. In this scenario, one’s surroundings are too

stimulating. Therefore, the body will stim to re-focus itself (Center for Autism Research, 2014).

Common, typical examples of stimming include whistling, twirling hair, and biting nails.

Smelling a stranger’s hair, hand flapping, and walking on tip toes are examples of stims that can be

atypical and can (but not always) be linked to autism (Sebastian, n.d.). Stimming behaviors in

individuals with autism tend to be more disruptive and interrupt learning or work. For example,

stims that could cause such disruptions include hand flapping, staring at rotating objects, or

squealing. There are also stims that could cause the individual or others harm such as head

banging. If one’s stimming behaviors begins to interfere with their daily lives and/or cause harm to

themselves or others, it is time to look into if the behaviors can be controlled and, if so, if it is a

good idea to stop the behavior (Center for Autism Research, 2014).

When an individual is stimming, it can be quite obvious to others. Although some stims

seem unusual, some forms of stimming are a part of a person’s behavior (ie: twirling hair). One

common symptom of autism is stimming. As Rudy (2018) states, “​The biggest differences

between autistic and typical stimming are the type, quantity, and obviousness of the behavior.” A

behavior is viewed as a stim when it goes above and beyond what is culturally viewed as normal.

For example, nail biting is tolerated where hand flapping is considered odd or unacceptable. To

determine if the stimming behavior is linked to autism, frequency is one key factor. People with

autism will stim more frequently and find it hard to stop. Most experts say that people with autism

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will stim because it is a way for them to self-regulate and self-calm (Rudy, 2018). If a parent,

caregiver, or teacher notices an individual performing repetitive motor movements, using objects

monotonously (i.e: lining up toys), or using standard words or phrases in an unusual way, an

autism diagnosis is likely (Barloso, 2019).

Before trying to stop stimming behaviors, it is important to determine why the behavior(s)

is taking place and if the actions are interfering with the individual’s academic, social, or work life.

Caution needs to be taken because, as Sebastian (n.d.) states, stopping one stim could result in a

more severe stimming behavior taking its place. If the decision is made to try and have an

individual stop his or her stimming behavior, it is pertinent that there is a replacement to fulfilling

his or her sensory need. Even more beneficial is if the replacement behavior involves the same

body parts. For instance, if there is a child in a classroom who flaps his hands, this motion could

be replaced by having that child squeeze a stress ball, place his or her hands in their pockets, or

play with a fidget. By redirecting the child to use his or her hands in other ways, an alternate

activity is presented that involves the same body parts (Sebastian, n.d.).

Not all stimming behaviors are meant to be stopped. Like the research points out, there are

two main questions that need to be asked before interfering with the behaviors: Why are the

behaviors taking place? and Are the behaviors affecting the individual’s academic, social, and/or

work life? It is also important to remember that to try and stop a self-stimulatory behavior, there

needs to be an appropriate replacement behavior. Alternate forms of stimming for a student in a

classroom setting can take many forms according to Sebastian (n.d.). A student who flaps his arms

might be able to squeeze objects such as a stress ball or a ball of Playdoh. He also might try to

keep his hands in his pockets. That way the student could still flap his arms in a way that is closer

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to his body and less obvious. There are numerous alternatives to stimming depending on the part

of the body that is involved. Another example of a replacement stim would be to have a student

who smells others’ hair wear scented lotions or utilize essential oils that can be smelled throughout

the day. This strategy is useful for helping students find satisfying self-stimulation without calling

attention to their needs.

Another research-based strategy to incorporate into classrooms is the use of exercise, such

as brain breaks (Center for Autism Research, 2014). By allowing someone who stims to exercise,

that individual is able to receive sensory input in a different way. Examples of brain breaks could

include a short game of Simon Says, a dance video on Youtube, or a quick game of tag in the gym.

When individuals who stim receive moments of exercise throughout the day, tension is released

and can lessen his or her stimming behaviors.

Finally, a third research-based strategy that would positively affect stimming behaviors is

being positive and respectful (Sebastian, n.d.). This research-based strategy places emphasis on

respecting the individual while the person stimming is redirected. Individuals should never be

punished for their stimming behavior. Also, simply telling an individual to stop their stimming

behavior would not work. Rather, by being positive, respectful, and by using effective strategies to

assist that individual, a more appropriate behavior can be formed.

Stimming is what makes individuals unique. It is a part of who they are as a person.

Everyone’s body craves stimulation. However, it is when the body is feeling over or under

stimulated that it creates the urge to perform self-stimulating behaviors. The student in my class

who flaps his arms does so when he is feeling understimulated. Due to the fact that his stimming

behavior does not interfere with his academics or his social life, I am no longer concerned that his

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behaviors need to stop. However, I think that trying to find less-obvious modes of stimming would

be appropriate in his situation. Currently we already do brain breaks in my classroom, but one idea

I want to try is having my student squeeze a stress ball. I think that will help him stimulate himself

during ttransition times where he seems to be the most under stimulated. It is also a method that

can be carried out at home by his parents to offer consistency. By offering this alternate mode of

stimming, the parents and I will be able to work towards helping my student self-regulate which is

key with any type of stimming behavior.

 
Professional Implications of Research

Prior to researching the exceptional condition of stimming, I usually ignored any behaviors

that my students were exhibiting as long as it was not interrupting anyone’s learning and it was not

harmful. In regard to the student who stims in my classroom by flapping his arms, I would let it go

because it was not negatively impacting him or his peers in any way. I lacked the confidence to

interfere because I did not know if I should or where I would even start.

One enlightening fact I learned about stimming was that almost everyone stims. Some

stimming behaviors are simply more obvious than others. In terms of autism, stimming is viewed

as a symptom. Individuals with autism will stim more frequently and find it hard to stop. This

finding helped me come to the conclusion that I do not believe my student’s stimming behaviors

are linked to autism. Yes he flaps his hands which is viewed as unnatural, but he is able to stop the

behavior when he is acknowledged. The key is to now find more acceptable ways for him to stim

that is less obvious to others.

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 One way to assist individuals who stim by flapping their hands is to find something else for

their hands to do. For example, they could squish a stress ball, keep their hands together as if they

were praying, or play with a ball of Play-Doh. All three of these examples are accommodations I

could easily make for my student. I am a bit hesitant offering a stress ball or a ball of dough to

hold on to as it could become a toy instead of a tool. However, by laying out my expectations right

away, I am confident that my student will be able to use the tools effectively and appropriately.

 
Research-based Action Plan

Action Plan Summary

I will incorporate three strategies to develop an environment of respect and rapport with the

student who stims in my classroom:

1) I will incorporate a whole group brain break as we transition from one activity to the next.

This is a strategy that all of my students enjoy. A couple of their favorite brain breaks

include dance videos from Just Dance and GoNoodle. Artifact A.

2) I will provide the student with a ball of Play-Doh or a stress ball to squish throughout the

day. Artifact B.

3) I will remain positive throughout the trial and error process of trying to find a way for my

student to use his hands instead of flapping. I will also remain respectful in communicating

with his parents throughout the process. Artifact C.

 
Anticipated Implementation

For my student who stims, I will incorporate more frequent brain breaks throughout

the day. This will also benefit my other students because they enjoy breaks. It also helps

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them to get their wiggles out after we have been doing something for awhile. The usual

brain breaks we do are dance videos from YouTube. Since we have been doing a lot of the

same ones, the number of students who participate has decreased. To help fix this and

ensure that everyone is giving their brain a break, I will use the brain break resources that

my colleagues have shared throughout our Classroom Environment class.

I have seen many fidget toys and other resources to help students who have a hard

time focusing in the classroom. Never did I realize that this could be a tool to help my

student who flaps his hands. There are many classroom supplies I currently have that could

be used to keep one’s hands busy. Two examples are a ball of Play-Doh and a stress ball. I

will offer these two choices to my student with the stimming behaviors to see if he would be

interested in either option. If he is, I will make sure to explain and demonstrate how the

items are a tool rather than a toy. I will also outline the consequences if he chooses to use

the items as a toy. An explanation will also be offered to the rest of the class explaining why

that student is allowed something in his hands.

Building a relationship of respect and rapport with parents is crucial in the classroom.

At the beginning of the school year, the mother of the student who stims approached me and

explained how he flaps his arms. She outlined for me the interventions they have tried at

home: essential oils and dietary changes. She expressed to me that she was not concerned

about his hand flapping, but she was curious to see how the other students in the class would

act towards her son when he flapped his hands. As the year progressed and I learned a little

more about stimming, I reached out to her to explain what I was observing in the classroom.

I will continue to do this as the year progresses. I will also inform the mother that I am

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incorporating more brain breaks throughout the day to provide ample opportunities for

exercise. Also, the idea of having her son manipulate a ball of Play-Doh or a stress ball will

be expressed. Throughout all of our encounters I will make sure to remain respectful and

open-minded.

 
Anticipated Outcomes

My anticipated outcome would be that my student who flaps his hands will be willing to try

holding something in his hand to keep them busy. However, I predict that I will have to do a lot of

teaching and role modeling to show him how to appropriately use the items as a tool rather than a

toy. I also expect the other students in the classroom to wonder why he gets to hold on to

something and they do not. Respectfully I will explain how God made us all differently and that

some of us need tools to help us learn better. Overall, I believe that by keeping his hands busy in

other ways, my student will be able to stim in a less obvious way.

 
Post-assessment: Reflection

Everyone learns best in different ways. This is one belief I have that was reiterated through

classroom discussions and assignments. I learned that classroom environment does not only mean

aesthetics. Classroom environment looks at the class as a whole. It focuses on the makeup of the

students, the teacher’s teaching philosophy, details of the school and its environment, and many

other details. One take away I received throughout this entire process is that brain breaks are

crucial at any age. I also realized that just because I am excited to teach a topic does not mean my

students will share the same belief. One component of classroom environment is knowing your

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students and how they learn best. Learning about your students also provides you the knowledge

of any exceptional conditions that exist. I like the term “exceptional condition” because it does not

necessarily mean that a disability is involved. Rather, it means that different teaching strategies

and resources need to be used to ensure that everyone is learning. In my classroom, it was

stimming. By taking what I learned in class and through my research, I now have a tool box of

various ways I can help my current and future students who stim.

What Worked (or anticipate what will work) and Why

1. ​I anticipate that the parents of my student who stims will be excited to see if the added

brain breaks and the use of hand manipulatives will work in aiding their son so that he does not

flap his hands. They have expressed to me previously that they are worried his hand flapping will

become a deterrence in the future in regards to making friends. By keeping his hands busy in other

ways, my student will hopefully get in the habit of doing other things with his hands that are less

obvious.

2​. I anticipate that my class as a whole will enjoy the extra use of brain breaks. They love

being active, playing games, singing, and dancing. My students also love trying new things. I

think they will especially love participating in the brain break “Would You Rather” because they

love to be silly and think outside the box.

What Did Not Work (or anticipate what will not work) and Why

1. ​I anticipate that my student who stims will want to use the ball of Play-Doh or stress ball

as a toy and it will become a distraction for not only him but the whole class. To try and combat

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this issue, I will explain to my student how to use the items as educational tools and what will

happen if he chooses to use them as a toy.

2​. With the added use of brain breaks, I am nervous that too much time will be taken away

from our educational time. However, I do not want that to deter me from doing it. With added

practice, I will have to make sure that there are smooth transitions before and after a brain break.

 My Next Steps

1. ​Moving forward, I am going to educate my colleagues on stimming. I will ask my

principal if this is something I could do at a staff meeting. That way, as my student (or any other

student they have) who stims comes to their class, they will have their own toolbox of strategies to

implement.

2. ​In the future I hope to conduct more research on autism. As I was researching stimming,

I noticed how there was a lot of correlation between stimming and autism. Where I am currently

teaching there is not a special education teacher. We have resources available to us to assist in

identifying disabilities. However, by researching the issue myself, I will hopefully be able to

become more involved in the beginning stages of identification.

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 References

Barloso, K. (2019, February 19). ​Autism stimming: Causes, management, and types.​ Autism

Parenting Magazine. Retrieved on March 20, 2019 from

https://www.autismparentingmagazine.com/autism-stimming-causes-management-and-type

s/​.

Edelson, S. (n.d.). ​Self-stimulatory behavior​. Retrieved on February 25, 2019 from Autism

Research Institute website: ​https://www.autism.com/symptoms_self-stim​.

Rudy, L.J. (2018, December 20). ​Overview of stimming in autism.​ VeryWell Health. Retrieved on

March 20, 2019 from

https://www.verywellhealth.com/what-is-stimming-in-autism-260034​.

Sebastian, C. (n.d.). ​ Everyone stims: When to re-direct​ [Powerpoint slides]. Retrieved on

February 25, 2019 from

https://www.cigna.com/static/www-cigna-com/docs/individuals-families/bhs-autism-2016-j

uly-handout.pdf​.

Stimming: What is it and does it matter?​ (2014, April 4). Retrieved on February 25, 2019 from

https://www.carautismroadmap.org/stimming-what-is-it-and-does-it-matter/​.

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 Artifact A

Below is an example of a brain break that I currently do with my students. They enjoy
doing brain breaks that get them moving. I especially like this one because not only does it get my
students up and moving, but it also tests their ability to follow directions. The brain break is called
“If You’re A Kid…(Dance Around!).”

https://www.youtube.com/watch?v=O-exov0Lhm4

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 Artifact B

Play-Doh and a stress ball are two examples of fidgets that I am going to offer my student
who flaps his hands. By keeping his hands busy with squishing, he will hopefully be deterred from
flapping his hands.

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 Artifact C

This is an example of an email correspondence I had between myself and the mother of my
student who flaps his hands. To ensure that I am respectful in communicating with parents I use
the sandwich method. I start with a positive comment, in the middle I add items for the student to
fix or work on, and I end with another positive comment. The first email was the one I initially
sent followed by the mother’s response.

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