I Hadn't Considered Frustration or Boredom
The overload factors diagram has helped me to understand that there is so much more to a child’s potential for overload than just not understanding the learning or routine, and feeling confused. For example, it has helped me to understand a particular child, who always struggles to listen during instruction time. Although the behaviour appears as disinterest and/or restlessness, I had not considered that it could be frustration or boredom.
I have realised that this student is restless because she wants to move on more quickly. She is often capable of getting started and is usually able to finish the activity more quickly than her peers, as she has comprehended quickly or knows the routine well. I will now use my T-aide when practical, to help that student make a start before the other students so that she is not getting bored, which allows me to give a good explanation to the remainder of the class.
