In my classroom, I have an Independent Work Station that students (usually) visit every day for 15 minutes. This station is used to improve independence skills while working. Many times with students with special needs, they have adults constantly telling them what to do and how to do it. We don't want that to be the case, so I try to instill independence in my students and create systems that allow them to be independent. This is SO important for kids to learn, especially once they enter the working world!
How It Works:
The independent work station has a pretty specific set-up that is very important. On the left side of the work table is their sche
dule. It is on the left side because it is important to work left-to-right (like in reading or in many jobs). After they complete their work box, they place it to the bin on the right (again, they have moved left to right).
When a student approaches the table, they have a schedule of work boxes already laid out for them from my lovely assistants. This is what the schedule looks like:
The students have 3 work boxes to complete each time they go to the station. They have to complete them in order.
Here is where the work boxes are stored:
(Luckily, this shelf came with my classroom.)
Each box has a letter taped to it and a letter attached with velcro. I have seen some people use shapes instead of letters, or they used a 3 shelf bookshelf with the numbers 1,2,3 on that, but I chose to do it this way to add a bit of challenge (my students can handle it!). I haven't completed creating all of the boxes yet; I'm still working on some ideas. Currently, A-T are complete.
I have read before that they suggest that you keep this shelf to the left of your work station, but mine is on the right. That is mostly because of the layout of my classroom; I couldn't put it to the left! In my opinion, I don't find that to be too important.
Completing the Work Boxes:
The student will approach the station and grab the letter next to number 1.
Then, they will go over to the shelf and match the letter to the corresponding box (match B to box labeled B).
Then, they take the box to the table. All materials needed are in the box already. The materials are not put together. Here is an example:
Once they bring it to the table, they complete the task! Tasks should be easy, mastered skills that do not require assistance. Of course, you will need to initially teach them how to do it. But, it should be a skill that they are able to catch onto fast. This task box is putting erasers onto pencils. Easy and good for OT skills! Here is the finished product:
When they are finished, it is VERY IMPORTANT that they do not take it apart (ex. taking the erasers back off). I had a few students who instinctively wanted to put it back to the way it was but I had to stop them. I explained this to my assistants like this: if you work at McDonalds, for example, and you make a cheeseburger for a customer, you can't make it and then take it back apart when you're done. When you put it together, it is finished and you hand it over. So when a student finishes a box, they need to leave it as they made it and put it in the bin on the right.
Then, they grab the letter next to 2 and match it to the corresponding box. They complete the box, put it in the bin and move on to task 3. I have a raise your hand visual after number 3 because whenever my students are finished, they either yell "I'm done!" at me or they just stand at the station doing nothing. This is just an indicator that they need to tell someone that they are finished, but they need to do it in a responsible manner.
And.... that's it! I think... ha!
Let me know if you have any questions! I am happy to share! I will also be posting pictures of all of my work boxes soon, if anyone is interested in that!
Thanks for reading :) !
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