Listening Ears Headband Activity

Objective:
Help the student understand and remember active listening postures by creating a wearable “Listening Ears” headband.

Materials:

• Construction paper (two colors)
• Pre-cut ear templates
• Scissors
• Crayons or markers
• Glue stick or tape
• Stapler (adult-use)
• Ruler
• Pencil

Prep (2 minutes):

• Cut strips of construction paper (1" wide × length to fit student’s head).
• Have ear templates ready for coloring.
• Arrange crayons, glue, scissors, and stapler on the table.

Steps:

1. Explain: “When we listen, we use our 🌟Listening Ears🌟! Today we’ll make a special headband to remind us.”
2. Give the student two ear templates and invite them to color and decorate their ears using crayons or markers.
3. Take a paper strip and help the student wrap it around their head to measure size. Trim excess and mark where ends meet.
4. Apply glue or tape to secure the ends of the strip, forming a headband.
5. Attach the colored ears: use glue or tape first, then staple for sturdiness (adult step).
6. Place the headband on the student. Model “listening posture” (straight back, eyes on speaker, hands still) while wearing it.
7. Practice: Prompt the student to put on their Listening Ears whenever it’s time to follow instructions or listen to a story.

Follow-Up:

• Reinforce each time the student wears the headband by praising “great listening ears!”
• At the end of each class, briefly ask: “How did your Listening Ears help you today?”
  
  
  

Follow-the-Leader Cards Game

Objective:
Help the student practice following directions quickly and accurately through a fun, kinesthetic activity.

Materials:

• A deck of Follow-the-Leader Cards with simple actions (e.g., clap twice, spin, tiptoe).
• Timer or stopwatch (optional for adding challenge).
• Reward stickers or tokens.

Prep (2 minutes):

• Print and cut out the action cards if not already prepared.
• Shuffle the deck and place it face-down in a stack.
• Have stickers or tokens ready for immediate praise.

How to Play (7 minutes):

1. Sit or stand facing the student and explain: “We’re going to play Follow-the-Leader! When I draw a card, I’ll do the action and you will copy me exactly.”
2. Demonstrate one or two sample cards so the student sees how it works.
3. Draw the top card, show it to the student, and say the action name aloud (e.g., “Clap twice!”).
4. Perform the action clearly and slowly. Prompt the student: “Your turn—clap twice!”
5. If the student follows correctly, praise immediately (e.g., “Great job following directions!”) and give a sticker or token. If needed, model the action again and encourage another try.
6. Continue drawing cards one at a time, aiming for 5–8 different actions depending on the student’s engagement.
7. (Optional challenge) After several rounds, draw two cards in succession and have the student follow both in order.

Cool-Down Discussion (3 minutes):

• Sit with the student and ask:
  • “Which action was your favorite?”
    
    
    
  • “How did it feel to follow the leader quickly?”
    
    
    
• Reinforce that following directions helps everyone learn and play safely together.
• Award a final sticker and preview that next session will focus on sharing and turn-taking.

Listening Ears Stretch

Objective:
Get the student moving to reset energy, practice posture, and cue active listening with a fun stretch.

Time: 3 minutes
Materials: None (optional: Listening Ears Headband for extra fun)

Steps:

• Have the student stand up tall like a tree.
• Instruct them to reach both arms overhead, fingers spread wide—these are our “Listening Ears.”
• Wiggle the fingers in the air: “Let’s shake out any sleepy ears!”
• Lean to the right and hold for 3 seconds, then lean to the left, stretching our listening sides.
• Roll shoulders back and down twice: “Clearing the path for great listening!”
• Bend forward at the waist, let arms dangle, then slowly roll back up to standing.
• Finish by placing hands gently on knees or in lap, feet flat, spine straight, eyes forward—ready to listen.

Transition:

• Praise: “Awesome listening ears! Now we’re all set to follow directions and learn together.”
• Guide the student to sit in the circle or at the table to begin the next activity.

Sticker Reflection

Objective:
Encourage the student to identify and celebrate one classroom rule they practiced today.

Materials:

• Reflection sheet or card with simple icons for each rule (sit quietly, raise hand, listen)
• A reward sticker the student earned

Steps:

1. Present the reflection sheet listing the classroom rules with matching icons.
2. Ask the student to pick the sticker they earned today and place it next to the rule they practiced the most.
3. Prompt discussion:
   • "Which rule did you practice today?"
   • "How did you feel when you followed that rule?"
     
     
     
4. On the reflection sheet, have the student respond to:
   "Today I practiced: ______________________"
   
   
   
5. Praise the student for their effort and remind them of how practicing rules helps everyone learn happily together.

Sharing Role-Play Props

Objective:
Teach sharing and polite turn-taking by role-playing scenarios with familiar toys.

Materials:

• Two small toys (e.g., toy car and block)
• Play mat or clear table space
• “Please” and “Thank you” reminder card
• Reward stickers

Prep (2 minutes):

• Place the two toys on the play mat or table.
• Set the reminder card where the student can see it.
• Keep reward stickers within easy reach.

Steps:

1. Explain: “Sharing means we let our friends have a turn with our toys.”
2. Model sharing:
   • Pick up the toy car and hold it out.
   • Say: “May I share this with you, please?” and hand it to the student.
   • Wait for the student to say “thank you,” then pause for a 5-second turn.
3. Role-play:
   • Invite the student to pick up the second toy (the block).
   • Ask the student to model sharing back: “May I share this with you, please?”
   • Respond with “thank you” and take a 5-second turn.
4. Switch every 5 seconds: count “1, 2, 3, switch!” to cue taking turns.
5. Encourage use of polite language (“please,” “thank you”) each time.
6. Praise and award a sticker after each successful turn and polite exchange.

Follow-Up:

• Remind the student to use “please” and “thank you” during choice time or free play.
• Ask at the end: “How did it feel to share your toy today?” to reinforce positive social skills.
  
  
  

Turn-Taking Spinner Game

Objective:
Teach the student to wait for their turn and practice patience by using a spinner to alternate simple activities.

Materials:

• Turn-Taking Spinner board with arrow (prepared ahead)
• Small play objects (e.g., blocks, toy cars)
• Reward stickers or tokens
• Timer (optional)

Prep (2 minutes):

• Assemble the spinner: attach an arrow to the spinner board so it spins freely.
• Place the play objects within easy reach of the student.
• Keep reward stickers or tokens ready for immediate praise.

How to Play (7 minutes):

1. Show the spinner and explain: “When you spin, the arrow will point to an activity. After you finish, it will be my turn to spin.”
2. Demonstrate by spinning the arrow yourself and performing the activity it lands on (e.g., count 5 blocks, roll a toy car).
3. Say: “Now it’s your turn—spin the arrow and do what it says!”
4. Student spins and completes the action. Praise immediately: “Great waiting and spinning!”
5. After the student’s turn, teacher spins and does the next activity while the student watches quietly.
6. Continue alternating spins for 5–8 rounds, giving a sticker each time the student waits patiently when it’s not their turn.
7. (Optional) For an extra challenge, let the student spin twice in a row and complete both activities in order.

Cool-Down (3 minutes):

• Sit together and ask:
  • “How did you feel when you waited for your turn?”
    
    
    
• Award a final sticker and reinforce: “Waiting calmly helps everyone have fun together!”

Ball Pass Introduction

Objective:
Introduce the concept of turn-taking and waiting by passing a soft ball back and forth in a fun, interactive way.

Time: 3 minutes
Materials:

• Soft foam ball or lightweight beanbag

Steps:

1. Invite the student to sit or stand facing you at a comfortable distance.
2. Show the ball and explain: “We’re going to practice taking turns. When you have the ball, it’s your turn to talk or pass.”
3. Teacher begins: hold the ball, say “My turn—Lenny,” then gently pass it to the student.
4. Student catches the ball, is prompted to say “My turn—[Student’s Name],” then passes it back to the teacher.
5. Continue passing for 8–10 exchanges, praising each successful turn (“Great waiting and passing!”).
6. If the ball is dropped, model encouragement (“No problem—let’s try again together!”) and continue.

Transition:
After the ball-pass warm-up, guide the student to the next activity by saying: “Great job taking turns! Now let’s use our turn-taking skills in our sharing game.”

Sharing Reflection

Objective:
Encourage the student to reflect on the sharing and turn-taking skills practiced today.

Materials:

• Sharing Reflection sheet with simple icons for sharing and turn-taking
• A reward sticker the student earned

Steps:

1. Present the reflection sheet showing two sections: one for “Sharing” and one for “Turn-Taking.”
2. Ask the student to place their sticker next to the section they practiced most today.
3. Prompt discussion:
   • “Which part of sharing was your favorite?”
     
     
     
   • “How did you feel when you waited for your turn?”
     
     
     
4. Have the student complete the sentence on the sheet:
   “Today I shared ______ with ______.”
   
   
   
5. Praise their effort: “Great job sharing and taking turns! That helps everyone learn and have fun together.”

Raise Your Hand Scenarios

Objective:
Help the student practice recognizing when to raise their hand and waiting quietly before speaking.

Materials:

• Printed scenario cards with classroom prompts (see sample scenarios below)
• A small basket or stack to hold the cards
• Reward stickers

Prep (2 minutes):

• Print and cut out each scenario card.
• Shuffle and place cards face-down in a basket or stack.
• Keep reward stickers ready for immediate praise.

Sample Scenario Cards:

1. Teacher says, “If you know the answer to 2+2, raise your hand before speaking.”
2. Teacher announces, “Who would like to share their drawing?”
3. Teacher asks, “Can someone help me pass out the crayons?”
4. Teacher says quietly, “I’m about to begin reading; raise your hand if you have a question.”
5. Teacher calls, “Who wants to tell me your favorite animal?”
6. Teacher says, “If you need to go to the restroom, raise your hand.”
7. Teacher asks, “Who can point to the blue shape?”
8. Teacher says, “Let me know if you finished your work by raising your hand.”

Steps:

1. Explain: “In our classroom, we raise our hand quietly first, then wait for permission to speak.”
2. Model one scenario: draw the card, read it, and pretend to raise your hand calmly. Wait for an imaginary teacher’s nod.
3. Invite the student to draw a scenario card.
4. Read the prompt aloud and encourage the student to:
   a. Raise their hand slowly and keep it raised.
   b. Sit quietly and wait for the imaginary teacher to call them.
5. After a few seconds of waiting, say “Yes, you may speak,” and allow the student to answer or respond.
6. Praise immediately: “Great job raising your hand and waiting!” and award a sticker.
7. Repeat with 6–8 cards, mixing easy and slightly more challenging prompts.

Follow-Up:

• At the end, ask the student: “Which scenario was easiest? Which was hardest?”
  
  
  
• Encourage the student to notice real moments in class when they need to raise their hand.
• Praise efforts and remind: “Raising your hand helps everyone listen.”

Simon Says Classroom Edition

Objective:
Help the student practice sitting quietly and raising a hand only when appropriate by following commands prefaced with “Simon says.”

Materials:

• A set of Simon Says Classroom Edition command cards with both “Simon says” and non-“Simon says” prompts (see sample list below)
• Reward stickers or tokens
• Optional visual cue sign that says “Simon says”

Prep (2–3 minutes):

• Print and cut out the command cards.
• Shuffle the cards and place them face-down in a stack.
• Keep reward stickers or tokens within reach for immediate praise.

Sample Commands:

• “Simon says sit quietly.”
• “Simon says raise your hand.”
• “Simon says put your hands in your lap.”
• “Clap your hands three times.” (no “Simon says”)
• “Simon says whisper your name.”
• “Stand up.” (no “Simon says”)
• “Simon says place your feet flat on the floor.”
• “Jump up and down.” (no “Simon says”)

How to Play (7 minutes):

1. Explain the rules: “When you hear ‘Simon says,’ you do the action. If I don’t say ‘Simon says,’ you stay still and quiet.”
2. Model one or two example cards so the student sees when to move and when to pause.
3. Draw the top card, read it aloud, and watch how the student responds.
4. If the student correctly follows a “Simon says” command, praise immediately (e.g., “Great listening!”) and give a sticker.
5. If the student moves on a non-“Simon says” command, gently stop and remind: “Remember, only move when Simon says. Let’s try the next one.”
6. Continue for 6–8 rounds, mixing “Simon says” and trick commands to keep engagement high.

Cool-Down Discussion (3 minutes):

• Sit with the student and ask:
  • “Which Simon says command did you like best?”
    
    
    
  • “How did you know when to stay still?”
    
    
    
• Award a final sticker and reinforce: “Great job listening for ‘Simon says’—that’s like listening for directions in class!”

Hand Raise Reflection

Objective:
Encourage the student to reflect on when they practiced raising their hand and why it helps the classroom run smoothly.

Materials:

• Hand Raise Reflection sheet with a hand-raising icon
• A reward sticker the student earned

Steps:

1. Present the reflection sheet showing the “Raise Hand” icon.
2. Ask the student to place their sticker next to the Raise Hand icon.
3. Prompt discussion:
   • “When did you raise your hand today?”
     
     
     
   • “How did it feel to wait and raise your hand before speaking?”
     
     
     
4. Have the student complete the sentence on the sheet:
   “Today I raised my hand when ____________________.”
   
   
   
5. Praise their effort: “Great job practicing raising your hand! That helps everyone learn and participate respectfully.”

Transition Train Warm-Up

Objective:
Help the student practice transitioning calmly and following verbal cues by pretending to be a train moving through classroom “stations.”

Time: 3 minutes

Materials:

• Station cue cards (e.g., “Circle Time,” “Art Table,” “Snack Time”)
• Chairs or mats placed in a line as train “cars”
• Whistle or voice cue (“Choo-choo!”)

Prep (2 minutes):

• Arrange chairs or mats in a row, each labeled with a station name.
• Shuffle station cue cards and place them face-down.

Steps:

1. Explain: “We’re the Transition Train! When I draw a station card and say ‘chugga-chugga choo-choo,’ we move gently to that station.”
2. Teacher models: draw a card, read it (“Circle Time”), blow the whistle or say “choo-choo,” and walk slowly with the student to the matching chair.
3. Invite the student to be the engine: they draw the next card, announce the station, and lead the walk.
4. Continue for 4–5 stations, praising smooth, calm movement and listening to the cue.
5. If the student hurries, pause, model a slow “train pace,” and encourage another try.

Transition:
Finish by placing a sticker on the student’s chart for excellent train behavior and say: “Awesome job moving like a calm train—let’s all aboard for our next lesson!”

Visual Schedule Cards

Objective:
Help the student anticipate and practice the order of common classroom activities to support smooth transitions and self-regulation.

Materials:

• A set of printed and laminated cards depicting classroom routine steps (e.g., Circle Time, Story Time, Snack, Art, Cleanup)
• Velcro strips or magnetic tape (if using a board)
• A flat surface or board for displaying the sequence
• Reward stickers (optional)

Prep (2 minutes):

• Print and cut out each Visual Schedule Card.
• Laminate cards for durability and attach Velcro or magnetic tape to the back.
• Place the matching Velcro strip or magnet on the display board or table.
• Shuffle the cards and keep them face-down in a stack.

Steps:

1. Explain: “These cards show what happens each day in our classroom. Putting them in order helps us know what’s next.”
2. Spread the shuffled cards face-up on the table and invite the student to look at each picture.
3. Ask the student to choose the first activity of the day (e.g., Circle Time) and place that card in the first spot on the board.
4. Continue: have the student pick and place each subsequent card in the correct sequence until all cards are ordered (e.g., Circle Time → Story Time → Snack → Art → Cleanup).
5. As each card is placed correctly, praise the student (“Great job knowing where story time comes!”) and optionally award a sticker for each correct placement.
6. After the sequence is complete, read through the cards with the student: “First we have Circle Time, then Story Time…” to reinforce the routine order.

Follow-Up:

• Keep the ordered sequence visible during the next classroom activity and refer back to it when transitioning.
• Encourage the student to check the schedule independently if they seem uncertain.
• Rotate or add new cards over time to reflect changing classroom routines and maintain engagement.
  
  

Transition Race Game

Objective:
Practice moving calmly and promptly between classroom tasks by “racing” a timer, reinforcing smooth transitions and self-regulation.

Materials:

• Two activity stations (e.g., Reading Corner and Art Table), clearly labeled
• Timer or stopwatch (set for short intervals, 8–10 seconds)
• Small marker or cone at each station
• Reward stickers or tokens

Prep (2 minutes):

• Place the two stations about 3–4 feet apart in the learning area.
• Put a marker (cone or tape) at each station to show where to stop.
• Set the timer to a consistent short interval (e.g., 8–10 seconds).
• Keep stickers or tokens ready for immediate praise.

How to Play (7 minutes):

1. Explain: “We’ll race the timer by walking calmly from one station to the other. When the timer beeps, tag the next person to go.”
2. Demonstrate one leg: set the timer, stand at Station A, and when it beeps, walk calmly to Station B and tap the cone.
3. Invite the student to stand at Station A. Start the timer. When it beeps, the student walks calmly to Station B and taps the cone to “tag” the teacher’s turn.
4. Teacher resets at Station A and repeats while the student watches quietly. Continue alternating turns for 6–8 rounds.
5. If the student arrives before the beep without running (walking like a “calm train”), praise immediately and award a sticker. If they rush or run, pause, model a calm walk, and try again.

Cool-Down Discussion (3 minutes):

• Ask the student:
  • “Which station was easiest to get to? Which was hardest?”
    
    
    
  • “How did moving slowly and calmly help you beat the timer?”
    
    
    
• Reinforce: “Great job using calm steps to transition—smooth transitions help everyone learn!”

Transition Reflection

Objective:
Encourage the student to think about the transitions practiced today and how the supports helped.

Materials:

• Transition Reflection sheet with two sections: “Easiest Transition” and “Hardest Transition”
• Reward stickers

Steps:

1. Present the Transition Reflection sheet and a sticker for the student.
2. Ask the student to place their sticker next to the station they felt was easiest to move to today.
3. Prompt discussion:
   • “Which transition was easiest for you?”
     
     
     
   • “Which transition was the hardest?”
     
     
     
4. Ask: “How did using the timer and schedule cards help you know what to do and when?”
   
   
   
5. Encourage the student to color or draw a small picture next to each response if time allows.
6. Praise their effort: “Great thinking about our transitions! Using our tools helps us move smoothly and feel confident.”