Hello everyone!

I am so happy to start today with this little free way to answer to some of your questions.

Just a quick reminder: remember that every situation is different and every kid is different. What I will try to do is to give you some fundamental information which I hope will help you to go deeper in to this topic.

Before going into this, if you did not see my live on zoom with Tiziana, click here to watch it.

Helping children learn to wait for their turn in class can be challenging, but it is a vital skill that ties into the development of executive functions.

As we are always saying, executive functions are the mental skills that allow us to plan, to focus our attention, to remember instructions, and to manage multiple tasks. These functions can include inhibitory control, working memory, and cognitive flexibility, which are essential for patience and turn-taking in social and classroom settings.

Here are some ways you can support children in learning to wait for their turn:

1. Modeling and Reinforcement of Inhibitory Control: Inhibitory control is the ability to suppress impulsive responses and behaviors. To help children wait their turn, you can model patience and turn-taking behaviors in the classroom. I know that this is something not super related to the way you do your music class, but modeling is always our first way to learn them something. They are always copying us. What I usually do when I am leading a class activity, is to demonstrate how to wait for others to finish speaking. For instance, I say, “I will listen to what everyone has to say, and then I will share my thoughts,” reinforcing the idea that waiting is a respectful and important behavior.
   I praise the children when they wait patiently, saying something like, “I noticed you waited your turn without interrupting, great job!”
2. Using Visual Cues to Improve Working Memory: children often struggle with waiting because they can forget that they are supposed to wait, or they become fixated on what they want to say or do next. Visual cues can help them manage this.

Sometimes I use a “Turn-Taking Chart”: You can create a visual schedule that shows who will speak next (or in your class who will sing next). For example, a whiteboard with pictures of children’s faces or names that move through different positions on the chart. This provides children with a clear visual cue that helps them remember when it’s their turn and reduces anxiety about when they will get their opportunity.

3. Engage in Practice with Structured Turn-Taking Activities: here we work on their cognitive flexibility to see their the ability to shift attention between different tasks. Obviously it will be good to know which type of games they like and which level do they have, but you can introduce turn-taking games such as board games, card games, or “pass the ball” activities where children have to wait for their turn and follow the rules. This helps children practice both their cognitive flexibility and inhibitory control in a fun and engaging way.

Even if I am into a 1:1 session or in a group session, I use a “talking/turn stick” or other objects that children pass around to signal whose turn it is to speak. And I usually take part too! (Remember, the modeling!). This allows children to physically hold the item when it’s their turn, giving them a tangible way to understand and follow the rules of turn-taking.

4. Teach Self-Regulation Strategies. I usually take some time towards the end of my session to let them calm down and go back and ready for what they need to do next.

For this I use some breathing techniques. For example, “When you feel like you can’t wait anymore, take a deep breath and count to three in your head.” This helps children stay calm while waiting.

SO, WHAT HAPPENS WHEN THEY ARE READY AND I FEEL LIKE I WANT TO TAKE MORE TIME ON THIS?

You can do it but gradually. ILike any other skill, the ability to wait improves with practice. Start with short periods of waiting and gradually increase the time as children get better at controlling their impulses.

Last, but not least, provide clear and consistent expectations using classroom rules.

All of these practices foster patience, respect for others, and the ability to manage impulses, which are all crucial skills in the classroom and beyond.

Any doubts? Feel free to comment and share your thoughts!

In the meantime, I also reminds you about the Early Bird Discount for Cognitive Crescendo Foundation – starting on in May – where we will also analyse your activities, adding what they miss to be incredible effective and fun!

Until the 9th April – £330 instead of £550.