June 13, 2025 • 10 mins
Ready to launch task boxes—or troubleshoot your current setup? This episode walks you through exactly how to introduce task boxes with structure and intention, whether you’re planning ahead for a fresh school year or starting the second week of June. Learn how to build success from Day 1 without overwhelm or pushback.
Be sure to grab this free student visual checklist to use when introducing routines: Positively Learning Blog
Check out ALL the task boxes, plus support systems, inside the Task Box Dollar Club!
If you're a busy special education teacher looking for tips, tricks, and resources to save you precious time, I've got you covered! I'm here to help you regain your confidence in the classroom and feel calm and collected as a special educator.
Tune in every Friday for practical tips, tools, and the support you need to to THRIVE in the classroom.
Grab your FREE Special Educators Cheat Sheets at positivelylearningblog.com/free-resource-library/
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome back to Special Educators Resource Room
Podcast.
I'm Jennifer from PositivelyLearning.
Today we're gonna be talkingabout a topic that has come up
again and again.
It's one of the most commonquestions that I hear.
Whether you are brand new totask boxes and file folders and
independent work, or maybe youhave just refreshed your system
(00:21):
because you're already thinkingabout next year.
The question is how do youintroduce task boxes without
complete chaos or totalresistance?
We are talking about the momentwhere you have this beautifully
prepared, laminated, velcroed,independent work system and it
meets the real world the wiggles, the interruptions, students
(00:45):
who immediately dump all thepieces out.
Or, if you have support staff,they're saying wait, what are we
supposed to be doing?
Today I am sharing a practical,step-by-step way to roll out
your system.
It's going to have structure.
It's going to have intention,so that your students are going
to feel successful, your supportstaff is going to feel
confident and your classroomisn't going to have intention so
that your students are going tofeel successful, your support
(01:06):
staff is going to feel confidentin your classroom, isn't going
to look like a tornado hit aVelcro center.
Let's do this.
Speaker 2 (01:17):
Hey, special educators, I'm Jennifer from
Positively Learning.
Welcome to the specialeducators resource room.
If you're like me, you'realways looking for ways to save
time and streamline your work.
That's why this podcast wascreated to give you the systems
and solutions you need to getyour time back.
Tune in for tips, tricks andtools that will help you manage
(01:39):
your workload and make the mostof your time.
Whether you're brand new orexperienced, all are welcome in
the Special Educators ResourceRoom.
Speaker 1 (01:51):
I promised to deliver the practical steps, but first
a quick mindset shift.
Before we even touch a task boxor a file folder, I want to say
this.
Or a file folder, I want to saythis Introducing the system is
not a one-day thing.
So if your first attempt feltchaotic, that doesn't mean you
(02:11):
did anything wrong.
Task boxes or independent workit's part of a system, it's not
about a single activity.
So instead of thinking how do Iexplain this all at once, I
want you to think how do I teacha routine that's going to
become automatic over time?
Because that is what we'rereally building here A
(02:33):
predictable, repeatable, lowstress routine that your
students are going to own.
Now that's out of the way.
Let's start with step onechoosing the right first task.
We often get pretty excitedwhen we think about all of the
possibilities, especially withacademics, math, fluency,
(02:53):
sorting categories, sight wordsbut your first task box should
do one thing it should teach theroutine.
So that means you want to picka task that is visually clear
each the routine.
So that means you want to picka task that is visually clear.
It's self-contained, it couldbe errorless or nearly errorless
(03:15):
, like matching identicalpictures or putting pieces into
slots and it should be quickunder five minutes to complete,
because we're not assessingskills yet, we are building
success.
So if a student finishesquickly and gets positive
feedback, they're more likely toengage next time.
We're going for that.
That was easy.
I can do this.
Step number two model, and Imean actually model, Even if
(03:41):
your students are older orthey've seen task boxes before.
Modeling is key and it's easyto skip when you're in a rush or
when your students seem to haveit perfectly down pat.
Here's how I do it Show thetask box and say watch me do it.
First, Open it, take out thepieces, complete the tasks,
(04:04):
slowly narrating, saying whatyou're doing out loud, and then
model, putting the pieces backin and closing the box.
This is going to help studentsunderstand the start to finish
flow of a task.
Of course, they're also goingto see how you're handling the
materials and that this is aindependent activity, not a
(04:25):
free-for-all.
And, even more importantly, itgives other adults if there are
any.
It gives them a script tofollow when you're not available
.
So you're modeling for everyonein the classroom.
Step three use visuals to teachthe routine.
Visual support is everything,so you could set up a first,
(04:48):
then board or, even better, avisual checklist showing how to
take out the box, complete thetask, put the pieces away, put
the box in the finished bin Evennon-readers can follow this
when it's paired with images oricons.
You could laminate it and youcould Velcro it right into the
task box station.
Whether you're displaying it oryou're tucking it into the
(05:10):
actual task.
It becomes part of the routine,not just something you're
saying once and hopingeveryone's going to remember.
I do have a free visualchecklist.
I'll put a link in the shownotes that will take you to
Positively Learning blog so youcan grab it there.
Step number four keep it shortand keep it structured.
When you're introducing taskboxes, aim for very short work
(05:35):
sessions.
This isn't the time you'regoing to roll out a full 20
minute independent rotation, soinstead build the routine like
this Day one, you could try outone task box.
Day two, one task box andreview the visual routine.
Day three, maybe, if everyone'sready, two task boxes with a
(05:58):
transition queue.
Day four add in the finishedbin and the visual token board.
And day five, you could try itwith a timer or another simple
reinforcement system, Maybesomething you already have in
place.
Think of this as a slow releaseplan.
(06:19):
You're not just teachingstudents what to do, You're
showing them that this ispredictable, achievable and it's
part of a classroom system.
We're already up to the laststep.
Step five reinforce early, andreinforce often Catch students
being successful, especiallywhen they start a task
(06:41):
independently or they completeit calmly.
So have some simplereinforcements handy.
If it's appropriate.
It could be tokens, stickers, acertificate, a quick high five
or just whispering nice job.
This doesn't have to beelaborate.
The goal is you want to createpositive associations with task
time.
(07:01):
You don't want it to feelstressful or overwhelming.
Now let's discuss some commonpitfalls to avoid.
This is about what not to do,and, yes, I have done all of
these and learned the hard way.
Number one don't introduce toomany boxes at once.
That would be me, because I'mso excited about this and I know
(07:24):
my students are gonna love them, and it's true, but that
doesn't mean we need to see themall on the first day.
Do not assume anyone.
Adults or students know whatthe word independent means in
this context.
That's something you wannadefinitely model and reinforce.
Number three do not expectperfection on day one or even
(07:48):
week one.
And number four, do not skipthe visuals and expect the
routine to stick, no matter howwell they do the first few days,
and give yourself grace.
This is about a long-termpayoff.
It's not going to be instantperfection.
It will take time, but therewill be clues Once the routine
(08:11):
is in place.
Here's what you can expect tonotice over time Students
walking over to the task boxarea without prompting Students
opening a box and getting towork.
While you're pulling a smallgroup, you might start noticing
fewer interruptions.
People are moving around theclassroom with more intention
(08:34):
and with confidence and youstart to feel like the classroom
is running itself, even if it'sjust for 10 minutes at a time,
and the best part is you've justfreed up your time to collect
data, to pull small groups forIEP prep or even just a deep
breath.
Introducing task boxes in yourindependent work system.
(08:56):
The right way is not aboutperfection.
It's just about building thegroundwork for a system that
students can trust.
So you want to start withsimple tasks, you want to model
the routine, you want to usevisuals and you want to
reinforce progress, no matterhow small.
If you're looking for moresupport, please click the link
(09:17):
in the show notes.
It will take you to a blog postthat has that free student
visual checklist and there's somuch information on Positively
Learning blog.
And if you're ready just to setup that system with all the
supports in place, please checkout the Taskbox Dollar Club.
You're going to get access toover 450 tasks that are leveled
(09:39):
visual.
They are built for simplicityand for independence.
I'll put a link for that alsoin the show notes.
Thanks for tuning in and forbeing willing to give your
independent work system anothertry.
I can't wait to hear how itworks for you.
I'll catch you next time in thespecial educators resource room
.
Speaker 2 (10:02):
Thanks so much for tuning in and I'm dying to ask
what'd you think?
Be sure to hit the follow orsubscribe buttons that you never
miss an episode.
You can find the show notes andlinks for everything mentioned
in this episode atPositivelyLearningBlogcom.
See you next week for morespecial education solutions.
Welcome back to Special Educators Resource Room
Podcast.
I'm Jennifer from PositivelyLearning.
Today we're gonna be talkingabout a topic that has come up
again and again.
It's one of the most commonquestions that I hear.
Whether you are brand new totask boxes and file folders and
independent work, or maybe youhave just refreshed your system
(00:21):
because you're already thinkingabout next year.
The question is how do youintroduce task boxes without
complete chaos or totalresistance?
We are talking about the momentwhere you have this beautifully
prepared, laminated, velcroed,independent work system and it
meets the real world the wiggles, the interruptions, students
(00:45):
who immediately dump all thepieces out.
Or, if you have support staff,they're saying wait, what are we
supposed to be doing?
Today I am sharing a practical,step-by-step way to roll out
your system.
It's going to have structure.
It's going to have intention,so that your students are going
to feel successful, your supportstaff is going to feel
confident and your classroomisn't going to have intention so
that your students are going tofeel successful, your support
(01:06):
staff is going to feel confidentin your classroom, isn't going
to look like a tornado hit aVelcro center.
Let's do this.
Speaker 2 (01:17):
Hey, special educators, I'm Jennifer from
Positively Learning.
Welcome to the specialeducators resource room.
If you're like me, you'realways looking for ways to save
time and streamline your work.
That's why this podcast wascreated to give you the systems
and solutions you need to getyour time back.
Tune in for tips, tricks andtools that will help you manage
(01:39):
your workload and make the mostof your time.
Whether you're brand new orexperienced, all are welcome in
the Special Educators ResourceRoom.
Speaker 1 (01:51):
I promised to deliver the practical steps, but first
a quick mindset shift.
Before we even touch a task boxor a file folder, I want to say
this.
Or a file folder, I want to saythis Introducing the system is
not a one-day thing.
So if your first attempt feltchaotic, that doesn't mean you
(02:11):
did anything wrong.
Task boxes or independent workit's part of a system, it's not
about a single activity.
So instead of thinking how do Iexplain this all at once, I
want you to think how do I teacha routine that's going to
become automatic over time?
Because that is what we'rereally building here A
(02:33):
predictable, repeatable, lowstress routine that your
students are going to own.
Now that's out of the way.
Let's start with step onechoosing the right first task.
We often get pretty excitedwhen we think about all of the
possibilities, especially withacademics, math, fluency,
(02:53):
sorting categories, sight wordsbut your first task box should
do one thing it should teach theroutine.
So that means you want to picka task that is visually clear
each the routine.
So that means you want to picka task that is visually clear.
It's self-contained, it couldbe errorless or nearly errorless
(03:15):
, like matching identicalpictures or putting pieces into
slots and it should be quickunder five minutes to complete,
because we're not assessingskills yet, we are building
success.
So if a student finishesquickly and gets positive
feedback, they're more likely toengage next time.
We're going for that.
That was easy.
I can do this.
Step number two model, and Imean actually model, Even if
(03:41):
your students are older orthey've seen task boxes before.
Modeling is key and it's easyto skip when you're in a rush or
when your students seem to haveit perfectly down pat.
Here's how I do it Show thetask box and say watch me do it.
First, Open it, take out thepieces, complete the tasks,
(04:04):
slowly narrating, saying whatyou're doing out loud, and then
model, putting the pieces backin and closing the box.
This is going to help studentsunderstand the start to finish
flow of a task.
Of course, they're also goingto see how you're handling the
materials and that this is aindependent activity, not a
(04:25):
free-for-all.
And, even more importantly, itgives other adults if there are
any.
It gives them a script tofollow when you're not available
.
So you're modeling for everyonein the classroom.
Step three use visuals to teachthe routine.
Visual support is everything,so you could set up a first,
(04:48):
then board or, even better, avisual checklist showing how to
take out the box, complete thetask, put the pieces away, put
the box in the finished bin Evennon-readers can follow this
when it's paired with images oricons.
You could laminate it and youcould Velcro it right into the
task box station.
Whether you're displaying it oryou're tucking it into the
(05:10):
actual task.
It becomes part of the routine,not just something you're
saying once and hopingeveryone's going to remember.
I do have a free visualchecklist.
I'll put a link in the shownotes that will take you to
Positively Learning blog so youcan grab it there.
Step number four keep it shortand keep it structured.
When you're introducing taskboxes, aim for very short work
(05:35):
sessions.
This isn't the time you'regoing to roll out a full 20
minute independent rotation, soinstead build the routine like
this Day one, you could try outone task box.
Day two, one task box andreview the visual routine.
Day three, maybe, if everyone'sready, two task boxes with a
(05:58):
transition queue.
Day four add in the finishedbin and the visual token board.
And day five, you could try itwith a timer or another simple
reinforcement system, Maybesomething you already have in
place.
Think of this as a slow releaseplan.
(06:19):
You're not just teachingstudents what to do, You're
showing them that this ispredictable, achievable and it's
part of a classroom system.
We're already up to the laststep.
Step five reinforce early, andreinforce often Catch students
being successful, especiallywhen they start a task
(06:41):
independently or they completeit calmly.
So have some simplereinforcements handy.
If it's appropriate.
It could be tokens, stickers, acertificate, a quick high five
or just whispering nice job.
This doesn't have to beelaborate.
The goal is you want to createpositive associations with task
time.
(07:01):
You don't want it to feelstressful or overwhelming.
Now let's discuss some commonpitfalls to avoid.
This is about what not to do,and, yes, I have done all of
these and learned the hard way.
Number one don't introduce toomany boxes at once.
That would be me, because I'mso excited about this and I know
(07:24):
my students are gonna love them, and it's true, but that
doesn't mean we need to see themall on the first day.
Do not assume anyone.
Adults or students know whatthe word independent means in
this context.
That's something you wannadefinitely model and reinforce.
Number three do not expectperfection on day one or even
(07:48):
week one.
And number four, do not skipthe visuals and expect the
routine to stick, no matter howwell they do the first few days,
and give yourself grace.
This is about a long-termpayoff.
It's not going to be instantperfection.
It will take time, but therewill be clues Once the routine
(08:11):
is in place.
Here's what you can expect tonotice over time Students
walking over to the task boxarea without prompting Students
opening a box and getting towork.
While you're pulling a smallgroup, you might start noticing
fewer interruptions.
People are moving around theclassroom with more intention
(08:34):
and with confidence and youstart to feel like the classroom
is running itself, even if it'sjust for 10 minutes at a time,
and the best part is you've justfreed up your time to collect
data, to pull small groups forIEP prep or even just a deep
breath.
Introducing task boxes in yourindependent work system.
(08:56):
The right way is not aboutperfection.
It's just about building thegroundwork for a system that
students can trust.
So you want to start withsimple tasks, you want to model
the routine, you want to usevisuals and you want to
reinforce progress, no matterhow small.
If you're looking for moresupport, please click the link
(09:17):
in the show notes.
It will take you to a blog postthat has that free student
visual checklist and there's somuch information on Positively
Learning blog.
And if you're ready just to setup that system with all the
supports in place, please checkout the Taskbox Dollar Club.
You're going to get access toover 450 tasks that are leveled
(09:39):
visual.
They are built for simplicityand for independence.
I'll put a link for that alsoin the show notes.
Thanks for tuning in and forbeing willing to give your
independent work system anothertry.
I can't wait to hear how itworks for you.
I'll catch you next time in thespecial educators resource room
.
Speaker 2 (10:02):
Thanks so much for tuning in and I'm dying to ask
what'd you think?
Be sure to hit the follow orsubscribe buttons that you never
miss an episode.
You can find the show notes andlinks for everything mentioned
in this episode atPositivelyLearningBlogcom.
See you next week for morespecial education solutions.
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