Experiences of Colourclock-users

The Colourclock is applied on a large scale nowadays. For this reason it might be handy, that you can read through experiences of other Colourclock-users. You might recognise your own daily situations. Below we have litterally reflected a number of experiences.

Within education- institutional usage:

I find the Colourclock very handy in its use. It gives some children exactly that bit more overview during a school day. I use it to indicate until (therefore which colour) we will work, at which colour we'll have a break or when they may ask nothing to me during a certain time. I can also indicate that a certain lesson starts at a colour. I really enjoy working with the Colourclock! Especially for children who can not read the clock it is a real appropriate solution. 

I had bought the clock for independent working initially, but now I also use the clock during the fruit-break. Especially for those slowcoaches: within a colour the fruit must be eaten! I use him for children with concentrationproblems during working with development material, but also with withdrawing. I use it quite a lot. 

The large clock we use for working independently. The small model we use for working  at the computer: generally the children may use it 10 up to 15 minutes, after that they have to call another child. This works very well. Before we used the Colourclock, I forgot it regularly and had them sit at the computer rather long. The children like it extremely and especially the younger children find it a challenge to get to work longer independently. My colleagues for which I bought the Colourclock as well, are also very enthusiastic. 

In all groups 3 and 4 of our school a Colourclock is present now. We are very happy with it. We use the clock for children with posture and concentration problems. Children who normally were never able to finish their work, will now succeed within the agreed time. 

I use the clock for children who are inferred rapidly and do want to have different tasks quickly. They like watching the clock precisely during their occupation. Furthermore I use the clock for oldest small children who have a superficial and a little critical posture and do almost go to the next group. They are stimulated to work longer on an activity, and use the remaining time to ensure that their output looks better. 

Within the school we use the Colourclocks:
  • For individual children with concentration problems 
  • For students to have tasks or parts of it within a certain time finished. 
  • For work and tempo improvement. 
  • Classly to indicate: you have still so much time for your work to complete (especially in the first classes). 
  • Promote timenotion in the groups 2, 4, and 5.

Within home use:

My autistic son works with the Colourclock daily. It makes everything conveniently arranged and as a result, more clear. He now sees clearly how the time progresses and if he is playing fine, he is not disturbed by a cooking timer, which we used before. He now plays a bit longer frequently, than in earlier days. We have both models: one on its room, the other downstairs. We use especially the small fragments of time. 

I use the Colourclock to have my daughters complete tasks (one has the down-syndrome, the other one supposedly ADHD). And I use him on their request at eating, so that they know when their plate must be finished. 

We use the clock for our son. He has PDD-NOS. We use the clock to indicate a delimited time. For example if there are only 10 minutes left to play, or 20 minutes left to go to bed. We combine also 2 or more colours if these timeframes last longer than 20 minutes. We have shown the clock also to the care worker of the social services for the mentally handicapped. He also takes the clock along to other families which have children with autistic impairments. 

I find the Colourclock (Model B) extraordinarily practical in use. In our domestic situation we use him to indicate how much time still remains for  a certain activity (gaming, tinkering, eating etc.) . 

I use Model A within our family as following: I indicate the colour on which the stand should start. Doing so, I also have the possibility to get a longer period within the hour. Also I use the short periods to indicate that can be there just played with something. The Colourclock enables more clarity in time orientation. It outlines the periods better. 

Do you want to share your experiences with us? In that case e-mail us with your experiences. Thanks in advance!