Resources for Teachers

  General Quick Tips

Tips to Help With Carryover for Articulation:

1.  If you have a student receiving speech services check in with SLP regarding where they are with their sound production.
2.  If given the go ahead, feel free to provide corrective feedback several times a day when you hear their target sound made incorrectly.
3.  Before that have an upfront conversation with the student that you are helping them and their SLP to produce that sound better.  Work out a cue (word, phrase or visual signal) that will remind them to check their sounds and try a word again.
4.  Unless the student is comfortable or you have worked out a really discreet cue with them, provide this feedback when you hear the error sound in one on one conversations or learning tasks.
5.  Talk to the student also about slowing down and thinking about what they are saying and how they are saying it.  Sometimes just slowing them down is enough. 

  Look to these quick tips when you are questioning language skills.

https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935327&section=Signs_and_Symptoms 

 

General information on Language Difficulties in the classroom VERY HELPFUL  https://www.education.udel.edu/wp-content/uploads/2013/01/LanguageDisorders.pdf

 

Tips for Classroom Success:

Please  look to these tips anytime you are questioning language.  Try the suggested strategies.  Please remember a strategy needs to be tried several times to see if it will work.  If one strategy doesn't work, try another one.


 

 

 Information on Stuttering:

  Check this page out to get some general information on children who stutter, what to expect and how to handle it in your classroom.

http://www.stutteringhelp.org/sites/default/files/Migrate/teacher_book_2010.pdf 

Listening Skills in the Classroom

Exercises for attention and cognitive focus.

https://ilslearningcorner.com/2016-01-back-to-front-exercises-comprehension-sensory-motor-attention-behavior-visual/ 

These are some resources for working on listening in the class:


This resource has tips to improve general listening skills:
 
http://www.edutopia.org/blog/five-listening-strategies-rebecca-alber
http://www.teachhub.com/10-teaching-strategies-help-students-listen

 This post is to give some ideas to helping kids with attention issues to listen.

Quick Tips for Helping Students Follow Directions



    Sometimes students are not following directions.  This could mean they have a problem with any number of things including language, memory, sequencing, or even the vocabulary or concepts within the directions.  However, many times students are not following directions purely because they are not listening or attending.  Here are some quick tips to try.



  1. Eliminate the best you can extraneous noises.
  2. Get the students attention.  Maybe use a key phrase such as “Listen Up”  or some other phrase.  The students should have to respond with another quick phrase such as “all ears”  or another of your choice.  Look around and make sure all kids are looking at you and pencils are down.  
  3. Tell the students what you want them to do.  If more than one step pause slightly before each step.  Give them time to process before moving on.  
  4. When there are more than two items tell them the number and then number them as  you go.  For example,  “I have three things I need you to do with this paper.  First  write your name and student number.  Second  - read the passage and answer the questions.  Third - put the paper on my desk when you are done.
         (count these out on your fingers as you are saying them)
     5.    Have a key term such as “Go”  when you want students to start.  Tell students that
they  can’t do anything until you say go.  Pause a few seconds before giving that
command.   A lot of children think they know what you are going to say and start  
or start at the first direction so they miss the other directions.  
      6.  Ask more than one student to repeat or better yet paraphrase what was just said.
      7.  Sometimes speaking in a slightly softer voice after getting their attention forces
           the students to listen harder.
      8.  Check in with students right away that have trouble with attention.  Ask them to
          Repeat.
      9.  Give specific feedback when directions are not repeated completely correct.  
          E.g. “Yes, you are supposed to put your name on it and read it, what do you do
          After you read it?”  
     10.  Put directions with more than three steps in writing or in visual form somewhere.
     11.  Model or act out following the direction.  
     12.  Try to keep the directions simple and avoid being too wordy.  Avoid “don’ts in
             your directions (e.g. “don’t line up until you put your papers in the basket”  
             instead say “Put your papers in the basket and then line up.”)

Vocabulary Ideas

Ideas for vocabulary development

 http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 

https://www.flocabulary.com/vocabulary-mini-games/      vocabulary games for the classroom.

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