Académique Documents
Professionnel Documents
Culture Documents
Classroom Strategies:
Index:
Classroom Strategies for Language.....2
Vocabulary and Word
Meanings....3
Following Directions, Processing Information and
Word Meanings.4-5
Grammar/Sentence Structure6
Content, Meaning and Basic Concepts7-8
Expanding Limited Expressive Language Skills................................9
Social Communication..10
Articulation and Phonology..11-12
Stuttering.13-14
Voice.15-16
Grammar/Sentence Structure:
1. Model correct grammatical forms: if the child says something
incorrectly, repeat it for them correctly in a natural way.
Be sensitive about not drawing negative attention to their
language. For example, if the child says, I goed to the
store. Youd say, oh, you went to the store.
2. When the childs speech or writing contains grammar or word
order errors, show them in writing the correct form.
3. During classroom work/assignments, have the student repeat
correct grammatical forms.
4. Observe if the student can self-correct when reminded:
when working with the child individually with written or oral
language, repeat the error and ask the child how the
sentence sounds. For example, the child says or writes, I
goed to the store? Does that sound right? If the child is
unable to correct it give them a choice. For example, Which
sounds better, I goes to the store. Or I went to the
store.?
5. For frequently occurring errors, build it into daily oral
language as practice for the entire class.
6. Have the student construct oral sentences with targeted
grammar structures.
7. Encourage students to use complete/complex sentences when
answering questions.
8. Encourage use of relative and subordinate clauses, i.e. but,
and, or, either, if whenever, however, etc.
9. Have students practice daily oral language sentence orally
and provide feedback.
Social Communication:
1. Model appropriate response or social interaction.
2. Allow extra time for student to formulate and express
responses.
3. Provide opportunities to:
a. Ask questions
b. Initiate and maintain a conversation
c. Give sufficient information
d. Give cause and effect information
e. Use language to make choices and express needs
f. Use problem solving/decision making techniques
g. Practice with peers in appropriate learning groups
4. Allow student to role play a variety of targeted social
language situations.
5. Emphasize basic social skills, i.e. greeting, eye contact, polite
forms, body language, spatial boundaries throughout school
day.
6. Use verbal/visual/physical cues to remind student to use
appropriate social behavior in a variety of settings.
7. Allow student to work in a group with students who are
accepting and supportive.
8. Avoid having activities where students pick a partner. Assign
partners instead to avoid feelings of rejections.
9. Search for opportunities that support appropriate social
interactions (i.e. Bobby, will you please go to Sues desk and
ask her to bring me her Math folder.)
10. Board games and card games can be beneficial as they
promote turn taking and sportsmanship.
11. Comment on positive models for targeted social skill when
used by other students in the classroom. (Jenny, I really like
how you raised your hand instead of interrupting me when I
was talking to the class).
12. Contact the speech therapist to assist in creating social
stories (stories written to positively depict a social situation
in which a student has a difficult time) or visual schedule.
10
12
Stuttering:
1. Ask speech therapist for additional handouts and assistance
in the classroom!
2. Allow the student to complete his/her thoughts without
interrupting or completing the sentence for them.
3. It is important not to ask the child to stop or start over
their sentence. Asking the student to take a breath or
relax can be felt as demeaning and is not helpful.
4. Maintain natural eye contact with the student. Try not to
feel embarrassed or anxious as the student will pick up on
your feelings and could become more anxious. Wait
naturally until the child is finished.
5. Use a slow and relaxed rate with your own speech, but not
so slow that you sound unnatural. Using pauses in your
speech is an effective way tot slow down your speech rate
as well as the students.
6. Give the student your full attention when they are speaking
so that they know you are listening to what they have to
say. It is helpful that the child does not feel that they
need to fight for your attention.
7. After a student completes a conversational turn, it would be
helpful for you to rephrase what they said in a fluent
manner. This can be helpful as the student realizes you
understand what they said but also provides a fluent model
form them.
8. Help all members of the class learn to take turns talking and
listening
9. Try to call on the students in class when you feel that they
will be successful with the answer (when the student raises
their hand) versus putting the student on the spot. In
addition, new material or complex information may cause the
student to feel more stress and thus, increase dysfluencies.
10. If possible, provide preparation time before calling on a
student to read (i.e. give advanced notice, Johnny please
read the first page, then Id like Time to read the second
13
14
Vocal Quality:
* For students whose vocal quality is consistently poor (hoarse,
breathy, rough, or have no voice) or their vocal quality gets
progressively worse as the day wears on. Discuss strategies of
water/candy with school officials and parents before
implementing.
1. Allow them to have a water bottle at their desk for the
students to take frequent sips of.
2. Discuss healthy ways for students to use their voices, i.e.
drink water, no caffeine, no yelling or making strange noises,
or to use a quiet voice, but NOT to whisper.
3. Provide a positive comment to a student for using good vocal
hygiene, such as not shouting to get attention.
4. Place a visual cue on students desk (like a picture of
someone talking). When you hear vocal misuse, touch the
picture on the desk to help remind the student to use good
vocal techniques.
Vocal Hygiene Strategies
Problem
Strategy
15
16