As an educator, you know that every child, the classroom comes to your children is a bit 'unique creature, and the mix of skills and personalities of each class in each school year makes. Sometimes you have a child or children in your class that appear behind the other children in their ability to communicate.
If you do not have any special training or experience working with children who have some language difficulties or needs, you canyou may ask if you are the right teacher for a child. If you have an interest and knowledge of normal child development, and if you have an attentive attitude and a desire to learn new skills, you are certainly the right teacher.
As a speech therapist, class I to help you sustain your efforts in every child has a successful year of learning and development. Rather than requiring you to set some specific business plans every day, I offercomprehensive advice. This teacher works with a young child, activity, or routine speech language need to think about all the ways to support children through and not only think of creating a special measures. Chi - a teacher, a parent or other primary caregiver, a care provider or a therapist can and should follow the suggestion.
This is a global principle. There are several ways to listento talk and help the interaction with children to facilitate the ability of speech and language, and these methods can and must be mixed right into the daily interactions are - at home and at school. It is the style and substance of the interaction depends on it - ".. For the next 15 minutes we'll have a business language," not a "cookbook" of specific activity determined I would warn you instead of thinking about how the thought "Everything that during this whole classTime is a potential improvement of the language. All you have to say and do to promote the growth of each child in social, language, pre-primary education, cognitive and motor skills. "
Here are some highlights of my concept of the role of an adult with a student of language. These are tips for parents and teachers to interact with each child. Should I use pronouns Alternatively, selected to include both sexes.
1. First, observe the child to know what hisSkills. Continue to monitor closely over time, so if you notice improvements large and small.
2. Think of it as a "foreign language" to be a teacher, then, a bit 'slow, watch the baby for the recognition of what has been said, repeat, or modify the text if necessary, until you understand. Adults should be advised to use my techniques in order to "filter" the rapid flow of language, hits what is presented to the child's ability to capture what is saidand to respond successfully.
3. He speaks in statements more frequently than in questions. The test questions and answers some skill. Statements of teaching. [Note: Remember that once took a class of foreign language. It is preferred that the teacher understand pepper you with questions that had both, and formulate a response, or prefer a conversation / commentary style] that if he felt able to join up?
4. This language, or simply. The level of a child of the current situation, I used the term coined to represent the inverted pyramid process of systematic reduction of the length of a note - on the basis of a complete set - and then reduced to the level the child must register and. answer
5. Help the child just enough. Do not do things for a child who can do it.
I recently read the report, a school psychologist after the observation of a small child wrote hisPreschool classroom. The child needs speech and has been diagnosed with autism spectrum disorders, although his parents do not agree with the diagnosis. In my one-on-one therapy, they explode, you interact with her mother and me, and his language skills. He still does not talk much at school.
The psychologist says many areas in which the participation of the faculty could be promoted. He saw that the staff to their needs, withoutpresent language or does not expect any verbal communication (snacks and crafts departure, without involving the child in the Communication). If he does not follow a direction to join the group at the table, took a consultant and put it on a chair. If he had trouble sharing a toy with another child, was removed from the situation. And so on.
Of course, what is necessary to place activities in which children need things (snacks, items for crafts to make aduring the circle, musical instruments, etc.) are rich opportunities to provide models and language to inspire every child to be treated. A child who does not understand or comply with a direction to hear it again - the same way, or modified - and then help out with the minimum required to complete the task. One of the strengths and advantages of early schooling is for children to gain social interaction skills. Insteadcan be removed from a situation of conflict, mediation, child support from adult care, have a verbal interaction, the physical meeting with a brief peer can solve.
providers are called "Speech-Language Pathology 101 nursery teachers and parents - and it's just for preschoolers, I could write an eBook that looks like a natural. Each chapter is like a flyer on a variety of topics, including range of voice and speech disorders, as it is writtento help a child understand and speak the language and clearer.
As I mentioned, there are opportunities to speak throughout the day with young children can increase their language, the language and technical skills are used. My ideas are simple. That is, these techniques can be simple, but not necessarily easy, without acquiring the study. once learned, with practice, it does help children get an automatic. Adults who want toChildren need help, but their current plans for examining the interaction and really try to embrace those specific, well-designed forms of interaction with children. Children deserve support tutor interactions with care - their parents and teachers.
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