my students’ lunch time. I was able to arrange to see my students at this time once or twice per week (depending upon their minutes).
new to me), and have them fill out a short survey. I want to know what some of their favorites are – color, snack, subjects in school – as well as figure out what is difficult for them, and how I can support them in the classroom. I also find out how the students would like to be reminded of how to come to see me once or twice per week. A few of my students promised that they would come on their own – and I’m pleased to say, all of these students have done well with remembering our therapy times. Other students are a bit more forgetful, and prefer me to send another
student to get them. For some students, I might call their study hall teacher and ask them to send the student down. For others, I might wait in the hallway outside their class during the passing period, and that is enough of a reminder for the students.
creating many of my own materials. Lucky for you, they’re all available in my TpT store here! My main focus is on vocabulary, writing
skills, and compensatory strategies (such as learning to take notes effectively or to utilize Venn diagrams and other graphic organizers) to help in the classroom.
These activities allow my students to learn valuable information about the world around them, as well as target their varied language skills at the same time. We work on learning and organizing information that is similar to what they may be getting in class, but in a small group setting, where we can really focus on whatever tasks they need help with, such as summarizing, comparing/contrasting, using graphic organizers, getting their thoughts into a coherent form, grammar, and more.
school students, but it definitely was a big step out of my comfort zone at
first! For those of you who are used to middle school, do you have any tips for this age level?Stay tuned for more in the “Stepping Outside Your SLP Comfort Zone” series!