This excerpt by Dean E. Williams, Ph.D., is from Stuttering Therapy: Transfer and Maintenance. To attempt to force a stutterer into an established “school schedule”—for example, of two 15 minute individual sessions per week—is being professionally irresponsible. Just from $13,9/Page. Also, they resent, at times, the way they are “told” what to do. These “feelings of stuttering” result from a combination of emotional and motoric feelings. Week-long vacations and national holidays off are a perk. The three main aspects of structuring a program are (1) the frequency and length of therapy sessions per week, (2) the support by and cooperation of the school personnel for the child and for the therapy program, and (3) the clinical procedures used during the therapy sessions that will promote their use in the school environment.Scheduling Therapy Sessions, The clinician should schedule therapy sessions frequently enough per week and of sufficient duration to meet the needs of the child who stutters. Some teachers are able to visit the therapy room and observe just what it is the child is practicing. She should not be expected to directly “correct” or “modify” the child’s speech. A large amount of the child’s time is spent sitting in a school classroom. In this way, the teacher will know what to expect. in Higher Education . Again, as with his teacher, he now knows that they know what to expect—and that his mother and/or father approve. The child must do it. Why It Works: Interviewers appreciate hearing that an applicant is flexible regarding the work environment. She may begin to meet with the child every two or three weeks. In fact, she should refrain from doing so—one clinician is enough. Country music star Mel Tillis entertained audiences around the world. The purpose of this chapter is to discuss ways to accomplish—and some problems involved in—“transfer” and “maintenance” in stuttering therapy for elementary school aged children. To them, their feelings represent the internal part of their stutter. The Top 5 Reasons to Work in a School Working in a school comes with challenges, but it can also be one of the most satisfying employment experiences a person can have. Teachers don’t just influence the students, but students help teachers broaden their way of … The clinician can discuss with the teacher ways that she would feel comfortable participating in the therapy program. It can serve to emphasize the need to practice in “easy situations” in order to know what to do at those times when increased emotion is involved. When a teacher has thirty and even forty children in a class, it is unreasonable to expect her to spend undue time with one child at the expense of the others. Others have more difficulty. Early in this paper the point was made that the child is continually “establishing” improved fluency as he enters new situations. We separate, at times, the learning process into three “phases” or “categories” for convenience of discussion and not because they reflect the reality of behavior change and stabilization. A teacher encouraged her to act in a school play at age 12 despite her stuttering. More importantly, now the child knows that the teacher knows—and that she approves. In my opinion, one of the most important ways that the teacher can assist in the transfer aspect of therapy for a child is through her supportive role as “his teacher.” Prior to asking the child to practice improved ways of talking in the classroom, it should be demonstrated to the teacher. There are, of course, many more. When a child knows what is wrong, when he understands what he can do to help, when he feels relatively good about himself, and when he realizes people are supportive, it is much easier to have courage than it is when his talking world is mysterious, confusing and lonely. If the words "team player" were mentioned, you'll want to play up your ability to work in a group. It was “their” fault if he stuttered. Furthermore, my comments will focus on those issues commonly found in the elementary school environment. There are advantages to continuing to meet with the child for a year every two to three weeks even for 15 minutes each time. All material Copyright © 1991-2021 Stuttering Foundation of America. In addition to this type of program, the school environment offers the opportunity to obtain the evaluations of other persons. Focusing on others allows you to step outside yourself and your own worries or problems to give to others. Blunt’s name is prominently featured on the Stuttering Foundation's list of Famous People Who Stutter. The options for adopting some sort of environmental education curriculum are … While education related to … Being part of that growth is rewarding. A school clinician must adapt her schedule to fit the needs of the client. 1 answer . Also, it opens up communication between the teacher and the child about his therapy program. The child should be made to feel that he is a participant in his own therapy program. This is practiced until the child feels that he knows what to do. If you find nothing, however (the school is new, or has a bad reputation), you can talk about personal reasons, such as good traffic connection to the place, fitting working environment, having connection with other teachers from the school, etc. Also, prior to the time when the child is to transfer improved ways of talking to the home environment, one or both of the parents should, if at all possible, join the clinician and the child so that they can demonstrate for the parent(s) the changes he is making. She will need to explain to the principal, teacher, etc., the structure of the stuttering therapy program so that she, with the help of these school personnel, can work to gether to adapt, where possible, school policies and regulations to fit her therapy program. It is easy to become self-focused. So, as part of your interviewing preparation process, come up with a compelling answer that specifically demonstrates why you are uniquely interested in this job. Her role will vary from situation to situation. The Moment of Youth: How to Change a Teenager's Life; Marilyn Price-Mitchell, Ph.D. School buildings and grounds must be designed and maintained to … As a child becomes competent at planning, carrying out, and assessing his own daily speaking activities, then the clinician can begin stretching out times between clinical sessions. A question about your greatest strength is one that interviewers … The language-propositionality complexity refers to the nature of the speaking task. What does he do to help himself talk “better?” What would he do or what would it sound like if he did not do that to “help himself?” How does he feel when he stutters? This helps him learn that therapy is not “ended.” It emphasizes the fact that he is “expected” to continue improving.Furthermore, it provides for him the opportunity of having someone to “answer to” and having someone who can share his speaking experiences. They believed they were being kind by not placing the child in the turmoil of having to talk and to stutter. The clinician can then vary systematically the complexity of the speaking situation. A therapy program should prepare him for such a challenge. Then, prior to entering an outside situation, for example, asking the teacher a question, the clinician and child can role play the situation. The next week the questions were to be answered with only five words. A school with good teachers who are able to work as a team will have a wonderful atmosphere for learning. Why is the school environment important? We hope to clarify this point in the following discussion. In addition, however, the clinician should plan on time to be spent with school personnel and, if possible, the child’s parents. According to the National School Climate Center, a safe and caring school environment is one in which students feel positively connected to others, respected, that their work is meaningful, and that they are good at what they do. In discussions with them, the clinician can find out how they “see” the child. Ordinarily the clinician works to “establish” a desired response pattern in the therapy room and then to transfer it to outside situations. The clinician is “the teacher” and the child asks the desired question. They need to understand the relation of communicative interaction to the problem and the need to modify these interactions as a part of therapy. For example, the teacher can talk with the child about ways she can help. One of the best responses to “Why do you want to be a principal?” came from an old high school friend of mine who, like me, pursued a career as an educator. What do they like about the ways he acts, both verbally and nonverbally, and what things do they dislike—and wish he could change? This should include what he will be asked to do, why he will do it, and what he will accomplish. They combine to serve as internal cues that the child comes to monitor before or as he speaks in order, he hopes, to be better able to cope with the way he talks. Watching children learn and develop is inspirational. If you’re applying for your first internship or entry-level job, you may not know what your ideal work environment looks like. Each of the above represents a different speaking task. Give a reason or example. The essence of therapy is to help the child cope constructively with his speech production abilities in the presence of the feelings involved in his ever-changing communicative interactions. Rather, it was because if they talked to the child and the child stuttered in answering, they felt responsible for making the child stutter. These feelings can be one of the first steps leading to regression. For these, it is helpful for the clinician to accompany the child during the early stages of transfer. 'I just had to work on it. She should learn about the various opportunities that the children have to speak each day. Successful transfer into the school environment provides a firm foundation for maintenance of his improved speech.Maintaining Improved Fluency. This is one reason that for many children, their stuttering is so personal—and so private. Embodied in the short talks with the child over time can be the philosophy that he is a pretty “normal kid” who may get tangled up at times when he talks—but that if he does, he can change what he is doing and talk the way he wants to talk. While you may have to bring work home with you, you have a greater chance of being home in the afternoons with your children if they are on a similar schedule. Successful transfer into the school environment provides a firm foundation for maintenance of his improved speech. Scholastic: Teachers; Why Children Need Ongoing Nurturing Relationships; T. Berry Brazelton, M.D., and Stanley I. Greenspan, M.D. They are those with relatively strong emotional reactions associated with talking and stuttering. For example, the clinician bursts in on the teacher to have a conference when the teacher has ten minutes to make final preparations for the remainder of the day. What does he think other people think of him when he stutters? Nurturing a relationship with the natural environment can bring substantial benefits in terms of children’s physical and mental health from helping sustain concentration and reduce stress to encouraging physical exercise. Schools start that early to save money on… I get to see them become leaders. This can help the child learn to feel free to change the ways he acts. She requested that for the first week the teacher ask the child questions that could be answered with only three words. This is not the case at many charter or private schools. He is more likely to permit this so that the clinician and the child can talk to the janitor, the cook, the secretary—and even to him. School personnel can be very helpful. Carly Simon began stuttering severely when she was eight years old. Together, they can note the ways the child’s feelings and speaking behavior change. In the United States, the average starting time for high schools is 7:59 am. Pancare holds a Master of Science in childhood education from Bank Street College and a Bachelor of Arts in English from Skidmore College. It doesn’t hurt you. Let’s practice again saying what you plan to say while you are scared. Don't use plagiarized sources. The first step to answering this question effectively is to figure that out. The clinician’s interactions with the parents of the child can be similar to those with the teacher. For children, communicating with adults in school may be a very important part of their lives. This example is used to point out the kinds of misconceptions that exist. For these children, the clinician can help the child verbalize and accept his feelings of fear. Research shows that students who feel "connected to their school environment do better ... we know your friends, families and loved ones are more than numbers. For some, this is all that is needed. They also have a schedule with time off for national holidays and vacation periods, which works well for parents with children who are in grade school. Working in a school means having an opportunity to pass on knowledge and set a good example for the next generation of the members of your community. Watching children learn and develop is inspirational. Feel it. He is a talented musician, actor, and comedian. School staff members usually have some training seminars to attend during the summer, but employees generally have a lengthy summer break to spend time with their friends and families. The therapy program that the clinician develops in a school system should take into account the unique aspects of each school in which she works. allEducationSchools.com; Learn the Top 10 Benefits of Being a Teacher; Ten Reasons to Pursue a Teaching Career; Kate Halstead. This “has learned” viewpoint too often reflects the faulty assumption that the child has learned a speech production skill in the therapy room and that the transfer phase involves only habitually “using” the learned behavior in outside situations. For many children, this can be rather frightening. We keep our school clean, well repaired, brightly decorated and reflective of our diversity. Ralph Lopez. For example, several years ago, we had a conference with a group of principals and teachers who had stutterers in their schools. On the other hand, the speaker may react and speak rapidly, slowly, hurriedly, deliberately, excitedly, calmly, etc. When choosing a school for your children, you want them to have the best teachers possible. The clinician does have the obligation, however, to maximize the chances that the child will be able to cope constructively with his communicative interactions involving increased emotion. Other problems of time occur that reflect a lack of understanding or sensitivity on the part of theclinician. The school secretary, the janitor and the cook can help by encouraging him to keep up the good work. He should be helped to understand that his “bad” feelings are normal—that he is “normal,” he is “okay”—that he can learn to talk acceptably—that he will goof at times but that he can do it—and, that the clinician, teacher, and parents are there to help in any way he wants them to help. You have an opportunity to become a role model as an encouraging guide or leader, servicing and giving back to your community. Watching children learn about unfamiliar topics and master new skills can reignite your own desire to learn. Best input best from other staff After that game, Sproles was approached more often for interviews, which exacerbated his stuttering. In the discussion that follows, the term “transfer” refers not to a response that has been learned but rather to the transferring—establishing process involved in learning to cope with differing communicative environments. The social complexity involves those speaking situations usually thought of as the “transfer stage.” They include, for example: talking to the clinician alone in the therapy room; talking to another child or an adult in the hall; talking to the teacher; and talking in the classroom. Why do I want to work in my school? As the child is transferring improved fluency into more and more types of verbal interactions, the clinician can be laying the foundation for maintaining this improvement. Their teachers often don’t have the same high level of education, experience, or commitment. "Teachers and head teachers' work counts and it's important to say so" Eric Debarbieux analyses the effects of the school environment. Ordinarily two to three individual sessions per week, each for 30–40 minutes, is a minimal requirement. The teacher can be asked about the ways that it would be most convenient for her to communicate with the clinician about the child’s needs. When a clinician accepts a child who stutters for therapy in a school, it is important for her to open lines of communication with the principal and the child’s classroom teacher. The listener may, for example, be attentive, be distracted and be paying little attention to what is said, be irritated and hurried, be smiling or chuckling, or be disgusted and shake his head and frown. If you do have a strong preference, be clear about why: You can share examples of times you've been successful working independently or in a group, or explain why you think one approach works better than the other. You can introduce students to subjects they would never have known about or been interested in. Get custom paper. Your mission is focused on creating a balanced and healthy work environment that will allow me to have a flexible schedule and work in a fun, positive environment." The school secretary, the janitor and the cook can help by encouraging him to keep up the good work. From this, the clinician can discuss the therapy program. To do that, think about some great experiences you’ve had working on class projects. In which does he appear to have the most difficulty—the least? follow. In preparing the child to transfer improved speech into the classroom, the clinician can incorporate a reality into the therapy room activities that the child can understand. It involves, for example, the following: a one word response; a short comment; asking a question; answering a question; reading a word, sentence or a paragraph; telling a story or a joke; describing an event; and discussing opinions. This place is where they will learn the various skills deemed necessary and proper for them to achieve success in the global society. Is it for example, when he tenses so much, or when he holds his breath, or when he keeps looking at the floor? Consequently, your interaction with school children may play a big role in their development. In this way they can obtain a perspective about what therapy involves and ways that they can be helpful. School employees all contribute to student learning, whether it’s in the form of teaching a lesson, working with a student one-on-one or helping to maintain the learning environment. It’s okay to be scared. Then, the child can vary the language-propositionality complexity. Anyone can join the Green Schools Alliance, but you don't need to be a part of a formal program to implement environment-friendly practices in your school. All this work by schools around the world has helped the Green Cup Challenge to yield a savings of more than 9.7 million kW hours. Furthermore, it takes courage—and for some, a great deal of courage—to change speaking behavior in prescribed ways when he is scared of what might occur and fearful that he might fail. Why does he stutter? Our shared vision of the school environment is to have it become a comfortable place where the students can take risks and feel supported. In order for a child to transfer improved speech into his school environment, he is required to begin behaving in ways that are different from the ways he has behaved in the past. Various terms have been used to discuss these “stuttering feelings,” for example, anxiety, anticipation, stress, negative emotion, fear, etc., etc. Think Earth has done the same thing, with short, one-week units that are easy to teach and proven to be impactful on the students who receive them. As each of the reactions of the spaker and listener change, the communicative interaction changes. For example, just before entering the situation, the clinician can say “are you scared now? Regardless of the approach used, however, the difficulty of establishing a desired response pattern usually will increase with increased complexity of the speaking interactions. 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