Word finding / blocks

  • Slow down your rate of talking to convey to all the children that there is plenty of time

  • Speaking slowly oneself is likely to help the disfluent child without drawing attention to the stammering by asking the child to slow down

  • Try distractions

  • Use familiar material that is well within the CYP's level of ability reduces the communicative stress

Anxiety / Stress

  • Reduce the number of questions asked

  • Do not show anxiety or worry for the CYP

  • Explain clearly that your classroom is a place of safety and make it so for the CYP to express themselves

Low self-esteem -fear of being interrupted or hurried; expressing complex ideas; using relatively new vocabulary and sentence structures

  • Keep a record of what increases and decreases fluency as this could give some ideas about how to help

  • Talk to the CYP about pressured situations and what they feel they are able to cope with

  • Try not to finish off sentences for the CY

  • Celebrate success or competence in other areas which can be encouraging, as well as directing the focus away from stammering

  • If applicable, use inspirational role models for the CYP such as Musharaf's speech

Hesitancy when answering questions

  • When asking the class questions, Do not keep the CYP who stammers waiting too long for their turn since this may increase anxiety and therefore, the stammering

  • Slow the rate of speech of the adults in the room right down

  • Ask other CYP to speak slowly

  • Use tapping techniques for keeping the pace steady

Difficulties when reading aloud

  • It may be necessary to work gradually towards reading in front of the class

  • Reading alone to the teacher or other adults can be followed by reading in small groups

  • When the CYP feels ready, reading to the class can be attempted