Strategy and Scene
Amy usually had two teachers: one was her homeroom teacher, the other was a special education teacher. The special education teacher needed to help a few students with special needs, such as dyslexia, autism, delayed development, selective mutism, and more. Amy didn’t speak but was the smartest, and the school deliberately picked a gentle and nice teacher, Mrs. Harberson. She used a unique approach to help Amy.
Mrs Harberson’s first question was where to place Amy’s desk in the classroom. If she sat close to the door, Amy could go to the bathroom with her friend without drawing too much attention from others. If the desk was at the quietest corner deepest in the classroom, Amy would be more relaxed. She could study, do projects, and play with her talking buddy, whisper buddy, and new friends. Another question was whom Amy should sit next to. There were 20 students in the class, each with different personalities and levels of academic advancement. The teacher needed to arrange Amy’s friends to sit with her along with someone she had never talked to. After a few weeks, she would move her talking friend to a new desk and replace with another student that Amy was unfamiliar with. At last, Mrs. Harberson decided to place Amy close to the door. Amy finally sat with her talking friend, Catherine, whisper friend, Sophia, and her new friend, Dylan. This way, Amy felt at ease, and at the same time could make friends with new people. Many times, the teacher had smart and caring Amy help mischievous or slower students. This was a win-win situation: Amy could help them while practicing talking with other students. Mrs. Harberson had a clever method: at the corner of the classroom, during break time, Amy could pick a friend to play with at this corner table.
One day during break time, some of the students were playing and having fun among themselves. Others were trying to finish up their incomplete homework. And one girl was quietly sitting in the corner, in her own little world. This girl was Amy. Amy took a game out of her backpack that she brought from home. She used her eyes to indicate to Sophia to come over. The teacher requested Amy to ask a new friend to join every time she played a game. This was challenging for Amy. Whenever she brought a game, many students wanted to join. Even the procrastinating students finished their homework in a hurry to join the game. This game was very popular among the students lately, and Amy had already mastered the game at home. It caught the interest of three students, who came over and asked Catherine, “Can we join you guys?” Catherine said, “You need to ask Amy, this is her game. Amy, can John, Tom, and Ashley join this game?” Amy shyly nodded. The five of them started to play the game together, screaming and laughing. Even the teacher came over to see what was with all the commotion, and asked, “Who won?” Everyone shouted in unison, “Amy!” Amy blushed, very pleased and content.
Strategy: Everyday, arrange Amy and a few of her friends at the corner of the classroom to do homework, make crafts, and play games. This way, it is easier for Amy to get used to the environment and speak more easily. Amy can pick a couple of talking and whisper buddies to sit with her. This way, other students will be more likely to approach her. More friends can be gradually added to the group. It may be a good idea to bring a popular game that Amy is good at. The teacher can walk around the classroom and participate from time to time, making comments or raising questions. Because Amy does not answer classmates’ questions, classmates do not talk to her. The teacher must tell students to talk to Amy and not to answer questions for her.
作者俊华,艾米妈 。 如有需要,加微信:junwang08837,艾米妈邀你进 “选择性缄默症家长分享群”。
选择性缄默症包括语言恐 Speech Phobia,感知障碍 Sensory Disorder, 社交恐惧 Social Anxiety 。 关键词: 孩子为什么不说话,孩子在外面不说话,孩子不敢说话,和陌生人不说话,社交恐惧,孩子在幼儿园和学校不说话,害羞,敏感,胆子小,懦弱,怕生,内向,没自信,固执,不敢吃饭,不敢去厕所,不敢和小朋友玩,,在家讲话,出门不讲话。只和爸爸妈妈说话, 不敢参加集体活动。