This workshop was held in Bangkok 2013; Kuala Lumpur 2014; Dubai 2014
Response from participants of the workshop to the question below:
What are the theory/skills acquired from the workshop that you can use immediately? |
| Let the shy child take his/her time to talk | Key phrases in Japanese/Korean for some students
Rearrange/plan to be inside home corner more to develop language
The ability to build a meaningful, positive support plan
Know the questions to ask parents and specialists when needing to seek outside help
Understanding that introversion is not a problem or negative thing
Providing opportunities for talk rather than expecting it
Being a catalyst for an atmosphere that encourages interaction and dialogue
Understanding definitions of shy, introvert extrovert, selective mutism
The pictures activity
Adult language greatly affects chidren
Find out what the children love and use this as a starting point
Give anxious children opportunities to know what will happen
How to talk to young children in their own language
Dealing with selective mutism
Dealing with anxieties that you can recognise by being more aware
Re-educating colleagues about selective mutism
Mark making as a valuable tool for many areas
Don’t use term ‘elective mute’ - not the child’s choice
Write dance | Changing book corner
Providing familiar role play opportunities - home corner
Collaborative group art
Great talking activities I can use tomorrow
Small World Play/Table top play
Use correct terminology
Agreeing between staff (teachers and TAs) on a common language in school
Not being distracted by confident children
Swapping techniques
Pre-handwriting strategies
Using music as a signal for when talking is appropriate
Chatterboxes, All about me boxes
Give shy students advance warning of activities
Encouraging all staff to have a consistent approach
Supporting EAL pupils with out of the box program
Reduce/Eliminate pressure to speak |
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