In circle time, students gather to participate in a guided discussion or activity. It is common in preschool or lower-grade classrooms, but some upper-grade classrooms also utilize it. Circle time is often used to develop the social, emotional, and communication skills to help young students succeed in school. However, circle time may present unique challenges when you have a limited verbal classroom. In this blog post, I share five tips on navigating these challenges and effectively running circle time in a limited verbal classroom.
1. Presume competence
The inability to speak does not equate to low intelligence. As teachers, we always assume our students can understand and learn even though some students may display comprehension in a way that is not considered “typical.” When running circle time in a limited verbal classroom, present age-appropriate materials and stimuli. For instance, real-world picture stimuli are more appropriate for upper-grade classrooms than symbol stimuli.
Get some visual schedule visuals here.
2. Provide ample visual support
Another key strategy for running circle time in a limited verbal classroom is to provide ample visual support. Research shows that visuals support communication in students with limited verbal abilities. Because visuals are more permanent than words, they create a more lasting impact on emergent verbal communicators. Additionally, visuals help students comprehend changes and transitions, share information, make choices, and express their wants and needs. Visual support reassures your students that their needs are being met and empowers you as a teacher to create an inclusive learning environment. SSE has a visual bundle available here that has everything you need to get started.
3. Honor alternate means of communication
If you teach a limited verbal classroom, chances are your students are nonverbal or minimally verbal. They may be able to display echolalia or one-word utterances. That said, teachers need to be prepared to honor alternative means of communication from our students. Some examples of organized augmentative and alternative communication methods include a high-tech speech-generating device or a low-tech Picture Exchange Communication System (PECS). Alternatively, if you need to provide impromptu augmentative and alternative communication methods, consider using a BIGmack or visuals.
4. Differentiate the goals of circle time
The overarching goals for circle time are to develop the social, emotional, and communication skills to help young students succeed in school. However, you may have to differentiate goals for each circle time activity when you have a limited verbal classroom. For instance, the classroom goal for a “Who is here today” activity might be social greetings, but the differentiated goal for students with limited verbal abilities might be name recognition.
5. SSE’s Simple Preschool Circle Time resource
My favorite resource from Simply Special Ed to support circle time in a limited verbal classroom is the Simple Preschool Circle Time packet. It includes over 250 pages of differentiated calendar work, weather, shapes, letters, numbers, and more! The Simple Preschool Circle Time resource uses real pictures during circle time, allowing your students to connect with the world around them. Additionally, the resource includes a student book to keep students interacting with the material so students with limited verbal abilities have an alternative way to showcase their comprehension.
You can get the Simple Preschool Circle Time resource on Simply Special Ed’s website or on Teachers Pay Teachers.
