School of Speech Ep 16
[00:00:00] Announcer: Welcome to the School of Speech podcast presented by SpeechTherapyPD. com. School of Speech is designed specifically for the school based SLP to come together to discuss current topics, tackle difficult situations, and share our insights. Our goal is to bolster confidence, celebrate our triumphs, and foster a community that's Dedicated to the excellence in the school setting. 
[00:01:30] Carolyn Dolby: Hello, everyone. I'm Carolyn Dolby. I am your SpeakTherapyPD. com podcast host for School of Speech. School of Speech is designed for the school based SLP to come together so we can explore current trends, share insights, and champion our expertise. Our goal is to bolster confidence, celebrate our triumphs, and foster a community dedicated to the excellence in the school setting.
[00:01:56] I am so excited for today's episode. It's keeping your older students motivated and equally excited to have Hallie Sherman here to uncover the secrets. to providing fresh and exciting therapy for grades 4 through 12 that go beyond the classroom. Our goal for this episode is for you to leave enthusiastic and armed with tips and tricks to make every session a success.
[00:02:24] But before we get started, we have a little housekeeping. Each episode is 60 minutes and will be offered for 0. 1 ASHA CE use. I'm going to go through our disclosures. All right, so Hallie is the CEO of Speech Time Fund, and she is receiving an honorarium from SpeechTherapyPD. com for her participation in today's episode.
[00:02:50] She has no financial disclosures relevant to this talk today. For me, I receive a salary as the district level dysphagia support speech position. Oh my goodness, listen to me. Speech pathologist in Houston, Texas. I'm also compensated for my graduate courses that I teach at the University of Houston.
[00:03:07] And I am a consultant for school districts across the nation, supporting program development and staff training. And I also received compensation for hosting school speechtherapypd. com. Non financial, I'm a member of Texas Speech and Hearing Feeding and Swallowing Task Force. I volunteer for Feeding Matters, and I'm also a member of ASHA's Special Interest Group's 13 Swallowing and Swallowing Disorders, as well as 16 school based.
[00:03:34] But enough about me. I want to tell you a little bit more about Hallie. She is a licensed speech language pathologist in New York. She has worked in the school system for over 15 years before she left the schools to work as the CEO of Speech Time Fun. At Speech Time Fun, Hallie provides materials, trainings for SLPs working with grades 4 through 12, that's why we have you, woohoo, and to really help them plan Easily and confidently.
[00:04:02] She does this through her SLP elevate membership, her teacher paid teacher resources. She also has a podcast. We all need to check out SLP coffee talk and also her virtual conference that she hosts three times a year called speech retreat. And she does all sorts of various trainings. I mean, she's just amazing.
[00:04:22] So welcome, Hallie. How are you? Thank you so much for having me. We're we are the lucky ones. I want us to I'm going to start looking into the chat for a minute, but why we while I'm checking the chat, do you want to start us off? How did you become so amazing? Let's just start there. How are you this amazing? 
[00:04:41] Hallie Sherman: I am just a mom of two girls, a speech pathologist, and I got thrown into you. Working with the older students. Cause I was just trying to get a school based position and that was all that was available. And I was like, okay, I guess I'll take it. And I'm five and nothing. And these kids were taller than me.
[00:04:58] And I had to figure out how to one, have them, like, want to work with me and then also respect me and all the fun stuff. I did not have the training and working with this older with the older students, there was no resources. And I made a lot of mistakes along my journey with. The older population, I just found whatever I can find to meet the goals that were given to me, that I inherited.
[00:05:24] And I did not know what I was doing. I was working on main ideas, summarizing, am I a reading teacher? I didn't learn how to do this in graduate school. And I just found like ELA worksheets, ESL worksheets. There was nothing out there for speech. And so I was just using whatever I could find. And for the most part, the students were like, okay, they were fine.
[00:05:47] Not excited about it, but they went along with what I was giving them. And then I had a student, we're going to call him K and he gave me a run for my money. He made me question, am I cut out for this? What am I doing here? Am I really even having any sort of impact on these students. If literally he made me like brace for impact every single time he was about to enter the room.
[00:06:14] And I was, you know, trying, I pulled out all the bells and whistles. Let me, let me make a jeopardy game. Let me make this. And nothing seemed to work for the student. And he would torment me. He would torment the other students. I'm like, I can't keep going like this. And there was no one to turn to, there was no professional development for working with the older students.
[00:06:33] And I realized I had to figure it out on my own. And I started asking just questions. I asked previous speech therapists that worked with the student. I asked the other professionals working with them. I was not the only person. There was an OT, there was a reading specialist. I'm like, how are you guys, like, not going gray every single time this student walks into your room?
[00:06:52] And they're like, well, you know, you eat stuff, yes, but, like, you can't read. And I'm like, wait, wait, what? Here I am giving him sixth grade reading passages because that's his goal. No wonder why he's throwing rocks at me. He doesn't want anyone knowing that he can't read. And that's when I just had this whole light bulb shift moment of like.
[00:07:16] I gotta do things differently. I can't just be providing these students with resources at their grade level and teaching them the same thing over and over again and expecting different results like that insanity quote by Albert Einstein. If you do the same thing over and over again and expect different results, it's insanity.
[00:07:31] I was making myself insane by just keep on practicing these skills without teaching them it differently. They've already been exposed to it in the classroom and I'm using resources that are. And so I started using different materials, different resources at their reading levels, making sure it's I took the time to find out their levels, making sure I found out what goals are really appropriate for them and not just picking out of a hat of the skills that like they should have at this age.
[00:08:05] And once I started just doing different approaches, I had different results. And I had students no longer fighting me to come to speech. They were fighting me when I canceled speech, when I was absent. They're like, how dare you? And that's when I started Speech Time Fund. Cause I was like, you know what, if I needed this early on in my career, and if I could save someone else that headache and give them that support that they need most, that's what, that's my mission and my passion is really helping other SLPs learn from my mistakes and also learn from my wins as well, and have more wins themselves so that they can.
[00:08:40] Love working with this age group because it really is. You have such a different impact. If you can have the connection with these students and be that one person in their day that believes in them and shows them that they can be successful and that learning can be fun.
[00:08:56] Carolyn Dolby: It's, it's, you've hooked them.
[00:08:58] I love it. I want to say. Thank you. We've got a few newbies. Just a little handful of new ones. Thank you so much. I think you're going to love this episode. And then we, a lot of our veterans have been popping on. Thank you so much, Abigail. She, her biggest joy is seeing how eager, eager they are to apply it.
[00:09:17] To the classroom. I love that and out in the world. Julie, another veteran from Maine. She did have a concern, not a concern, but she wants to know a little bit more about speech sound issues and how to keep them motivated when you're working on speech sounds. And then you hit on one, a couple of people were saying about what is the best target for these kids.
[00:09:37] I think you've already hit on that, that, that more to come on that. Just tons of joy. Oh, Belle, her joy is when the students come to speech and the parents and teacher teachers Say how much they love coming to speech. Don't you want that? I want that. I love that But you know kind of on a serious note though if you want to touch on Anna, thanks for bringing this up She said there, you know the students that are self conscious about coming to speech Maybe talk, talk a little bit that because that I know I was shy and that would have being singled out.
[00:10:11] That would have been hard for me. But thank you everyone. Keep popping in there. Let me know more if you've got any questions. I'm going to let Haley get started. Maybe, maybe Haley is going to start with some challenges and then then we can go from there. Yeah. 
[00:10:25] Hallie Sherman: Yeah, no, definitely. So I find that having, I find there's four things, the four key ingredients to having a successful session with your older speech students.
[00:10:34] Having a deep understanding of what you're working on and why and how to work on it differently. Having compassion for your students and understanding where they might be coming from and how they might be feeling about receiving services or how they might be feeling about their They're difficulties, whether it's learning or in communication.
[00:10:51] They're much more aware when they're older. When they're younger, they're like, Oh, someone's giving me attention. When they're older, they're much more aware that they're getting extra time on test. They're being pulled to the back of the room. They're getting a lot much more attention on things that are hard for them.
[00:11:05] And now we're pulling them out of something maybe like art versus music, something they're good at to work more on something difficult to having that understanding and showing them like I get it and having those conversations about like. I know learning is hard, but I'm gonna help you be successful and teaching them to create and teaching them about growth mindset and teaching them and creating that safe space where it's okay to take risks and make mistakes.
[00:11:28] It's not a matter of getting things right and wrong. And they know that you're there to support them and you're they're going to get it right with you goes a long way. And then the other ingredient. Is creativity being able to incorporate their interests and their personal goals, like someone asked about how to get them those working on speech sounds still well one way to get them into the speech is knowing what what do they want to get it like what.
[00:11:52] Goals. Do they have academically, socially, vocationally, maybe they want to make the drama team. Well, they might need to work on some of these sounds so they can speak clearly on stage and get that part. Well, maybe you can work on some of those lines and some of those targets related to maybe the play that they're gonna be trying out for.
[00:12:12] Or maybe they want to ask a girl to the prom. They might need to see that clearly. Or maybe they want to get a job. At Starbucks on the weekend so they can save money to buy a car, whatever it might be, knowing what they want in life and academically and socially, you can incorporate all those things and use that to create their targets and create those role playing activities by just doing arbitrary word lists that they've probably been getting for years can definitely, like, Make them unmotivated.
[00:12:46] They're like, I've already done this. It's already hard. It's not working. But what if you do it in a more of a context that's relevant to them? They're going to see much more the impact and how it's going to help them outside of the speech room. And a lot of that also like what to do if there's like that breakdown.
[00:13:03] So if someone doesn't understand me, what might that look like and teaching them about like, just those break, like someone, if someone's like this, you guys are listening. I made a face of like that confused look. Okay. That means I should probably say it again. And I didn't say it as clearly and teaching them how to repair some of those communication breakdowns when those happen.
[00:13:21] So teaching them a lot about that self reflection, self monitoring, and how that it can impact what they want to get out of school socially. Job wise. And then the last ingredient that I find is so, also, so important is that adaptability, being able to adapt for whatever group or goal you have will allow you to use less materials and, and not be as overwhelmed and frazzled with needing so many things just to motivate them.
[00:13:49] You can take any game, any article, any YouTube video and work on any and every possible goal. So this way you can focus more on the students in front of you than the materials you need to target any of those goals. 
[00:14:02] Carolyn Dolby: I love what you're saying about their interests. Beatrice popped on the chat saying that that's one of her biggest joys is really being able to get get to know them, get their interests and incorporate that.
[00:14:14] It really gives them that buy in. They feel it's really directed for them. But then, oh, hey Belle also said that sometimes it might be a little harder to keep big groups focused if you're working on interests, maybe keeping them focused on the, the work at hand as well. 
[00:14:35] Hallie Sherman: And sometimes, like, I'm okay if we get a little distracted and talk a little bit, then having fun, I'm okay with having less trials.
[00:14:44] And I'm having more fun and being more motivated to participate. I'm okay with it taking a little bit longer to achieve that goal. If they're going to be more motivated to work with me. So sometimes like some of the, I might have a whole plan for my session. They come in talking about something that happened in the cafeteria, like a fight that broke out and that's all they want to talk about.
[00:15:03] I'm going to use that. To make our session for the day. Let's throw the lesson plan out the window. We can, I can do that the next time. My lesson now is planned for next time. And now we can talk about like problem solution, like role playing scenarios. We can talk about, I don't know, I can ask them higher level thinking questions or vocabulary based on what happened in the cafeteria.
[00:15:24] You can eat, you can find, you can easily use what they're talking about in the moment and what they're passionate about and show them how we can easily incorporate any possible goal. Using what they're into in that moment and being flexible and okay with. So what if I only targeted that trial, like that goal twice in that one session, they had fun.
[00:15:47] It's okay. 
[00:15:49] Carolyn Dolby: And it was meaningful because they were able to see how, why they're coming. I love it. Yes. Thanks Angie Wah. I'm going to say your Ms. Hyman. I'm sorry. I'm going to say your first name wrong. So I'm just gonna say Ms. Hyman. Find out what motivates them first. I think that's with everybody.
[00:16:05] We all want to talk about ourselves. 
[00:16:08] Hallie Sherman: And it's not just in the beginning of the year when you're doing those all about me icebreaker activities, asking them while you're waiting for other students to walk in the room or while they're grabbing their folders, taking out their pencils. How was your day?
[00:16:21] What happened at lunch? Did you win that soccer game? Them knowing that, like, not only are you asking, but you actually care. There's actually evidence that shows that they'll be more motivated to work for you and work on challenging tasks if they realize that the person working with them cares. I love it.
[00:16:41] Carolyn Dolby: You were I love the fact you were saying you can just work on any, any, because of your adaptability, your flexibility, you're able to take whatever's happening in their world today and work on their targets. I know that one of the questions is how to really choose good targets and how to, to teach it differently versus like how it, because we aren't teachers.
[00:17:07] We're not tutors. That's not what we're here for. We're not here for that. So how do we know what goals, what targets we should be doing and, and how are we going to be hitting them differently, approaching them differently because we aren't a teacher. 
[00:17:21] Hallie Sherman: I'm going to not talk about articulation and type gold and social skill goals, because those will be more just like related to their world.
[00:17:29] When it comes to those language based goals, we need to truly understand the impact of language on reading and academic success. In order to be a skilled reader, a student needs to be able to have adequate decoding skills, that word recognition skills, and Language comprehension, both the Scarlsboro reading rope.
[00:17:49] It's a great image. All you got to do is like Google Scarlsboro reading rope, and it's a really great image of like how a rope has the intertwine whatever it shows how all those things together is necessary and important to be a skilled reader. So the student for language comprehension, they need to have background knowledge, understanding facts, concepts, things that like this innate that in their.
[00:18:14] Repertoire vocabulary. Send language structures like, like morph morphemes and morphology and, and sentence structure, verbal reasoning, making inferences, understanding metaphors and the literacy knowledge, understanding print concepts and genres. Those are all outward domains. We are actually the language experts.
[00:18:37] More than the teachers. So yes, they might be working on comprehension skills, but they don't have the background and understanding why these students might be struggling in some of these areas. And yes, of course, our students also might be struggling with phonological awareness and things like that. We also, that's also our domain.
[00:18:54] I'm talking more about the language comprehension, especially with the older students. They're no longer learning to read, they're reading to learn, although some of them are probably still reading below grade level for multiple reasons. But if they don't have that background knowledge. Of that vocabulary where they're not gonna be able to decode it.
[00:19:11] So we, all these different things can be impacting a student's ability to be successful. And when we have the information from our testing and our informal assessments and our ability to be scientists and critical thinkers and try to figure out why are our students struggling and get really, truly try to figure out, okay, is it because they don't understand that sentence structure?
[00:19:35] Are they struggling with memory and are unable to recall certain things? What is the reason why they are unable to be successful? And we can focus in on those specific So being truly aware of what is necessary to be successful and all the different components and how language impacts that and how we can target it and teach it differently.
[00:19:57] Teachers are going to just keep practicing the skills of making inferences, doing main idea. Why are they unable to do that? Are they unable to recall the significant details? Do they not have the vocabulary? Do they not understand the sentence? If they can't do all those things, they're not going to be able to get more higher up in the critical thinking hierarchy that they're expected at whatever grade level.
[00:20:18] So we can teach it in a way by focusing on their strengths. Are they a visual learner? Are they an auditory learner? If they're a visual learner, let's give them visual aids, pictures. Let's use YouTube videos to help build their background knowledge. Let's give them graphic organizers so they know what to focus on and filter out unnecessary information.
[00:20:38] If they're auditory learners, read it to them versus having things always just them reading to themselves, teaching them to read out loud or read to each other. All right. Using text to speech books on tape, whatever it is, something that it will help them be more successful. We can tap into their strengths to compensate for their weaknesses, and that's something that the teachers won't one know how to do or to have the time and capability to do that because they have a classroom of 30.
[00:21:07] I know sometimes we feel like we're stretched thin because we have groups of five. But as long as we're Realizing like we still, we don't have the, the restrictions of a curriculum and a scope and sequence and we need to be done with this unit by this day. Who cares if it takes longer? That's why it's an annual goal.
[00:21:25] So, even if it takes a month just to figure out exactly and pinpointing where they're struggling that that information is going to go so much more like longer than if you were just practicing a skill over and over again. 
[00:21:39] Carolyn Dolby: I like that. The thought of, you know, pinpoint where the breakdown is. I love how you, what you're saying, but then you are going to address it through their strength.
[00:21:49] I love that. 
[00:21:51] Hallie Sherman: And also, I love to teach my students their learning styles. There's like free learning styles, quizzes online to be Google learning style quizzes for students, teaching them to like recognize it's okay that I need frequent breaks. It's okay if I need information broken down into simpler parts.
[00:22:06] It's okay if I need like. If I like to learn standing versus saying, maybe they should understand why they have that flexible seating arrangement. They should know what they prefer and how to advocate for it. So that's something I like to do in the beginning of the year is teaching them to just learn and understand the different learning styles and that.
[00:22:24] It doesn't make them, there's nothing wrong with it. Everyone's different. It just, it's a matter of recognizing that this is how I learn. That's okay.
[00:22:33] Carolyn Dolby: I love that. Know thyself. Right? Right. And I love that point about the advocacy point because I think, you know, students and adolescents might not always feel that they have the right to advocate, but we need to ensure that they, that they feel confident in advocating for what their needs are.
[00:22:54] I love that. 
[00:22:55] Hallie Sherman: And they feel empowered. And they realize like, wow, if I just like ask for help. I can be successful. Yeah, I can do that versus just sitting back and like sometimes they think it's easier to just sit and like if I'm quiet, no one will call on me. I won't be embarrassed, but instead realizing like if I just ask for help or advocate for what I need, I can be successful.
[00:23:21] Carolyn Dolby: Absolutely. So you were turning those challenges around and really getting them motivated. So making those challenges. Let's do those strengths. I love it. I think you were touching on some of those resources. Do you do you mind going back over some of those resources? They kind of went a little fast for me.
[00:23:38] I was trying to write some of those down. 
[00:23:40] Hallie Sherman: Oh, my goodness. 
[00:23:40] I said there's a learning style quiz. If you just like Google that one. And then I mentioned also the scholars we're reading rope is just an image. And I like to use that at IEP meetings or even like if I'm doing like workshops with teachers to explain like why they're coming to me.
[00:23:54] A lot of times teachers. They're like, they speak fine. I don't know why they're coming to speech. Well, they're not working on the R sound. They're coming for the speech. I know I'm called the speech teacher, but like, I should be called the language teacher. So teaching them our role and how we can help support them is so important.
[00:24:16] So just getting teachers aware of like, hey, you know, just letting you know, this is what I'm working on with your students. Shows and, you know, giving them suggestions on ways that they can follow up on carry over some of those strategies that you're sharing with them really helps as well. But I like using that image to kind of illustrate like, Hey, I'm the language person.
[00:24:35] I'm here to help you and help you help you be successful getting your students more successful. 
[00:24:41] Carolyn Dolby: Yeah, when we had I think it was Julie Malone when she was on she was talking the importance of us using our full credentials. Because I know a lot of times it's fast for speech teacher. No, we are speech language pathologists.
[00:24:54] Yeah, I'm glad that you brought that up because I think that's something that we all need to remember and make sure that we. Kind of insist that we are using that full because we aren't just speech or speech and like we were full communicators We're speech is under that but full communicators. 
[00:25:09] Hallie Sherman: And I used to have us out of my door like the language zone this way like Like this way like the younger kids The older ones might be embarrassed to be going to speech and like I speak fine I'm going to the language zone the students are not embarrassed to go to like ESL or reading So what like why not just change the name of your room to make it a little bit more inviting and not as stigmatized. 
[00:25:32] Carolyn Dolby: I like that. Right. That's 1 way because I think that's true. Just the, as you get older, and you are more aware and instead of feeling different, embracing that and show. It's kind of twofold. Yeah, you're embarrassed, you know, because you're aware, but then also you're, you are honoring their diversity by saying it's not wrong to be a kinesthetic learner.
[00:25:53] Go ahead and stand up if that's how you need to, you need to do it. I love that. 
[00:25:59] Hallie Sherman: And then showing them if, even if their motivation is a, Hey, I want to graduate from speech. Let's discuss, this is what you need to do to graduate. I'm all for it. I'm not here to like, Keep hold you hostage, you know, for the remainder of your academic career.
[00:26:13] My, like, my goal is actually that you don't need me anymore. So I, we, I like to discuss that with them is like, they want to graduate. This is how you do it. Let's, let's work together and make that happen.
[00:26:25] Carolyn Dolby: And have them accountable. This isn't just, you're, they're not just, they're not there just because you told them to be. You're saying, you're here, let's figure out what you need to get out. If that's your motivation, let's get you out. Yeah. It's...
[00:26:38] Hallie Sherman: let's make a plan. Let's write it out. Let's make a full on, like, you can have right there, smart goals.
[00:26:44] For them, I've had a like, I need to show up, I need to participate, I can't complain while I'm here, I need to not give up when things get challenging, I need to ask for help. These are just different things that they need to do and to prove that they no longer need to be there and that's okay. 
[00:27:01] Carolyn Dolby: How do you feel about jumping into maybe some some just other therapy ideas that I know you've got a million of? 
[00:27:07] Hallie Sherman: Of course, of course. I love it. 
[00:27:10] So one of the things, one of my favorite, one of my favorite tools to use to work on comprehension type goals to also change things up. I'm all about like when you come into my speech room, you never know what we're going to do, but you're going to always have fun.
[00:27:22] Even if we're not playing a game. And you're always going to be successful. Those are always the rules in my speech room. So one of my favorite tools is a free website called Edpuzzle. And it allows you to use any YouTube video and turn it into like a quiz type activity. So I love teaching comprehension tasks without reading.
[00:27:42] Take the reading piece out, especially if you have avoidant readers. frustrated readers, embarrassed readers, and students at different reading levels. Also, if your students are, have different learning styles and are, do better with like listening and watching. Our students, Ed Puzzle, well, I'm going to put it in the chat, but it's Ed Puzzle.
[00:28:03] All you need is a Google, Google login, and there's tons of ones on there already made. You can type, search, so many like Pixar shorts like Snack Attack is one of my favorite YouTube videos. Also one man band. You can type in any video or any goal like you can type in main idea and a bunch of short videos with questions prompting that goal might already be on there.
[00:28:26] Or you can easily create them in just minutes and have them on your account forever. So I will sit there and make inferential questions or WH questions, or even working on tier two vocabulary words using context clues. Using a three to four minute video and then instead of having to write down at two minutes and 33 seconds, I need to pause the video and ask this question and having your cheat sheets, it pauses it for you.
[00:28:55] It pops up the question that you entered in and it allows your students to work on that task, answer those questions or whatever they're doing. Maybe it's summarizing, maybe it's recalling a detail, and then you could select when you want to continue On with the video and a feature I love is there's a rewatch button.
[00:29:14] So it teaches your students like if they need help, they could ask to hear it again. They can watch it again and they can ask to rewatch. So it's a great strategy for that's already built into the website. That they can, it pauses, you can rewatch it if you need to. If you want to make it into an interactive quiz, you can have them answer it in if you're working via teletherapy.
[00:29:39] I personally like them just answering it out loud and us working together through it. Because it's not a matter of, it's not a quiz, I don't want them saying I got it right or wrong. It's, you're gonna get it right, because I'm here to support you to get it right. So whatever goal you're working on, you can find, you can edit videos on there.
[00:29:56] If you find one on. I don't know, synonyms and antonyms, and you just don't like their questions. You can just edit and make it your own. No one's offended. No one knows that you're doing that. It's a nice educational collaborative site. You can share videos you make with colleagues. So you can say, Hey, like I'm going to make one on this.
[00:30:13] You're going to make one on this and let's share it with each other. And let's, you know, spread the wealth and have fun with it. So I was just like, Find so many on whether you can search by video or goal. And it really, you can even find videos on like how to do main idea and things that are maybe created for more of an ELA teacher, but you can do those things as well.
[00:30:35] Anything educational using Any type of video on that site and it's a really great tool that is free that takes seconds to prepare at like I like doing it as an introduction or a review at the end or that can be your whole session in itself is going through and utilizing a graphic organizer listening for whatever they're listening for and answering questions that are on that that are prompted on the video itself.
[00:31:01] So Edpuzzle, highly recommend. All you need is, Edpuzzle, all you need is a Google. Account like a you know. 
[00:31:09] Carolyn Dolby: Fantastic that I think everyone, that's what we're all going to go away with is we're all going to be signing up for Edpuzzle. 
[00:31:17] Hallie Sherman: It's free, so why not? And like, you can search for content that's already on there.
[00:31:22] You can search for any video edit and make it yourself. There's even a Edpuzzle Chrome extension. If you have a video that's not on there. When you download that Chrome extension, it has an Edpuzzle button on any YouTube video. You click the button and it exports it right into Edpuzzle. So you can edit it and make it your own speech quiz.
[00:31:44] Carolyn Dolby: Wow. 
[00:31:46] Hallie Sherman: You can, you can enter multiple choice questions, open ended questions, enter in pictures. So if you want to enter in like board maker symbols or whatever symbol system they're utilizing, there's a lot of things on there that makes it pretty, pretty cool. 
[00:31:59] Carolyn Dolby: I love that. Maybe we need to get like a cohort together and we could all be sharing our resources.
[00:32:05] We don't all none of us want to reinvent the wheel, you know, yeah, no, I 
[00:32:12] Hallie Sherman: I've made. Like I make them and it's stored on there and good to go. And the students love them. They love watching characters, like doing silly things or getting hurt, those viral videos. Like, why not use it to benefit, especially those wordless videos.
[00:32:29] You know, wordless videos elicit so much language and there's nothing like you can create whatever you want to, you can create whatever sentences that you want to, that they, it also teaches them body language and non verb, like body language. There's so many things that you can work on. 
[00:32:44] Carolyn Dolby: Cool. I love that.
[00:32:45] So, Ed Puzzles, everyone. Ed Puzzles. 
[00:32:49] Hallie Sherman: Okay, my next favorite tool, a great site for finding articles that are on students interests is Wonderopolis. So you can type in anything from anime to refrigerators to anything and find the stuff. Student friendly articles. It's free. You don't even need a login or anything like that.
[00:33:11] And even it has some pictures there so you can make it visual. It tells you some vocabulary words. The only downside is I'm going to give a downside, but I'm going to give a resource to accommodate for this downside is that it doesn't tell you the reading levels and it doesn't, there are other, thank you.
[00:33:31] There are other sites that like you can like readworks. org and there's other ones that you can search by reading level. This one doesn't have that. I'm going to give you another tool. There's another tool that is free. All you need is a login. It's called diff it. It's D. I. F. F. I. T. dot me. It's like it's an A.
[00:33:51] I. Tool for educators. You could enter in any website that has a text on it, and you can say, I want this in this reading level to say you think this that any art and you can use this for any site, but I like using it with Wanderopolis because Wanderopolis is just too close. wordy for my students, so I click the link, the URL for Rhondoropolis, put it in Diffit and say, and you say, I want choose an appropriate, like the approximate reading level, so you can say I want it in second grade reading level, third grade reading level, fourth grade reading level, whatever reading level, click it and it changes it to that appropriate reading level.
[00:34:29] It also gives you some comprehension questions, pulls out some vocabulary words, gives you a summary. You can use this, this tool is really super great. It helps you can even find articles based on the reading level to using this site. So if your students are reading way below reading level and certain some things like you want it to look appropriate for older students.
[00:34:50] You want to be able to give them, maybe the novel that they're utilizing or something that they want to read something, but to higher level, instead of you having to reinvent wheels and try to simplify it yourself. Okay. Use DipIt. It's free. It does it for you. I 
[00:35:07] Carolyn Dolby: love it. I just pulled it up. Thanks. I just shared it in the, in the chat for everyone.
[00:35:12] I think that's wonderful. I like that high interest, low, low reading level. Make it your, yeah. This 
[00:35:18] Hallie Sherman: way you can differentiate for the needs of your students, but not overwhelming them with something that might be too challenging. Cause if we, I like to, when it comes to the older students, I like to call it like the Goldilocks rule.
[00:35:29] If it's too hard, they're going to shut down. They're going to say, I'm not doing this. If it's too easy or if it looks too babyish, they're going to say, I'm not doing this. I don't need this. Why am I here? But if it's that right level of challenging, they're going to say, I kind of need this, but I can do it.
[00:35:46] And we want to do that with the materials we're providing them and also the approaches that we're utilizing. 
[00:35:52] Carolyn Dolby: Yeah, I think it's important to really know what their reading level is. You said that in the beginning, that sometimes we don't even, we're not asking that, and then to come find out that's one of the biggest problems is that we're asked if the task demand is just too high.
[00:36:07] Yeah. Julianne's asking, is that based on the reading level on DiffIt? 
[00:36:13] Hallie Sherman: Yes, so DiffIt allows you to, like, it basically is an AI tool that will change the reading level on whatever you enter. And either if you manually, manually or copy and paste the text, or if you enter in a URL, it will, and you tell it what reading level to change it to, it does it for you in seconds. It's great, even better. 
[00:36:37] Carolyn Dolby: Thanks, Julianne, for your question. Yeah. All right. All right. What else you got for us, Hallie? I can't, this is great. 
[00:36:48] Hallie Sherman: You are so welcome. Okay. So we have, okay. So I said, dip it. I said, Wonderopolis. I said, Edpuzzle. Another fun free site that is great to work on any possible goal. And students are really into it is Bamboozle.
[00:37:02] Again, all you need is free login and it's like a, a. Game show type game and there's tons of games already on the site. You can type in, main idea, you can type in summarizing, predicting conjunctions for ref fixes and suffixes, or you can make your own and that is fine. And it's a great site to just search and utilize.
[00:37:24] You just open it up is numbers on the screen they pick. And this is like, all you need is like some sort of device, like a smart board. If you're fortunate enough to have that, I used to use just my district provided Chromebook. You can use an iPad. It's just a web based site and it has different, like a numbers, like a pick your number and they can take turns picking their number and it opens up a question.
[00:37:48] When they get it right, it's not a matter of getting it right or wrong, when they get it right, then they get a certain amount of points, or sometimes they get to steal points from each other they might lose points, it's just a fun way at the end of a session, it's a great way to get some data, if you need, once they've started to master a skill, turn it into a game without having to create it yourself.
[00:38:08] Carolyn Dolby: Yeah, so I just put that in the chat and I just, I just pulled that. It was easy to pull up. I'm seeing all sorts of fun stuff on there. 
[00:38:15] Hallie Sherman: Just click the games tab and you can type in any possible goal. You can preview all of the questions ahead of time to make sure it's appropriate for your students, the appropriate reading levels.
[00:38:25] But you can also again, make your own really, really quickly and easily. 
[00:38:30] Carolyn Dolby: That's great. 
[00:38:31] Hallie Sherman: You can like favorite your favorite ones. You can always have access to it. Star, the ones that I like to remember which ones I are good and bad.
[00:38:42] Carolyn Dolby: That is so awesome. Let me just make sure. I think we, yep. All right. Where are we going next, Hallie? 
[00:38:49] Hallie Sherman: Okay. Another fan favorite in my speech room that always motivated my students is Blooket. B. L. O. O. K. E. T. And that one. They need a device as well. But most students, especially the secondary level have chromebooks that are issued by the district or like a district provided iPad where they have phones.
[00:39:09] If you want to be that ambitious you can pull up. It's similar to Kahoot. If you're familiar with that, I prefer Bye. Bye. We can just a little bit more interactive and engaging and motivating you can that my students loved either the crypto hack where they can like, silly, they can hack each other's like I picked selecting each other's password, or gold quest when they get a question right there's three treasure chests, and they have to just randomly pick a treasure chest to determine gold, or they can steal from each other's gold or.
[00:39:40] Win bonus gold or lose their gold and you can select. Okay, I'm gonna play for this many minutes. So like it would be a reward at the end. The only negative is every student is that like a different question. So it's not the best for like collecting data. Although I think you as the hosts get some information, but a lot of times the kids are just trying to just win.
[00:40:01] So they might be quickly answering. So it's not the best. Best tool for collecting data, but it's a great tool at the end for rewarding them in a fun way of practicing the skill. So I wouldn't do all, they're still learning the skill. But when they're starting to master it, playing a game, but I've also at the end, letting them like, guess the candy, guess the logo, guess the anime character, guess the soccer player, whatever they're into.
[00:40:25] It's a great reward at the end that a lot of them are familiar with the site because they're, they've played it in their academic classes. And a lot of times they've been embarrassed to play it because they might've gotten questions wrong. You might not have won. They're going to be successful in your room.
[00:40:39] So they're going to have a lot of fun and they're going to want to win. And a lot of times I would play too. And the part of it was like, try to beat me. Like I'm competitive. Like if you can be like, they will all steal, like they will work together to steal my goals. And I'm like, that's okay. I'm all good.
[00:40:54] So like it's, they feel empowered to be able to play and beat the teacher. So it's just a fun, another fun site again, is free. All you just log in. There's tons of Which one, which of these, all these are free. So Blooket is the only one that they need a device on them themselves. But you could, a lot of them, a lot of the other sites that I share, like Ed puzzle and all you need is like one sort of device that everyone could just look at for those ones.
[00:41:25] But you could project it on a large screen if you have that capability. I never had that. I just, we all cuddled around my Chromebook and that was okay. 
[00:41:37] Carolyn Dolby: Yeah, but those of you that have those whiteboards, you're going to be superstars. 
[00:41:42] Hallie Sherman: It's just an easy way to utilize the technology that you have, and the technology that is motivating them anyway, and showing them that learning can be fun.
[00:41:52] Carolyn Dolby: Right. And I like the point that you, that you made that some of these games, they're being, are being played in their academic settings, and maybe they aren't participating because they aren't getting them right, or they're uncomfortable to get it wrong, and now you're giving them that chance and experience with that game.
[00:42:12] Talk about some scaffolding and some ports. That's great. Even 
[00:42:16] Hallie Sherman: like, even Blooket at the end, they can like buy from like the Blukes store, they can buy skins, and I'm like, at the end, go for it, go shopping. Yeah. I think it's okay. So yes Did you say you can generate an EDpuzzle directly from a YouTube, that video?
[00:42:30] Yeah. So any, you can find any YouTube video, most likely is probably already on EDpuzzle. So there's a search bar in EDpuzzle that says like, search YouTube here. If it's already in EDpuzzle, it will show up there. If it doesn't you can download in like, the Chrome extension store. There is an EDpuzzle Chrome extension, and as long as you're on YouTube on a Chrome.
[00:42:55] Browser with the extension open, which a button will pop up below the video. It will have like the ed puzzle logo. You just click it. And it all of a sudden brings it into Edpuzzle automatically for you. Most videos are probably, like most popular, like Simon's cat videos are these wordless videos of a man and his cat that are like two minutes long.
[00:43:17] They're all pretty much on YouTube already, on Edpuzzle already. Because if I didn't mind it, I entered it in myself, so they're all there. But yeah, you can easily you can find them directly in Edpuzzle or export them into Edpuzzle using that Chrome extension. It's really, it's really cool. And it allows you just to make a, like a quiz.
[00:43:41] It's interactive and fun. 
[00:43:43] Carolyn Dolby: I love it. Are you saying that if somebody else enters a video, you can see that video in Edpuzzle as well? 
[00:43:50] Hallie Sherman: You can use their, anything that someone else made is open access to anyone. So you can like, you can either, you can save it to your account, or you can just play it from their account.
[00:44:00] You can edit their video and their questions. Say like, I, I prefer multiple choice. You can just edit someone else's stuff. I don't like this question. I'm going to just delete it. You can do whatever you want. But anything that someone else has already made, you can find on there. 
[00:44:18] Carolyn Dolby: Wow. Okay. I, that's fantastic.
[00:44:22] These are great resources. I mean, the fact that they're all free. Yes, please. Yes, please. And that they are relevant. And you're able to find things that are relevant to these kids. What they're already wanting to watch. Yeah. Cool. 
[00:44:38] Hallie Sherman: Especially now, I'm sure you can find clips from like the Olympics.
[00:44:41] Mm hmm. Put them into Edpuzzle, like, let's predict what the gymnasts are going to do. Let's, let's come, let's, you can embed some vocabulary terms to describe what the swimmers are doing. I, I mean, whatever you want to work on. You just embed little, it'll like, there's these little dots, and you just, it pauses it.
[00:45:02] The question or prompt pops up, and you can, Keep going. I'm working on it. 
[00:45:09] Carolyn Dolby: Oh, Nicole's got a good question. She's liking the fact that we're going to look and see what their learning styles are with that quiz. What are some other activities that you like to do at the beginning of the year? Just to start the year off?
[00:45:20] Right? What are the, yeah, those, because we're all getting ready to get back to school. Give us some insight of what will really motivate the students and set the tone for the year. 
[00:45:31] Hallie Sherman: I like to teach my students that I've made mistakes, too, and teaching them about growth mindset. There's actually a YouTube video called Famous Failures and it's teaching, it's a video about different celebrities like Oprah and Michael Jordan and how they've made mistakes and how they had setbacks.
[00:45:48] But, like, look at them now. They didn't give up. Imagine if they gave up. And, like, so it shows the students, like, look, like, things are hard. And I've made, I've made comments like, you know, You can, you can make a whole story up. I know they wouldn't know the difference. Like, hey, when I was taking my road test, I failed the first time, but clearly I'm on the road now.
[00:46:08] Like, I didn't give up. I kept practicing. You can make up a story and, like, use it with all your students. Like, I always tell my students that I'm a really bad artist. A lot of them are like, I'm good. I can draw. So we say like, I have things that I'm good at and things that I'm bad at. You have things that you're good at, that you might be bad at.
[00:46:24] And together, we're going to learn from each other this year. And at the end of the year, we're going to all be good at even more things. It's like teaching them about learning about their own strengths and weaknesses and celebrating their strengths. Like teaching them about growth mindset and the power of yet.
[00:46:38] It's I don't, it's not that I don't know. It's I don't know yet in this room. There's no giving up. It's we're going to be successful and teaching them those those phrases of like just that positive mindset. I like to teach them the difference between a flexible mindset and a fixed mindset and how it can show up and the results of it can result in.
[00:47:01] And I like to just talk about famous failures and that, and that mistakes are normal and setbacks are normal and that it's okay. So those are different activities that I like to do in the beginning of the year. On top of icebreakers, I'm all about icebreakers and getting to know, not only me getting to know them, but them getting to know me as well.
[00:47:18] And I participate in all those activities. I play two truths and a lie or let's share five, five fun facts about me. Whatever it might be. I like to participate in that and also, like, remember what they're into and incorporate that. So those are just different things that I like to do in the beginning of the year to set the tone and always reminding them that and also just building that safe space for them where they know they can trust you.
[00:47:44] You have to build their trust early on. Otherwise, they're not going to want to work with you and things get challenging. They're not going to feel comfortable asking for help. They're not going to feel safe to get things wrong in front of their peers. You have to create that culture and those routines and expectations early and constantly remind them of that, whether it's putting it on your wall or just remind them like, you know, this is a safe space.
[00:48:06] This is a space, a space where it's okay to make mistakes. This is a space where it's okay to ask for help and showing them like the benefits like you ask for help like you get the help you get to graduate from speech. That's okay. 
[00:48:21] Carolyn Dolby: I like, I love that the power of yet. Instead of, because we, we can't, I can't, I don't know how, I don't, and they feel like that's it, full stop.
[00:48:30] I can't, period. I don't know how, period. But the power of yet, just one word, words matter. Words matter. And adding that yet, flexible, yeah, one small mistake, 
[00:48:46] Hallie Sherman: mistakes are proof you're trying. It's okay. 
[00:48:48] Carolyn Dolby: I like that. Yeah. Okay. All right. Yeah, I just put in www. inc. com with those and they had 11 famous failures, starting with Michael Jordan.
[00:48:59] I mean, talk about basketball, you know, that's some great stuff on there. Because I think it's important for everyone to know that not everybody is perfect and not everybody gets it right the first time. 
[00:49:14] Hallie Sherman: And showing them that you're a person that has made mistakes, too, and had had struggles. Like, you don't have to give all your deep, dark secrets.
[00:49:21] And have some sort of story that you can go with and tell them over and over again, that you can use each year. Just shows them that you're a real person, that you can help them out. And that you're, you're there to support them, and that you care.
[00:49:33] Carolyn Dolby: All right. We're we have got great stuff. You have definitely I think given us ideas for the importance of encouragement. I think we're all encouraged. What wonderful resources and activities all for free. Those were all free. That is even better. Because you know, we're, we're. We need it for free.
[00:49:55] Let do you want to get into before we run out of time? We still have time. No worries, people. But let's talk about carryover. 
[00:50:04] Hallie Sherman: So something that an easy way to get carryover is showing your students how what you are doing with them is going to help them outside the speech closet, as I like to call it.
[00:50:15] And it's just a simple tweak in how you present the task. So something simple, I like to do it as my introduction and my conclusion, like, hey. As your teacher ever asked you, what is it all about? Is that hard for you? Well, that means that they're asking you to tell the main idea in one simple sentence to show that you understand.
[00:50:32] And I'm going to teach you a quick and easy way to express the main idea, whether it's fiction or nonfiction. If it's fiction, you're going to just say, who was it about? And what did they do in one quick sentence? Like Shrek, when it like. I fell in love with Princess Fiona, and I always like to use like Pixar movies or a nonfiction.
[00:50:51] What's the topic and what did we learn in one simple sentence, and we're going to practice this over and over again, using some simple short paragraphs that I know are gonna be super easy for you just to show you that you can be successful. This way when your teacher asks you when you're reading something a little harder.
[00:51:05] What is it all about. If it's fiction, you have to just know when if it's fiction or nonfiction, and if it's fiction we're just going to look for who it's about. Or maybe it might be, it might be an inanimate object or maybe like an animal and that's okay. And if it's non fiction, we're going to think about the topic.
[00:51:20] Okay, you guys got that? We got, I'm going to practice it and then at the end of the session. So when your teacher asks you, what is it all about? What are you going to do? And why is it important for you to do that? So it shows that you understand. Oh, and you can be successful when you get questions like, what is it all about?
[00:51:34] What's the main idea? Or what's the central theme? You know now how to answer that question and be successful. So just showing them in a simple. Introduction relating it to how they might hear it in the classroom ensures carryover. I like to utilize show them how what they're doing is going to help them without even needing to incorporate the curriculum.
[00:51:56] I never had the opportunity to get the teachers to tell me what they're working on. Anyway, well, my students are at different levels and most of the time the curriculum materials. Or way above and too challenging, and they're not motivating enough for them anyway, but if I can show them how what we are doing is going to help them access the curriculum, or what I'm doing is helping them be socially accept do something social or participate in some sort of social activity, whatever it is outside of my speech room will go a long way.
[00:52:24] It's just, it's just a matter of part of my how I just quickly introduce it. And at the end, giving them that reminder, and just constantly reminding them of. Why the why what we are doing is relevant in their world helps with carryover. 
[00:52:39] Carolyn Dolby: I think that's especially when you're working with these older students they want to know the why, why is this important?
[00:52:47] Remember you hear this is going to be on the quiz. 
[00:52:49] Hallie Sherman: And if you, if you don't want your students saying like, why am I doing this? Why am I here? By constantly reminding them of, Oh, you're here because this thing that might be happening in the classroom might be hard for you, but I'm going to make it easier for you.
[00:53:00] So you can be successful when those things happen and just showing them how what you are doing is related. Even when you're doing a YouTube Ed puzzle, and they're like, what, when am I ever going to use this skill? Well, you know, those questions I asked you during that video. Have you heard those types of questions on in the classroom?
[00:53:16] Maybe it's some, a comprehension homework that you might've gotten in ELA. Oh. That's why we did that so you can be successful in the classroom when those questions arise.
[00:53:26] Carolyn Dolby: Bringing it back to them, bringing it, giving them the ownership and the understanding of why. And we do want to know why. Why am I being pulled out?
[00:53:35] Yeah. Why am I doing this? There is a reason. And yes, we do. It's not a secret. Right. Right. Their goals should not be a secret. The criterium should not be a secret. You know, on how to get to the answer. Shouldn't, you know, the rubric should not be a secret. Let's be transparent. All right. Yeah, no secrets.
[00:53:58] Hallie Sherman: No, we want our students to participate and be motivated. Let's show them like This is how you're using it. This is here. I'm here to help you. And that, and also the learning can be fun at the same time. 
[00:54:09] Carolyn Dolby: You're right. 
[00:54:10] And I like the point earlier, you said, you know, why are we going, we're not, why would we be just reteaching, reteaching something that they're not ready for when we're the expert of we need to know that break breakdown.
[00:54:23] And that's what we need to be telling them. This is where we're having trouble. This is why we're not able to answer this question or this is confusing. We need to start here and let's get this foundation and we're going to get that. 
[00:54:38] Hallie Sherman: That's an end goal. Like that's what you want. You want, you want to get this job.
[00:54:42] You want to maybe go to college, get that high school diploma. We are working on this here that you can get that there. 
[00:54:49] Carolyn Dolby: Right. And transition is huge. You know, it's not just that you're, you know, passing your grade, not just you're going to graduate. What are you going to do? This happened. You need to have all of these skills after school.
[00:55:04] That's why we're in school. First of all, is to prepare you for your transition into the world and being wonderful humans. Right. And if you have, and I think if, you know, if you think about having a language delay disorder, a language disorder doesn't just end. Right. Like it doesn't just go away. And we need to be giving skills to these students on how to know what they need and advocate for what they need.
[00:55:32] So if they are, I like that. When you're talking about the question about what to do at the beginning of the year, find out what their learning styles are. That would be a great beginning. Yeah. 
[00:55:43] Hallie Sherman: And finding out what their goals are. What are their personal and academic goals? What do you want to be when you grow up?
[00:55:49] Do you want to make a, like what sports teams or clubs you want to be a part of? Maybe their goal is to pass their road test and get their learner's permit. They want to pass that test. Maybe like that's eating them up inside that they're so stressed about taking that test. Well, guess what? We can help them with that.
[00:56:07] Carolyn Dolby: Right. Because it's a real skill. I mean, that's a skill that they need. Communication goes beyond, as we said in the beginning, goes beyond the classroom. These are skills that not just for the classroom. These are for beyond the classroom. And you'd hit it exactly the reason why we're doing this. Beyond the classroom for what they need.
[00:56:29] And also, when you think about writing those transition goals, we do need to know where are they headed? Where, where are their, where are their interests and skills? And how can we show them what they need to be doing? And if there is something that they want to do, how can we help them get there? Yeah. 
[00:56:44] Hallie Sherman: We have power.
[00:56:45] We have no curriculum. We have no one telling us that we have to do certain things. So we get to be flexible and have a lot of fun while doing it. 
[00:56:52] Carolyn Dolby: I love that. I love, would you mind, I know we're kind of getting close to time, but I was trying to write these down as fast as I could. You were doing those key components, having a deep, and I don't know if I got them all, the deep understanding, the compassion.
[00:57:06] Do you mind just doing those just one time for me? Cause I tried to write them down quick. 
[00:57:10] Hallie Sherman: Sure. The four key ingredients to having the recipe to a successful speech session with older students is understanding, having a deep understanding of what you're working on, Why you're working on it and how you're going to teach it differently.
[00:57:22] And again, knowing their reading levels, knowing their learning styles and knowing, understanding the, you know, what is necessary to be a successful reader. I even like looking at Bloom's taxonomy and understanding the different levels of critical thinking and like that all build upon each other. If you're working on those critical thinking type goals.
[00:57:41] But then also compassion, understanding where your students might be coming from and how they might be feeling about getting speech for years, how they might be feeling about their own learning and their learning difficulties or communication difficulties and being just understanding and patient and, and coming from a place of not just like, I'm, you know, you need to do this because I'm asking you to do this, taking the time to getting them to trust you and building that safe space for them is going to be going a long way.
[00:58:08] And also creativity and knowing. Their personal and academic goals, their interests, what they want to get out of coming to speech, is really, really important. And then adaptability, being able to take any YouTube video, any Wonderopolis article, and being able to tailor it to meet the needs of any possible goal.
[00:58:29] This way you will have, need less stuff, you're going to feel less overwhelmed, less frazzled, and you can focus more on the students in front of you. And just change your questioning, change your approach. You can use any Anything like we were taught in graduate school. You can use a paperclip and turn it into therapy.
[00:58:44] You can take any video, any article and show your students how they can be successful learners with that tool. It's just a different tool. 
[00:58:52] Carolyn Dolby: Thank you so much, Hallie. I mean, and we're getting thanks, thanks, thanks from all our listeners. Yes, thank you. This has been, I hate that we're coming to the end of our time because I, I was quickly writing down all those resources that I think, You, you did exactly what you told us you're going to do.
[00:59:13] You gave us those tips and tricks that we can immediately go take to the classroom and get us enthusiastic for the beginning of our new year too. I want to thank you so much. Is there anything else that we didn't cover? I think we covered it. 
[00:59:28] Hallie Sherman: I think we did. Feel free to reach out if you have any questions need any refresher on any of these resources.
[00:59:34] I'm happy to share them again with you if you need any tips on how to use it. If you have any challenging cases that you want some help working through. I'm here to support you whether you message me on social media or send me an email. I'm happy to help support you in any way
[00:59:47] Carolyn Dolby: Can I put that in the chat?
[00:59:49] Do you mind if I, I want to make sure I read it. I do it right. At I want to make sure I have it. 
[00:59:55] Hallie Sherman: You can message me on Instagram if that's what you prefer. I'm happy to answer any questions. And my goal is to help SLPs be empowered, inspired, and love what they do each and every day, and realize the impact that they're making on their students, and love working with this age group. It really is a special age group, and when you get your students on board, magic can happen.
[01:00:16] I've had students that literally have said to me, I don't like reading in my class, but I like reading here. I've had students that when I picked them up, they said, I didn't sign up for this, but at the end they didn't want to leave. I've had students that snuck out of their classrooms to go visit my room because they just liked coming by to say hi and telling me about their day.
[01:00:37] It's really, truly a very special age group and we really can make such an impact. With just some simple tweaks and having a lot more fun. 
[01:00:48] Carolyn Dolby: Absolutely. Hallie, thank you so much there. And all the listeners are saying thank you so much. We so appreciate you coming on to this podcast, just your resources.
[01:00:58] How powerful that is for us. I love it. Well, thank you, everyone. It's time for us to say goodbye and I hope to see everybody soon. Thank you. Bye bye. 
[01:01:11] Announcer: Thanks for joining us on today's podcast. Remember to go to speechtherapypd. com to learn more about earning ASHA CEUs. We appreciate your positive reviews and support and would love for you to write a quick review and subscribe. If you have indicated that you were part of the ASHA registry and entered both your ASHA number and a complete address in your account profile prior to the course completion.
[01:01:47] We will submit earned CEUs to ASHA. Please allow one to two months from the completion date for your CEUs to be reflected on your ASHA transcript. For our School of Speech listeners, we have a special coupon code to receive 20 off any annual subscription to speechtherapypd. com. Head over there to get ASHA CEUs for listening to this podcast and all other episodes.
[01:02:11] The code is SCHOOL20. That is S C H O O L 20. Hope to see you on our next episode. Also, please don't hesitate to tell us which topics you would like us to cover in future episodes. To get in touch, drop us a line in the comment section or send us a message on social media. Music.