Troubleshooting will help to predict if what a student is experiencing is normal dysfluency or stuttering that will need to be dealt with directly
Check hearing/medical history
Check background with parents and former teachers (Does student speak easily at home, with peers? Are they any relatives at home who stutter? Is the student getting proper rest? Has the student experienced significant changes in his/her life recently?
Determine level of child’s fluency in a variety of environments and situations.
Young children may experience dysfluency in their speech; all people are dyslfuent on occasion. Could this be the case?
Determine how the student feels about his/her dysfluencies by examining how often he/she participates in class, are there signs of frustration, does the student finish communication efforts or does he/she give up easily?
If class teases the student, briefly educate them about how everyone stutters sometimes, including you.
Provide all of the students with an appropriate model of slow easy speech by lengthening pauses between words, phrases and sentences.
Identify a peer to act as a model for fluent speech. Pair the students to sit together, perform assignments together, etc.
Avoid rapid-fire question and answer sessions. Avoiding choosing the child with the first hand up all of the time.