Buxton's Classroom

 (96)
United States - North Carolina - Jamestown
Buxton's Classroom
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384 votes
It does not matter how slowly you go as long as you do not stop. - Confucius
 
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Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.54 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.63 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.50 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.45 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.52 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.58 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.67 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.67 MB)
Low tech language boards provide a nice model for students who are learning to use more complex and higher tech AAC systems. But, aided language boards can be used across all types of communication needs. We know that visual supports for spoken
$0.99
not yet rated
Digital Download PDF (0.54 MB)
The 10 words targeted (considered kindergarten level) include: can me is no see big like am the I This is the "freebie" version. There is another version with 25 words (these 10 + 15 more) on my TpT page (Buxton Loves Speech Language and Literacy)
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Digital Download PDF (2.51 MB)
Pronoun usage can be frustrating. From errors with gender to mistakes with form. How many of your students substitute incorrect personal pronoun types and forms in their speech and in their writing? In this activity, there are 40 pictures, each
$3.50
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Digital Download PDF (3.78 MB)
The 25 words targeted (considered kindergarten level) include: can me is no see we look am the yes go like I a do she big for you his down in on day are The activity can be done with the teacher/adult or independently (as in literacy center). The
$3.00
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Digital Download PDF (5.98 MB)
Do your students have difficulty understanding the actual concepts of blending and segmenting sounds, even when you demonstrate. I find that many of my students do very well when learning letter names, and even letter sound correspondence (for
$3.00
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Digital Download PDF (2.62 MB)
This product contains 101 pairs of pictures. In each pair, there is a target consonant cluster or blend as well as a contrasting word with the blend reduced (ex. glass/gas). You can use them as flashcards for drill and practice activities or you
$4.00
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Digital Download PDF (4.86 MB)
• This activity targets the phonological process of consonant cluster/blend reduction in both marked and unmarked pairs. In the future, I will publish a product that simply has these words/pictures in flashcard form. But, this activity is meant to
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$3.50
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Digital Download PDF (10.80 MB)
This product is an addition to my free Kindergarten Sight Word product and the Kindergarten/First grade sight word list. At my school several years ago, we used the Literacy First program. While we no longer use it, I still find their list of
$3.00
82 ratings
4.0
Digital Download DOCX (1.47 MB)
More than half of my students have Autism or another disability which affects social/pragmatic language skills. They do not infer the meanings of everyday idiomatic expressions and these need to be taught explicitly and then applied in real life
$2.00
26 ratings
4.0
Digital Download DOCX (1.01 MB)
More than half of my students have Autism or another disability which affects social/pragmatic language skills. They do not infer the meanings of everyday idiomatic expressions and these need to be taught explicitly and then applied in real life
$2.00
35 ratings
4.0
Digital Download DOCX (0.94 MB)
More than half of my students have Autism or another disability which affects social/pragmatic language skills. They do not infer the meanings of everyday idiomatic expressions and these need to be taught explicitly and then applied in real life
$2.00
31 ratings
4.0
Digital Download DOCX (1.08 MB)
I work with a large population of students with autism and pragmatic language disorders. Since many of my students do not intuitively understand many emotions or states of being (other than happy, sad, mad, sick), explicit instruction is necessary.
$1.50
12 ratings
4.0
Digital Download DOCX (0.43 MB)
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TEACHING EXPERIENCE

I received my Master's degree in 2002. After one year as an adult outpatient therapist for a regional hospital, I began working at an elementary school in 2003. My school houses both a separate class of students with Autism and an inclusion program for students with Autism. My caseload ranges from 45-55 students, about half of whom are children with Autism.

MY TEACHING STYLE

My job is first and foremost about communication. This is the way I approach my teaching. Whether it's verbal, gestural, or augmentative/alternative, my goal is to engage the students. I don't teach to them, I teach with them. My students play an active role in their therapy. My lesson plans are driven by a combination of their needs and interests. With so many of my students being children with Autism, engagement is essential to success. I follow their lead and let them guide me in my planning. My methodologies are different for each of my students. I have to pay attention to what they are telling me, even when they aren't really telling me with words. I differentiate to each student. The better I understand each of their needs, the more effective I will be.

HONORS/AWARDS/SHINING TEACHER MOMENT

Teacher of the Year 2007 Mentor of the Year 2007

MY OWN EDUCATIONAL HISTORY

North Carolina State University - 1996-1998 University of North Carolina at Greensboro - 1998 - 2000: Bachelor's of Arts in Communication Sciences and Disorders (summa cum laude) University of North Carolina at Greensboro - 2000 - 2002: Master's Degree in Speech Pathology (summa cum laude)

ADDITIONAL BIOGRAPHICAL INFORMATION

In the last five years, a large part of my career has focused on supervision. In addition to supervising clinical fellows, speech/language pathology assistants, and novice teachers, I spent the last three years supervising first year graduate students in collaboration with the University of North Carolina at Greensboro. Supervising first year graduate students is typically done only by the clinical staff at the university. The clinical supervisors at UNCG approached me in 2009 to propose the collaboration. I received specific training in supervision and together with the clinical staff, we presented this collaboration as a possible model of supervision at the NC Speech and Hearing Conference and at ASHA in 2012.

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