We are theorizing that receptive ability is impaired, thus making the normal pace and amount of vocalization overwhelming. By paring down the input, and making performance possible, albeit limited at first, in the long run baseline skills will have developed, and the children will have something to build upon. Whereas, by forcing the production of speech too soon, at a level that is too difficult, what you may achieve is complete rejection and withdrawal. Therefore, beginning speech development materials are preceded by, and later supplemented with, directed activities designed to teach and maintain habits of attention and exact response, and to train the pupil to do independent seatwork. These activities are referred to as attention-getting exercises.
Pupil comes and stands on a line in front of the teacher.
Pupil is given a simple, brief command. If the request is not followed the teacher will repeat the command, doing the action. The task is performed successfully. Pupil awaits order to return to seat. Also, beginning writing exercises where pupils draw strings on balloons, add features in circles to make faces and copy or trace circles and wavy lines.