"I climb the ladder, walk to the diving board, kick my legs, hold my hands together, spin around, stretch my knees and feet, jump with my feet. that's what I do to make myself healthy."

This is an excerpt from Sean's entry into the first grade literacy achievement contest. Sean won second prize in the countrywide contest. He is one of three students with hyperlexia enrolled in my aquatic program, Choose to Swim.

Choose to Swim offers instruction in which children of all ability, in group sessions and through private instruction, become strong, healthy and confident while learning a lifelong leisure skill. I work with each student by: 1) identifying current comfort level; 2) designing games that develop aquatic and educational skills; and 3) challenging the child to use strengths and develop skills that help meet educational and recreational goals.

Sean and I met in 1994, and our first five sessions were unproductive. I was unaware of how to change my techniques to match Sean's needs. When our paths crossed again, I chose to facilitate rather than instruct each session. Both Sean and I were successful. Sean taught me how to adjust my teaching style to match his learning style, while I taught him how to be safe in the water. In the process, we both became stronger, more confident and flexible.

The following is a list of strategies I developed by working with Sean and several other students with hyperlexia.

1. You do not need to know all the answers. Provide a safe and supportive environment and recognize that several different paths lead to the same destination.
2. Structure each session with a clearly defined opening, middle and closing. Structure provides every student with a consistent format into which to insert numerous activities. It allows the child to anticipate what is coming and make the necessary transitions. Begin and end the session with an activity that tells the student that it is time to open or to close the session. Depending on the students' preferences, it may be a song, a story, one last lap or a cheer.
3. Create an environment where the students are responsible for their own actions. Give a choice between two activities. When a child chooses one, do it together. You might ask, "We need to swim the length of the pool. How do we get there, by kickboard or by swimming?" The student chooses the kickboard, and you accomplish the task together.
4. Share ownership of the activity with your students. Each student takes responsibility for leading the class activities. This creates a cooperative climate and engages students so they will work diligently while absorbing information efficiently.For example: "How shall we open the class today? You are in charge." The student chooses blowing bubbles to open the class and leads the other members of the class.
5. Present concrete examples throughout the session.
   • Demonstrate the skill and have the student watch from the deck.
   • Verbalize what you are doing and repeat the sequence of steps.
   • Have the student talk you through each step of your demonstration.
   • Have the student illustrate what you demonstrated.
6. Allow the student time to repeat the same skill over and over again. Sean taught me how important this strategy was for internalizing a new skill. When given the opportunity to lead, he repeated the same series of actions over and over until it was ingrained into his motor memory. Encourage parents to take their children swimming between lessons to reinforce the skills learned during the instructional session.
7. Maintain eye contact with the child. To ensure that the child remains engaged and focused, create activities that involve eye contact. For example, begin the class with a visual cue rather than a verbal cue. Face the child and look directly into his or her eyes when giving directions and praise.
8. Be spontaneous and playful. As an instructor, I was focused on my goals and what I perceived the parents wanted the child to learn. I now recognize that the child may have other goals and I may need to take an alternate path to reach our joint destination.
   • Discuss goals with parents.
   • Observe and listen to each student.
   • Follow the cues each student gives you.
   • Follow the student's lead as he develops aquatic skills.
   • Communicate with the parent regarding any questions or concerns.