Hey! It’s Mr. J!Preschool + kindergarten
Classroom practice toolkit

01 / Visual cue cards

Stop, Look, Listen, Go!

Small steps. Plenty of time. Use these cues to practice clear, safe directions together—not to test children’s compliance.

Adult preparation: cut along the dashed borders, or keep this page as a visual guide.

STOP

Pause the task.

LOOK

Notice the person, picture or object.

LISTEN

Take in the whole direction; use accessible cues.

GO

Try the action or ask for help.

Introduce each cue when children are comfortable. Use familiar words and adapt the cues to each child’s communication and sensory needs.

Hey! It’s Mr. J! · Support understanding, not performance.1 / 3
Hey! It’s Mr. J!Keep communication
within reach

02 / Communication + adult practice

Asking is part of learning.

Introduce these cards before practice. Accept pointing, gestures, signs, speech or communication devices. A child does not need to say the printed words.

Adult preparation: cut along the dashed borders. Keep all three choices available.

Please say it again

Please show me

I need help

A short practice script for adults

  1. Pause the music. Reduce competing sound before giving the direction.
  2. Show one familiar object. Give one specific direction: “Put the block in the basket.” Make the basket easy to identify.
  3. Wait. Give the child sufficient processing and response time. Keep communication supports available.
  4. Model or repeat if needed. Show the action, add a picture or sign, or repeat the same short direction. Avoid stacking on more instructions.
  5. Notice the attempt. “You moved the block toward the basket.” Asking for help is an attempt, too. Adjust support rather than blame.
Hey! It’s Mr. J! · Make room for “show me” and “help.”2 / 3
Hey! It’s Mr. J!Copy + reuse
Reflect, then adjust

03 / Adult observation sheet

What helped today?

Record what you offered and what you noticed—not a judgment about the child. No child names or scores are required. There are no mastery deadlines. Use another copy whenever it is useful.

Optional date / routine
Optional setting / context
Blank practice notes · one moment per row
InstructionExact words or cue used Support offeredPicture, sign, AAC, model, time… Observed responseDescribe action or communication Next adjustmentWhat could the adult change?

Keep practicing · links + source notes

Principles, not a song-efficacy claim: These sources inform clear directions and accessible communication. They do not establish that this song or toolkit improves outcomes.

  • CDC · Giving Directions — specific, manageable directions.
    cdc.gov/parenting-toddlers/communication/giving-directions.html
  • National Autistic Society · Communication with autistic pupils — adapt communication and allow processing time.
    autism.org.uk/learn/knowledge-hub/professional-practice/communication-pupils