Avoid asking questions that require lengthy or complex oral responses but do not excuse the child from oral participation.
Classroom oral presentations may pose problems for children who stutter. It is important to approach these presentations in a matter-of-fact way, and to develop a plan that supports the needs of the child who stutters (i.e.. practice presentation with Speech Therapist)
Handle teasing about stuttering in the same matter-of-fact, positive way that you handle any teasing episode. Discuss teasing episodes discreetly and ask the child who stutters what he needs from you.
Children in your class will be curious about the child’s stuttering. If the child who stutters feels comfortable, you may invite the Speech Therapist into your classroom to teach your students about stuttering in a fun, educational way.
Reduce the pressure to respond to questions immediately.
Maintain eye contact with the child while listening or speaking.
Respond to what the child is saying rather than how it is being said. Be conscious of nonverbal cues, such as facial expressions, that convey impatience, frustration and the like.
Maintain a schedule that fosters a calm, unhurried atmosphere.
Model and use a slow rate of speech when speaking individually with the child.
If oral reading is planned, call on the child who stutters first to remove opportunities for anxiety to build.
Refrain from advice such as "slow down," "take a deep breath." The child is hearing a message of "stuttering is not approved of" and this plants limiting beliefs and can make him apprehensive, or anxious when talking to you.
The teacher may want to tell the child in confidence that she is aware the child is working to improve his speech and that he can always come to her in privacy with any issues regarding his speech.
Strategies
Classroom oral presentations may pose problems for children who stutter. It is important to approach these presentations in a matter-of-fact way, and to develop a plan that supports the needs of the child who stutters (i.e.. practice presentation with Speech Therapist) 
Handle teasing about stuttering in the same matter-of-fact, positive way that you handle any teasing episode. Discuss teasing episodes discreetly and ask the child who stutters what he needs from you. 
Children in your class will be curious about the child’s stuttering. If the child who stutters feels comfortable, you may invite the Speech Therapist into your classroom to teach your students about stuttering in a fun, educational way. 
Reduce the pressure to respond to questions immediately.
Maintain eye contact with the child while listening or speaking. 
Respond to what the child is saying rather than how it is being said. Be conscious of nonverbal cues, such as facial expressions, that convey impatience, frustration and the like. 
Maintain a schedule that fosters a calm, unhurried atmosphere. 
Model and use a slow rate of speech when speaking individually with the child. 
Refrain from advice such as "slow down," "take a deep breath." The child is hearing a message of "stuttering is not approved of" and this plants limiting beliefs and can make him apprehensive, or anxious when talking to you. 
The teacher may want to tell the child in confidence that she is aware the child is working to improve his speech and that he can always come to her in privacy with any issues regarding his speech.