I created a program that I am spear heading in my classroom this year to teach my students about the Holiday Season and that we all are not from the same walks of life. That not everyone will get an iPod or new video games this Christmas. There are those out there that would cherish a jacket to stay warm on those cold mornings here in Arizona. So I created a gently used jacket drive to help promote the idea of giving to others and thinking of others before themselves during this Holiday season. I have created some discussion already in the classroom and my students seem really excited. The idea that children will come to school in a warm coat to start the day off sets a tone for the rest of their day.
The idea that not everyone around you in class comes from the same background is something that can be very hard for students to understand and even more in a special education setting. Students need to know and understand that no matter the background, if others live in a house with four other families or they share clothes to make things work...that's ok. We do not judge on that, we are at school to learn and to grow. Not to judge. I teach a lot about respect and everyone being equal in my classroom and to always be supportive of each other and that includes the fact that we do not all come from the same background. I hope that in teaching respect, kindness, and equality it helps my students grow to understand no matter where they are to always treat people fairly and to never look down on someone for what they might or might not have.
Wednesday, November 29, 2017
Tuesday, November 21, 2017
Blog 4: Formative Assessment
As I stated on my video, I couldn't video tape my student this quarter but what I did do was take a test that was to be above grade level for him from last year. I had him take this test because I felt from other classroom work, he was working at a higher level than what was given to me by the past teacher and if he tested above, I want to "push" him to work harder and excel. I gave him a second grade test and he got 90% I was so proud of him. As I stated, I am going to start teaching him the beginning of multiplication so that we can get him caught up to his current grade level in math. It will take some time as he needs breaks, but this is a student that I know he can do it. His mind works in a mathematical sense and I want to help him be stronger and have more confidence in his work. He went from just sorting coins to now he is adding dollar amounts and creating change. My goal is to continue to push his "limits" so that he becomes stronger and sees his accomplishments and can be proud of them.
Tuesday, October 24, 2017
Blog 3: Unprofessional behavior
I believe that like any other industry you will always have someone not being professional 100% of the time. It is life, it is being human. You cannot always have your guard up all the time. I have since entering into this profession seen those that are not professional. I have even seen it happen between teacher/parent. That is the sad part. I try my best to be professional at all times but when I catch myself lowering my guard with a parent or another staff member I do try to catch myself quickly. I take mental notes during staff meetings of what occurs and remind myself that I am unfortunately always "on" no matter where in the City of Gilbert I travel to! When I am out and about I remind myself that my students and or their parents might be around or my fellow teachers.
In my past career, I dealt with the public a great deal, so it is not new to me and I find I use a lot of my knowledge from that here, and I keep myself out of the "dog house" on a consistent basis. :-) I honestly remind myself, would it make me feel ok to be treated or talked to in a that manner? That in itself helps to regulate.
In my past career, I dealt with the public a great deal, so it is not new to me and I find I use a lot of my knowledge from that here, and I keep myself out of the "dog house" on a consistent basis. :-) I honestly remind myself, would it make me feel ok to be treated or talked to in a that manner? That in itself helps to regulate.
Sunday, September 24, 2017
What happens when bullying becomes an issue with a student?
Per code of conduct for Higley school district:
"Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation and/or harassment that has the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm or damage to property, is sufficiently severe, persistent or pervasive that the action, behavior, or threat creates an intimidating, threatening, or abusive environment in the form of physical or emotional harm, occurs when there is a real or perceived imbalance of power or strength, or may constitute a violation of law.
Bullying of a student or group of students can be manifested through written, verbal, physical or emotional means and may occur in a variety of forms including, but not limited to: verbal, written/printed or graphic exposure to derogatory comments, extortion, exploitation, name calling, or rumor spreading either directly through another per-son or group or through cyberbullying, exposure to social exclusion or ostracism, physical contact including but not limited to pushing, hitting, kicking, shoving or spitting, damage to or theft of personal property.
Cyberbullying is, but not limited to, any act of bullying committed by use of electronic technology or electronic communication devices, including telephonic devices, social networking and other Internet communications on school computers, networks, forums and mailing lists, or other District-owned property, and by means of an individual's personal electronic media and equipment"
Reporting Incidents of Bullying Students who believe they are experiencing being bullied, or suspects another student is experiencing bullying, is to report the situation to the school administrator, another school employee or District bullying hotline.
School personnel shall maintain confidentiality of the reported information. Reprisal by any student or staff member directed towards a student or employee related to the reporting of a case of bullying or a suspected case of bullying shall not be tolerated, and the individual(s) will be subject to the disciplines set out in applicable
District policies and administrative regulations. Students found to be bullying others will be disciplined up to and including suspension or expulsion from school. Knowingly submitting false report under this policy shall subject the student to discipline up to and including suspension.
Where disciplinary action is necessary pursuant to any part of this policy, relevant District policies shall be followed. Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying has occurred as it is a violation of the law. STUDENT VIOLENCE/HARASSMENT/INTIMIDATION/BULLYING HUSD Code of Conduct 2017-2018 To report incidents of bullying, please click on the link below to access the reporting form: http://www.husd.org/cms/lib08/AZ01001450/Centricity/Domain/1976/Bullying_Reporting_Form.
As you can see, we do not tolerate bullying whatsoever in any of our schools. We have already had a couple of cases at our school this year that ended in suspension and kids taken out of classrooms and moved to help solve the tension for the person who was the victim. I find it sad that we have this type of issue going on even in elementary schools these days and it is so much more prevalent than when I was a student or was it the same just with social media it's more in "your face" these days. Either way, it's disheartening to say the least!
"Bullying may occur when a student or group of students engages in any form of behavior that includes such acts as intimidation and/or harassment that has the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm or damage to property, is sufficiently severe, persistent or pervasive that the action, behavior, or threat creates an intimidating, threatening, or abusive environment in the form of physical or emotional harm, occurs when there is a real or perceived imbalance of power or strength, or may constitute a violation of law.
Bullying of a student or group of students can be manifested through written, verbal, physical or emotional means and may occur in a variety of forms including, but not limited to: verbal, written/printed or graphic exposure to derogatory comments, extortion, exploitation, name calling, or rumor spreading either directly through another per-son or group or through cyberbullying, exposure to social exclusion or ostracism, physical contact including but not limited to pushing, hitting, kicking, shoving or spitting, damage to or theft of personal property.
Cyberbullying is, but not limited to, any act of bullying committed by use of electronic technology or electronic communication devices, including telephonic devices, social networking and other Internet communications on school computers, networks, forums and mailing lists, or other District-owned property, and by means of an individual's personal electronic media and equipment"
Reporting Incidents of Bullying Students who believe they are experiencing being bullied, or suspects another student is experiencing bullying, is to report the situation to the school administrator, another school employee or District bullying hotline.
School personnel shall maintain confidentiality of the reported information. Reprisal by any student or staff member directed towards a student or employee related to the reporting of a case of bullying or a suspected case of bullying shall not be tolerated, and the individual(s) will be subject to the disciplines set out in applicable
District policies and administrative regulations. Students found to be bullying others will be disciplined up to and including suspension or expulsion from school. Knowingly submitting false report under this policy shall subject the student to discipline up to and including suspension.
Where disciplinary action is necessary pursuant to any part of this policy, relevant District policies shall be followed. Law enforcement authorities shall be notified any time District officials have a reasonable belief that an incidence of bullying has occurred as it is a violation of the law. STUDENT VIOLENCE/HARASSMENT/INTIMIDATION/BULLYING HUSD Code of Conduct 2017-2018 To report incidents of bullying, please click on the link below to access the reporting form: http://www.husd.org/cms/lib08/AZ01001450/Centricity/Domain/1976/Bullying_Reporting_Form.
As you can see, we do not tolerate bullying whatsoever in any of our schools. We have already had a couple of cases at our school this year that ended in suspension and kids taken out of classrooms and moved to help solve the tension for the person who was the victim. I find it sad that we have this type of issue going on even in elementary schools these days and it is so much more prevalent than when I was a student or was it the same just with social media it's more in "your face" these days. Either way, it's disheartening to say the least!
Saturday, September 9, 2017
Blog 1 2nd Semester EDU 291: My teaching goals this semester are...
This year I have changed classroom levels. I am still teaching an adpts (autism) self contained classroom but I am now teaching 2nd - 4th graders. I have 9 students currently in my classroom. Mild to moderate level combined with ADHD, ED and autism. As any special education classroom, my hardest task is differentiation with the students and their current grade levels. This year I started by focusing on the zones of regulations. I have spent the last three weeks working with my classroom on learning the zones of behavior as I feel this is one of those concepts that will help not only in the classroom but also at home and in real life. I have used it not only as a social skills learning aspect but also in my writing area. I am teaching the students to use thinking maps while learning the zones. I hope to have the students more confident in their own ability to control behaviors so in turn, as they begin integrating into the rest of the school through specials and attending general education classes, they can self regulate and have the ability to focus and be successful in school and in social interactions.
My other main goal this year is to teach self sufficiency to my students. I find that since we are in a self contained environment, these students tend to gravitate to a one on one type learning style with centers and completing work. My goal is to teach them that there will be centers and one on one time but they have to also learn to accomplish work on their own, in a group setting so that when they do begin going to general education classrooms they understand the structure and can accomplish work without the needed one on one attention by an aide/teacher. I want to teach them strategies to find solutions on their own vs. always looking for aid from an adult.
I was lucky enough to attend a teacch training this month and not only learned a great deal of information but received a great deal of resources that I can use to help me work on setting up a class where my students become self reliant.
I also have a great team that I work with and two veteran teachers that have great ideas, suggestions and are emotionally supportive as well. I have to keep reminding myself that I have just begun this adventure, half a year into it and like anything, the glossy wide eye awe is wearing off and the true identity is coming to the surface. In those realities though, as hard as some can be I am learning and becoming stronger as a teacher. I am also seeing where I hope to make a change and empower my students to strive for higher goals.
My other main goal this year is to teach self sufficiency to my students. I find that since we are in a self contained environment, these students tend to gravitate to a one on one type learning style with centers and completing work. My goal is to teach them that there will be centers and one on one time but they have to also learn to accomplish work on their own, in a group setting so that when they do begin going to general education classrooms they understand the structure and can accomplish work without the needed one on one attention by an aide/teacher. I want to teach them strategies to find solutions on their own vs. always looking for aid from an adult.
I was lucky enough to attend a teacch training this month and not only learned a great deal of information but received a great deal of resources that I can use to help me work on setting up a class where my students become self reliant.
I also have a great team that I work with and two veteran teachers that have great ideas, suggestions and are emotionally supportive as well. I have to keep reminding myself that I have just begun this adventure, half a year into it and like anything, the glossy wide eye awe is wearing off and the true identity is coming to the surface. In those realities though, as hard as some can be I am learning and becoming stronger as a teacher. I am also seeing where I hope to make a change and empower my students to strive for higher goals.
Saturday, April 29, 2017
Blog 10 Curriculum Mapping
Do we have curriculum mapping at our school? No, not yet. It is a work in progress is what I have been advised. I did do some investigative work and I found it on the district site that we as teachers have access to. I honestly got confused as again, I teach a k-3 adpts class so I cannot just follow one map. I follow numerous maps, at least that is my impression.
I have asked what the other teachers use as a guide to set up their curriculum and they have stated, their past. So, as the newbie...I am going to go out on a limb as I was given nothing when I took over room 119 in December except a key and a chance to change my students for the better! I do plan to sit down and make a map/ a plan for my classroom for next year. I plan on taking some of what my kinders should be learning in their inclusion class, some of what my first, and second graders should be learning. My third grader will continue on learning second grade until I can get her "caught up". All of this information I will bring back from gen ed and incorporate it within my centers as well as create my lesson plan topics around it. Will it be perfect, no but it will be a plan that I can work on through the year and be able to present to my principal and or other teachers if ever asked.
I hope to create a plan that I can build upon each year and one that will be successful for my students as they are why I am here. I want it to help me help them grow and succeed in school and in life.
I have asked what the other teachers use as a guide to set up their curriculum and they have stated, their past. So, as the newbie...I am going to go out on a limb as I was given nothing when I took over room 119 in December except a key and a chance to change my students for the better! I do plan to sit down and make a map/ a plan for my classroom for next year. I plan on taking some of what my kinders should be learning in their inclusion class, some of what my first, and second graders should be learning. My third grader will continue on learning second grade until I can get her "caught up". All of this information I will bring back from gen ed and incorporate it within my centers as well as create my lesson plan topics around it. Will it be perfect, no but it will be a plan that I can work on through the year and be able to present to my principal and or other teachers if ever asked.
I hope to create a plan that I can build upon each year and one that will be successful for my students as they are why I am here. I want it to help me help them grow and succeed in school and in life.
Thursday, April 27, 2017
Blog 9: To differentiate or not in the classroom...
In room 119 I differentiate a great deal and that is because I truly have five students that are learning at different levels and different ways. Yes, technology, like movie clips, fun songs all are good for all five, but when you get down to the nuts and bolts...I have to create five different center works for each.
I will normally teach a general topic each day, that will include a video or two for all students to watch. I will ask/prompt WH's questions after to review what we watched. We will read a story and review the story and go over information. I then do a small group activity with the students, it normally consists of one worksheet/project that could include cut/paste, coloring, writing/tracing.
When we break into centers, this is where I differentiate with anything from writing in highlighter and having my kinder trace over it so she can learn to write her letters, to having a student who is somewhat nonverbal who dislikes to write, say her words using stamps, coloring, pictures that match. I have created center work for my numbers driven student who is learning to read. I create stories that have numbers throughout so that it keeps his attention. Stories about video games so that my first grader will hold his attention and create the want to learn what the main idea is of a story to creating and finding catchy songs for my other kinder who cannot read but can sing anything and everything and remembers his information I am teaching if it is taught in song.
Does it take me more planning time, of course but to hear, see my students stay connected and learn and be excited about the topic means everything to me!! It keeps me striving to do more and better so that they can continue to succeed.
I will normally teach a general topic each day, that will include a video or two for all students to watch. I will ask/prompt WH's questions after to review what we watched. We will read a story and review the story and go over information. I then do a small group activity with the students, it normally consists of one worksheet/project that could include cut/paste, coloring, writing/tracing.
When we break into centers, this is where I differentiate with anything from writing in highlighter and having my kinder trace over it so she can learn to write her letters, to having a student who is somewhat nonverbal who dislikes to write, say her words using stamps, coloring, pictures that match. I have created center work for my numbers driven student who is learning to read. I create stories that have numbers throughout so that it keeps his attention. Stories about video games so that my first grader will hold his attention and create the want to learn what the main idea is of a story to creating and finding catchy songs for my other kinder who cannot read but can sing anything and everything and remembers his information I am teaching if it is taught in song.
Does it take me more planning time, of course but to hear, see my students stay connected and learn and be excited about the topic means everything to me!! It keeps me striving to do more and better so that they can continue to succeed.
Sunday, April 16, 2017
Blog 8 Reading in the Classroom
Reading in room 119 takes on several different aspects as I have five students and they are all at different levels. I have a kinder who cannot read at all but can visually point to pictures and say what they mean. I have a kinder who is just starting to read words and putting them together to create simple sentences. I have a third kinder who is able to read one word at a time (sight words) but cannot read them in a sentence. I have a first grader who reads at almost a second grade level but has a hard time comprehending what he has just read and I have a third grader who can read at a third grade level for fluency but is at about a first grade level for comprehension.
I love to read myself, so I am a huge believer in getting all of my students to read and enjoy the act of reading. I find that these kids have an opportunity to open their world up if they can get the basic principles down of reading. It will help them along their journey.
I created a plan for each student and am putting it into place now. I know it's almost the end of the school year but I hope that with the plan in place, parents can continue it over the summer and we can be more effective next year with a more intense plan.
I have my first grader and 3rd grader reading chapter books out loud to me and we share what the story is about and ideas from what we read. I have my kinders following as I read short stories and I send home simple books for them to follow along with parents and answer simple questions on comprehension.
As for common core, no I have not even tried to look any of that up as I want to instill in them first the love for reading and the basics before I begin the lessons through the core. I feel that with special ed you have to balance and sometimes, side step the core to get what the students really need right now.
I am hoping that our reading specialist can start working with my students if not this year, next year so that we can get them into additional help to get them caught up and on the right track.
I know if I keep working with my students and keep getting my parents involved, these kids will succeed and they will find a joy in reading soon.
I love to read myself, so I am a huge believer in getting all of my students to read and enjoy the act of reading. I find that these kids have an opportunity to open their world up if they can get the basic principles down of reading. It will help them along their journey.
I created a plan for each student and am putting it into place now. I know it's almost the end of the school year but I hope that with the plan in place, parents can continue it over the summer and we can be more effective next year with a more intense plan.
I have my first grader and 3rd grader reading chapter books out loud to me and we share what the story is about and ideas from what we read. I have my kinders following as I read short stories and I send home simple books for them to follow along with parents and answer simple questions on comprehension.
As for common core, no I have not even tried to look any of that up as I want to instill in them first the love for reading and the basics before I begin the lessons through the core. I feel that with special ed you have to balance and sometimes, side step the core to get what the students really need right now.
I am hoping that our reading specialist can start working with my students if not this year, next year so that we can get them into additional help to get them caught up and on the right track.
I know if I keep working with my students and keep getting my parents involved, these kids will succeed and they will find a joy in reading soon.
Sunday, April 9, 2017
Blog 7 Technology
To have the amount of technology we have today available is a blessing but it can also be a huge distraction to my kiddos. I love using the smartboard in my classroom to show videos, work on problems, writing skills and taking turns. It is great for students to get exercise as well, I use gonoodle.com to not only get them moving but I can also use it to center them and get them calmed down with items for meditation. I have a routine in my room where we use it after lunch to calm them down and again right before they depart school to get them calmed for the bus ride home.
Technology can be a huge asset to give those without a voice, a voice. It can help teach not only the fun things like games but I use education.com and each student has an account that I can see their progress on learning math and reading skills. I use ABCmouse.com as well which does give them an opportunity to play while learning. I have mobymax for my higher learners as well as starfall for my preschool level.
Technology can be a hindrance though if you have students who are in front of computers all the time at home. I have created centers for the students where they are on it for no more than 15 minutes per center. During choice time I sometimes take that choice away if behavior does not warrant that reward. It is understood, might not be liked but it does make them do other things, normally art.
I find that I do enjoy using technology in my room and I know the students are more visual so they learn faster with it and keep engaged in lessons. I normally have about 6 minutes of lesson from me and I add in 10 minutes with technology to bring my lesson home with the students. It has been very beneficial!
Technology can be a huge asset to give those without a voice, a voice. It can help teach not only the fun things like games but I use education.com and each student has an account that I can see their progress on learning math and reading skills. I use ABCmouse.com as well which does give them an opportunity to play while learning. I have mobymax for my higher learners as well as starfall for my preschool level.
Technology can be a hindrance though if you have students who are in front of computers all the time at home. I have created centers for the students where they are on it for no more than 15 minutes per center. During choice time I sometimes take that choice away if behavior does not warrant that reward. It is understood, might not be liked but it does make them do other things, normally art.
I find that I do enjoy using technology in my room and I know the students are more visual so they learn faster with it and keep engaged in lessons. I normally have about 6 minutes of lesson from me and I add in 10 minutes with technology to bring my lesson home with the students. It has been very beneficial!
Saturday, April 1, 2017
Blog 6: Assessments
Oh...the daunting task of assessments. I can honestly state that when I took my class over...there wasn't any evidence of assessments and the numbers given were not to me real. I had to start from scratch and I created my own data sheets. I took each students IEP goals and put into a data sheet that I keep with me at my "green" table and work on daily with each student. As many of our goals are daily collection. I then take those and review once a month to see where we are at with each student. I am going to rate myself pretty low on this as I know I can honestly do better. I would say a 3. It isn't that I am not taking the information in, it's more about being able to use it and critique the goals and have more faith in myself for changing or implementing new goals to get my students where I want them to be.
I know being a new teacher I have a great deal to learn and I want this area to grow. This area is crucial to my students progress, so any little advancement will in turn help them overall. Since I am teaching a much younger group of students than the others in my cadre yes the assessment is important to my lessons. I do a great deal of social learning in my classroom so those integrated into everyday learning is essential. I do a lot of "sharing", kind, unkind, respect teaching even when I talk about coins!
I am planning for next year and I want to create a working plan with my aide to help take more data daily and being able to compile that data in such a format that a teacher, professional, parent could interpret it and understand where that specific student is currently performing.
I know being a new teacher I have a great deal to learn and I want this area to grow. This area is crucial to my students progress, so any little advancement will in turn help them overall. Since I am teaching a much younger group of students than the others in my cadre yes the assessment is important to my lessons. I do a great deal of social learning in my classroom so those integrated into everyday learning is essential. I do a lot of "sharing", kind, unkind, respect teaching even when I talk about coins!
I am planning for next year and I want to create a working plan with my aide to help take more data daily and being able to compile that data in such a format that a teacher, professional, parent could interpret it and understand where that specific student is currently performing.
Wednesday, March 22, 2017
Blog 5: What am I doing to get my students ready to mainstream them into general education classrooms?
I had to think about this question and really look at what I am doing to make this happen. I have two students that currently go to either a kindergarten general classroom twice a week for 30 minutes each day and I have a 1st grader who goes for 30 min twice a day. My kinder loves to go and was doing well up until about the end of December and then he started to have some real behavior issues. I spoke with the teacher and she explained what was occurring. We agreed, he'd be sent back to my class if the behaviors started and she prompted him twice. He needless to say, kept getting sent back. So, I sat him down one afternoon and we talked about why he was being sent back early. He first said he didn't know and then changed his tune when I started to give examples of what he had done.
He asked what he could do so that he could go more often. I explained he had to follow her rules in kinder as much as he follows my rules each day. He said he didn't know the rules in the other classroom, like mine because he didn't seem them on the board. I took a walk with him and we visited his kinder room. I explained why we were there, the teacher said that the rules had been discussed and they had to learn them in the beginning of the year and so she had taken them down. I then asked if I could have a copy of the rules so that I could work with him on it. I then took and made a 3x5 card and laminated it and made a quick necklace he wears that has the four rules on it. Each day he goes and earns a sticker from his kinder teacher for following the rules, he earns a star in my class. If he has a star by the end of the day, my students get a treat from the treasure box before they get on the bus to go home. Positive reinforcement goes a long way, especially if your kids are not in the same classroom day in and day out with the other gen ed students but are required to be one of them. They need help remembering, they need modeling and sometimes manipulative's to help. No two classrooms are ever the same.
My 1st grader, has a rough time with his emotions and being able to control them when he doesn't get his way. When I took the class in December he was being sent back to room 119 early because he would hide under tables if he didn't get his way. I met with the teacher and asked, if him being under the table isn't causing a disruption, if he could stay, he might be able to calm himself down and continue his time. After some reassurance that I would take the blame if something didn't go well she agreed. After about three visits, he began to come back out from under the table and join in again without any prompt from the teacher.
I believe all teachers have good hearts and want what is best for all students. I just believe that so many general ed teachers have so much on their plate that one more to have a "special visitor" can tip the plate at times so to speak...so to give them the tools or the knowledge that I will take the blame vs them...helps to give my kids a chance at a rewarding experience that most don't even realize how much they value.
My goal is to have all classes and teachers feel welcome, enriched, empowered and successful. I want to create an environment where my kids can walk from my class to a gen ed class and feel confident, that they can and will be successful. I want the gen ed kids to ask to come visit and see their friends classroom and feel welcome. Whether in special ed or gen ed our children must feel welcome and respected and know that they can be successful.
He asked what he could do so that he could go more often. I explained he had to follow her rules in kinder as much as he follows my rules each day. He said he didn't know the rules in the other classroom, like mine because he didn't seem them on the board. I took a walk with him and we visited his kinder room. I explained why we were there, the teacher said that the rules had been discussed and they had to learn them in the beginning of the year and so she had taken them down. I then asked if I could have a copy of the rules so that I could work with him on it. I then took and made a 3x5 card and laminated it and made a quick necklace he wears that has the four rules on it. Each day he goes and earns a sticker from his kinder teacher for following the rules, he earns a star in my class. If he has a star by the end of the day, my students get a treat from the treasure box before they get on the bus to go home. Positive reinforcement goes a long way, especially if your kids are not in the same classroom day in and day out with the other gen ed students but are required to be one of them. They need help remembering, they need modeling and sometimes manipulative's to help. No two classrooms are ever the same.
My 1st grader, has a rough time with his emotions and being able to control them when he doesn't get his way. When I took the class in December he was being sent back to room 119 early because he would hide under tables if he didn't get his way. I met with the teacher and asked, if him being under the table isn't causing a disruption, if he could stay, he might be able to calm himself down and continue his time. After some reassurance that I would take the blame if something didn't go well she agreed. After about three visits, he began to come back out from under the table and join in again without any prompt from the teacher.
I believe all teachers have good hearts and want what is best for all students. I just believe that so many general ed teachers have so much on their plate that one more to have a "special visitor" can tip the plate at times so to speak...so to give them the tools or the knowledge that I will take the blame vs them...helps to give my kids a chance at a rewarding experience that most don't even realize how much they value.
My goal is to have all classes and teachers feel welcome, enriched, empowered and successful. I want to create an environment where my kids can walk from my class to a gen ed class and feel confident, that they can and will be successful. I want the gen ed kids to ask to come visit and see their friends classroom and feel welcome. Whether in special ed or gen ed our children must feel welcome and respected and know that they can be successful.
Friday, March 17, 2017
Blog 4 Reflect my time in classroom 119 as of right now
Since starting in December of 2016 I can definitely say that we have had some highs and lows in room 119 but with all of that we are progressing in the right direction. I am overwhelmed at times of all the study I am to complete and work at the same time but I know it will all pay off and honestly I have already begun to use quite a few processes I have been learning in room 119. My kids are amazing to say the least. They have each grown since taking over in December. They are able to sit and listen to me teach, learn from what I teach and with parent proof (teacher parent conferences before Spring Break)...they are retaining it!!!
I have rearranged the classroom a few times and we now have it so that all five are sitting at one table and then transition to centers twice a day. They enjoy centers and like to be able to complete tasks and earn choice time.
I created rules for the classroom and we recite and talk about them everyday during morning circle. We give examples of right from wrong. I will sometimes read a specific story based on one of the rules and they are able to identify it. I try to give consequences to choices and for the most part it works, but I do have to remind myself I am working with "pre-school level to 2nd grade level" capacity.
I am going to introduce after spring break, a puppet to help me manage circle time when I do my lessons. I find that when I do my circle time, students get distracted, I can manage them for about 15 minutes and then their attention span has started to linger. So, after discussing the idea with one of my mentors after seeing it on a CD from my EDU 276 class, she is letting me borrow a couple to try it out! I am hoping with the addition of something fun, it will keep my non-verbal awake and my pre-school/k entertained (intoon) with the lesson.
I overall am truly loving my position and my students. I feel blessed to have this opportunity and am looking forward to next year as room 119 teacher again!
Smile,
Christin
I have rearranged the classroom a few times and we now have it so that all five are sitting at one table and then transition to centers twice a day. They enjoy centers and like to be able to complete tasks and earn choice time.
I created rules for the classroom and we recite and talk about them everyday during morning circle. We give examples of right from wrong. I will sometimes read a specific story based on one of the rules and they are able to identify it. I try to give consequences to choices and for the most part it works, but I do have to remind myself I am working with "pre-school level to 2nd grade level" capacity.
I am going to introduce after spring break, a puppet to help me manage circle time when I do my lessons. I find that when I do my circle time, students get distracted, I can manage them for about 15 minutes and then their attention span has started to linger. So, after discussing the idea with one of my mentors after seeing it on a CD from my EDU 276 class, she is letting me borrow a couple to try it out! I am hoping with the addition of something fun, it will keep my non-verbal awake and my pre-school/k entertained (intoon) with the lesson.
I overall am truly loving my position and my students. I feel blessed to have this opportunity and am looking forward to next year as room 119 teacher again!
Smile,
Christin
Saturday, March 11, 2017
Blog 3 educationworld.com
Article: Teachers, Start Your Engines:
Management Tips from the Pit Crew
Management Tips from the Pit Crew
Wow! What a great article. Such good information of how to's and what to do's. I definitely already do and LOVE giving each of my students a hug when they walk into the room each morning. It sets a tone for a positive day and when I have a little kiddo that might be having a rough start, it can help change that to go into a positive direction. I already use classical music in my morning work time for my students, but as I was thinking about it, I believe if I had a upbeat song like, Don't Worry Be Happy, SMILE, Everything is Awesome playing as they walk in each day, it will help put them in a positive, happy mood to get started.
Asking a question while taking attendance...what a great way to review what we have been covering. Since we take attendance twice a day we could do questions from the day before in the morning and then in the afternoon I could question what we covered in the morning!
For my little kiddos that are late, signing a song or dancing when they are late to class would be perfect...maybe they would be a little quicker down the hall!
And the winner is....writing names and a quick little good deed of what another student see them do or if I see them do something special...great way to teach social skills in my classroom.
My current struggle:
Getting my kids to stay on task so we finish all of our centers. I have them at 10 minutes per center but with all the going in and out for OT, speech, specials...I find it hard to get everyone thru all the centers each day. It is a work in progress and one that I have to learn to adapt to.
What is working:
Showing my kiddos compassion and that learning is meaningful. Creating a positive environment where they feel respected and wanted and that they can learn and they can succeed.
Creating a classroom that is positive and full of happiness is honestly the way I try and want to be. Yes we have to teach and learn but if we can do it in such a way that the kids are not only learning, are happy and are learning about making good choices and treating others with respect and learning good values...I can't say that is a bad thing to spend some quality time on!!!
Sunday, March 5, 2017
Blog 2 This year what has worked and what hasn't worked in my classroom? What will I do differently?
This year in room 119 has been three months of adapting. My class did not have any rules or consistency about it when I took it over in December 2016. I have spent the last couple of months working on schedules, procedures and plain getting my kids to work. I have had to take all of my lesson plans, scrap them and start a new a couple of times based on how the students reacted but we are finding our "groove" and working toward an end in mind...one that these students can follow rules, can follow a schedule.
To ask of change, yes I will make changes for next year but those changes are to have rules in place on the first day of school that will be taught and practiced the first few weeks of school. It will be procedures for each area of the class set up and ready to be learned and practiced when school starts. A guide of lesson plans set up that can be modified if needed by student vs. having to modify the entire class. I am used to in the corporate world, having a schedule, having a plan for the entire year and to have taken over a dysfunctional classroom has been a challenge but it has brought me a lot of joy to see the kids turn it around and be productive and see their own growth and accomplishments in such a short amount of time. I want to have a plan set up, a guide I can follow for next year. With my classes at Rio and my continuous observing of the other adpts teachers I hope to create a win win program for next school year.
To ask of change, yes I will make changes for next year but those changes are to have rules in place on the first day of school that will be taught and practiced the first few weeks of school. It will be procedures for each area of the class set up and ready to be learned and practiced when school starts. A guide of lesson plans set up that can be modified if needed by student vs. having to modify the entire class. I am used to in the corporate world, having a schedule, having a plan for the entire year and to have taken over a dysfunctional classroom has been a challenge but it has brought me a lot of joy to see the kids turn it around and be productive and see their own growth and accomplishments in such a short amount of time. I want to have a plan set up, a guide I can follow for next year. With my classes at Rio and my continuous observing of the other adpts teachers I hope to create a win win program for next school year.
Thursday, February 23, 2017
Blog 1 The Good and the Bad
The good and the bad of room 119...
I began this class in late December 2016 after meeting with the principal to discuss the TIR program at Rio Salado and if she thought it was a good route to take. I had been a special education aide in the resource room for a little over a month. I couldn't believe that all this was happening. I was to take over a k-3 adpts (autism) class, I was going to be a teacher!! I graduated from NAU with a degree in hotel and restaurant management and worked for Marriott for 10 years as a director of events and now I was going to get to help kids...I was going to get to take my passion I have for my own two with autism and share it with children and parents who may never have had a teacher who "gets it". I'm not book trained in autism as I tell people, I am life trained! :-) I have gone through a lot of the emotional roller coasters and daily issues that my parents have.
I started off with the dream of teaching these five students all about first grade and some kinder. But as reality has set in over the past few weeks, I have had to start from the beginning. We are learning to cut shapes, learn our ABC's, learn words. All that should have been thought six months earlier, but hadn't due to who was teaching prior to me.
So my positives would be I have five beautiful children who want to learn, are excited to work with me each and every day. I have an aide who is truly here for the students and has weathered a great deal since she started. She is truly a blessing to me and these students. She cares, like I care. She wants to make a difference in their life just as I do. I have a principal who backs me and wants me to succeed in the TIR program. Crazy hours, work and all! :-)
My negatives, honestly I really don't call them negatives, I would call them challenges that are improving each day as we grow stronger as a class. I have a nonverbal student who likes to use her "weight" and push me and the aide around when she does not want to work. We are trying different strategies to help her to also help her parents so that we are consistent across the board. I have a set schedule in place in my classroom that the students all follow daily, which hadn't been there before. I have created centers that they travel to every 10 minutes and complete work. She is given visuals to show once work is completed, she can earn computer/choice time. I have finally broken the issue of computer time being "fun/free" time as it was prior to me taking over.
Bad habits, I guess would be the challenge. I took a class over that had a lot of bad habits that I am trying to correct and create better habits, ones that will help make my students successful. I wasn't given any guidelines as far as lesson plans or district guidelines, so I am "winging it" but as I do so, I know they are improving from what they had been.
It isn't perfect and I would love more direction and hope to get that as we move along. I also know that through my classes at Rio I will gain more insight to lesson plans, guidelines, etc. I just keep swimming as Dory says. But I do have a destination and that destination is to see my five students accomplish their IEP goals, one by one with me and my aide guiding them along each and every step.
I began this class in late December 2016 after meeting with the principal to discuss the TIR program at Rio Salado and if she thought it was a good route to take. I had been a special education aide in the resource room for a little over a month. I couldn't believe that all this was happening. I was to take over a k-3 adpts (autism) class, I was going to be a teacher!! I graduated from NAU with a degree in hotel and restaurant management and worked for Marriott for 10 years as a director of events and now I was going to get to help kids...I was going to get to take my passion I have for my own two with autism and share it with children and parents who may never have had a teacher who "gets it". I'm not book trained in autism as I tell people, I am life trained! :-) I have gone through a lot of the emotional roller coasters and daily issues that my parents have.
I started off with the dream of teaching these five students all about first grade and some kinder. But as reality has set in over the past few weeks, I have had to start from the beginning. We are learning to cut shapes, learn our ABC's, learn words. All that should have been thought six months earlier, but hadn't due to who was teaching prior to me.
So my positives would be I have five beautiful children who want to learn, are excited to work with me each and every day. I have an aide who is truly here for the students and has weathered a great deal since she started. She is truly a blessing to me and these students. She cares, like I care. She wants to make a difference in their life just as I do. I have a principal who backs me and wants me to succeed in the TIR program. Crazy hours, work and all! :-)
My negatives, honestly I really don't call them negatives, I would call them challenges that are improving each day as we grow stronger as a class. I have a nonverbal student who likes to use her "weight" and push me and the aide around when she does not want to work. We are trying different strategies to help her to also help her parents so that we are consistent across the board. I have a set schedule in place in my classroom that the students all follow daily, which hadn't been there before. I have created centers that they travel to every 10 minutes and complete work. She is given visuals to show once work is completed, she can earn computer/choice time. I have finally broken the issue of computer time being "fun/free" time as it was prior to me taking over.
Bad habits, I guess would be the challenge. I took a class over that had a lot of bad habits that I am trying to correct and create better habits, ones that will help make my students successful. I wasn't given any guidelines as far as lesson plans or district guidelines, so I am "winging it" but as I do so, I know they are improving from what they had been.
It isn't perfect and I would love more direction and hope to get that as we move along. I also know that through my classes at Rio I will gain more insight to lesson plans, guidelines, etc. I just keep swimming as Dory says. But I do have a destination and that destination is to see my five students accomplish their IEP goals, one by one with me and my aide guiding them along each and every step.
Subscribe to:
Comments (Atom)