Wednesday, February 15, 2012

Synthesis 14 – Culturally Responsive Teaching Practices

Synthesis 14 – Culturally Responsive Teaching Practices

This chapter addresses and describes instructional strategies designed to promote and ensure successful achievement for students who are diverse learners - whose values, beliefs, customs, traditions, and celebrations differ from those who are peers in the classroom and those who are teaching these diverse students schools of America. The text was designed to encourage expression, argument, and achievement among the learning community of educators.  Donna Ford and Gilman Whiting’s chapter is about teachers, their classroom children, and the fruitful research that has addressed the educational needs of students who are affected economically, ethnically, and culturally. Effective principles and instructional strategies which incorporate the needs and abilities of the diverse learner are addressed and discussed. Concrete teaching techniques in the classrooms of America reach students, but today’s educators must expand their instructional tool base to unite the needs of students from diverse backgrounds with the needs of the dominant group students.  I do this on a daily basis in my classroom and this is one aspect of my teaching that I do well. I try to maintain an environment that encompasses all cultures represented in the class. The students love to talk about their native land and everyone in the class has the opportunity to learn and discover a new world.
In a culturally responsive classroom, however, the curriculum and materials should incorporate all cultures. I am still in the learning and discovery stage of culturally responsive teaching techniques and have few materials or texts in my classroom which address other cultures. This week, I am in the process of cleaning the clutter from my classroom. Yes, it is true – I HOARD school materials! I am cleaning the junk and making room for more insightful, thought provoking, enriching literary materials. One thing my students and I have in common is that we love to eat – Cookbooks may be a great place to begin….
One thing I would really love to address is foreign language. When I have completed my master’s program, I intend to begin taking classes in Spanish! Wish me luck!

Synthesis 9 - Mathematics

Synthesis 9 – Mathematics

Since I do not teach math, this synthesis is going to be addressed differently from my previous entries. Observing my students in our CAT homerooms, allows me the opportunity to view progress reports and report cards. I do have some insight on the students who are learning disabled and who struggle with their mathematics. I can easily see how the rigor of mathematical concepts would confuse students with learning disabilities and behavioral problems. I see the importance of math teachers becoming familiar with concepts which would obstruct the mathematical progression of these students. Behavior problems such as impulsivity and inattention are concerns I deal with in my classroom on a daily basis. These characteristics would definitely cause students to be unable to follow directions, stay on task, and make careless errors in their mathematical calculations. These students are also frequently unmotivated and the practice of mathematical equations/problems would have the potential to cause confusion and frustration. The inability to recall multiplication tables would generate continuous problems.  I have spoken with several of my students and asked them how they compensate when they are unable to recall multiplication tables. They count on their fingers, they add in their heads, and often times need to repeat the process because they feel they have made a mistake in their calculations. I became frustrated just listening to how they compensated for the lack of recall skills. The bottom line is that students with disabilities suffer academically if they do not have a caring, involved teacher who is well versed on up to date research.
Two approaches to instruction in the math classroom are direct instruction and cognitive strategy instruction. Direct instruction focuses on drill and practice. Students also self-monitor in addition to the direct instruction.  Holding the student accountable for their work is vital if this approach is to have merit. The text discusses four research examples which illustrate how cognitive strategy instruction unfolds. Cassel and Reid’s 1996 research used the SRSD method to enforce the mathematical concepts. FAST DRAW was the mnemonic expression to FIND, ASK, SET UP, TIE DOWN, DISCOVER, READ, ANSWER, and WRITE. Steps of the strategy included the following: Read the problem, find and highlight the question, ask what the important parts of the problem are, set up the problem by writing and labeling the numbers, reread the problem and tie down the sign, discover the sign, recheck, read the number problem, answer the problem, and write the answer. The solution to finding the correct answer was followed with a series of questions designed to remind the students of varying elements of the problem that would help them to be successful. This process, once learned, would have worked for me as a challenged math student.
I encourage math instructors to be fortified with all the ammunition they can muster! Use any creative and innovative means possible to help math students excel!

Saturday, February 11, 2012

Synthesis 13 - Assistive Technology


Synthesis 13 – Assistive Technology

            Assistive Technology (AT) supports all types of learners and is structured by two fundamental principles – the enhancement of an individual’s strengths to compensate for the disability, and the provision of an alternative way to perform a task. The foundation of AT is to strengthen the well being of students with disabilities in order to enhance classroom performance and success in the school environment. Through the use of assistive tools, the educator has the capability to offer academic success by simply providing alternate methods to reach the desired goal.  Students have the ability to be successful when they interact with concrete tools which provide varying avenues of stimulation.  The text lists problems struggling readers and writers encounter and even though I do not teach students who require this form of intervention, I find a number of these elements to be typical of my students’ academic struggles.  One aspect of the chapter which caught my attention is the ability to provide essentials/experiences which connect the learner to the environments where they live, learn, work, and play. Authentic learning environments stimulate the learner and provide enrichment. These students bring to the table issues that have the ability to be destructive in the learning process. Through the creation of authentic learning environments, the individual has the capability to learn and avoid educational pitfalls through self-selected materials which parallel with the environments they know and understand. By choosing literary works that are interesting and relevant to their lives, the learning becomes “real” and then the writing after the reading, allow the students to express their specific connections to the real world. The exposure and intervention of the authentic learning environment diminishes the academic struggle when the learner is “ready to learn,” “ready to read,” and “ready to write.” This critical aspect of the authentic learning environment needs to be in place for all general education curriculums and environments.

            The software examples listed in the text provide an abundance of tools for the educator who is teaching students with disabilities. Two of the software programs caught my interest during the reading of chapter 13. Picture It is an educational tool consisting of over 6000 symbols which allow picture-supported learning materials. Students are able to manipulate icons to create pictures which support their learning. PixWriter is a writing program which incorporates pictures, text, and voice input, allowing the student to create writing with pictures and voice. Curious about the software, I visited the Slater Software website. Although there is a substantial cost to the programs, students with disabilities are sure to gain confidence in their reading and writing abilities while using these softwares.

                School districts that have the financial means to support funding of these programs are sure to see academic growth in the areas of reading, writing, and arithmetic. It seems the educational world is back to the foundation of the 3R’s – Reading, Writing, and Arithmetic.

Synthesis 8 - Written Expression


Synthesis 8 – Written Expression

            Writing is an art form. With every “t” that is crossed and every “i” that is dotted, the flow of words on a page becomes a literary creation, exemplifying the writer’s thoughts and personality. Writing with teenagers is an experience. The classroom is filled with personality, loaded with contradictory opinions, a smorgasbord of ideas, and often a resistance to placing words on a page. Teachers of writing teach the process of planning, drafting, and revising, but the manifestation of written words is a daunting task at best for teenagers who have no desire to put their thoughts and emotions on a sheet of paper. Conquering a high school student’s resistance to writing is an undertaking.  This week, my ninth grade hybrid students are in the media center doing a two page research project on aspects of Julius Caesar’s Roman Empire.  The freshmen benchmark test for this nine week period is on research, and my job is to ensure that the students understand the varying aspects of MLA formatting and the elements required to search for information on a specific topic. This week has been difficult. We have ventured to the media center numerous times throughout the school year, but the casual observer would think we had never darted the doors of the library. I have questioned myself repeatedly about the assignment, discussed the process with numerous knowledgeable peers, and still feel inadequate. On Thursday, I decided to work independently with pairs of students and explain the formatting procedures, two at a time. As I made my way around the computer tables, I began to see progress. I was able to instruct, the students listened, and responded to my direction.

            Creating a desire in the students to read varying genres of the written word takes skill. Most of my students have no literature of any form in their homes. It is a generational issue. Newspapers, magazines, and books are nonexistent on the home front. It is what they know. The absence of the written word. When stomachs are growling and concerns about the next meal are priority, teachers wanting students exposed to literature and writing, take the back burner. The dilemma is finding balance between what the students know and their ability to write what they know. Thinking strategically about their message, and getting it on paper, is frustrating. I have found simplicity to be beneficial. By simplifying the writing, assigning tasks in increments, and allowing for success, step by step, the students excel.  My job is to increase exposure to varying texts, because if an individual does not read, it is almost impossible to write.

            Teaching the writing process begins with the foundations of language - handwriting, proper grammar, punctuation rules, sentences structure, and spelling. A child must have the confidence to write a sentence before they can even begin to assimilate their thoughts into effective writing assignments. The models discussed in this chapter of the text provide writing strategies that can easily be adapted into the classroom environment. I especially like the SRSD model discussed on pages 210 and 202. I plan to implement the time-based instructional strategy, focus on creating positive attitudes in my students toward writing, and provide step by step mastery of the writing skills to promote success.     

           

             

Sunday, February 5, 2012

Synthesis 7 - Reading Comprehension


Synthesis 7 – Reading Comprehension

My favorite section of this chapter discussed effective reading comprehension strategies. After reading the material, I reread to establish some mental guidelines that will allow me to improve the comprehension of my students as we read together. Mnemonic strategies work in my classroom.  The students and I are constantly creating words for retention. After we have discussed various elements of a piece of literature, we create parallels to enhance their memorization and learning skills. It has been proven through research that using graphic organizers strengthens students’ reading comprehension. My Special Education inclusion teacher loves to incorporate graphic organizers into the lesson of the day, and she proves to be one of my greatest assets in locating or creating the organizers.  Teaching together brings out the strengths in both of us. I have the material ready to teach and she creates the added bonus, which allows the new found knowledge to cement in their minds. Effective teaching strategies often take more than one mind collaborating!  When graphic organizers are used effectively, there is a process .
3steps to achieve retention:

·         Step 1 - Present the material and model the steps of the day on a projected graphic organizer.

·         Step 2 - Review the content of the first day. Complete organizers using a variety of educational tools.

·         Step 3 - Divide the class into pairs and have the partners study their organizers while monitoring their progress.

Questioning students about the material read takes talent. At times I struggle with knowing just the right question to ask in order to ensure comprehension of the material.  Teaching the students to find the main idea of the literary work, whether it is fiction or nonfiction, often proves difficult for my students. One of the major factors of this deficiency in their academics is that the students do not read outside of the classroom. Their reading primarily consists of text messages and internet social networking sites. It is imperative to be well read and versed on the reading material available for our students today. Both of our media specialists are current on effective reading materials and I call on them regularly. Their eagerness to help creates excitement within me and this heightened awareness is catching. The students respond!

        Throughout the remainder of the year and in planning for next year, I will incorporate a number of the instructional strategies in Tables 7.3 – 7.8 on pages 163- 173 of our class text. This styling techniques offer variety in reading comprehension for the teacher and for the students as well.  Learning targeted questioning techniques for the main idea, the comprehension of narrative texts, expository texts, the SAIL Program, SQ3R, POSSE, will enhance reading comprehension levels. Reciprocal teaching also opens avenues for students to be successful in their achievement and in the strengthening of their social skills. Students heighten their reading comprehension and monitoring skills through active participation in small group settings. The students work collaboratively to question, summarize, predict, and clarify the material being addressed. Even though I have used grouping in the classroom, I have never taken the material to this level of understanding through the students.  

Students obviously learn through:

·         Writing down their own questions

·         Listing the subheadings of each section they read

·         Highlighting three main points for each section

These steps can quickly be organized into our next lessons.
Nanelle

Synthesis 6 - Reading Instruction


Synthesis 6 – Reading Instruction

At the end of this chapter, the authors leave the reader with a series of questions which allow the teacher to confront oneself with some pretty pointed points. I reviewed the questions and was feeling a certain level of confidence, until the question asked if I taught vocabulary Before, During, and After the reading. I do consistently teach the vocabulary, but I do not utilize the unfamiliar vocabulary in all three places. I teach the material and have felt it is the student’s responsibility to return to the word list and study the vocabulary outside of the classroom setting. Over the past weeks of school, I am coming to the realization that most, if not all of my students do very little preparation for school outside the walls of my classroom. With my Action Research Plan in progress, I am realizing that perhaps vocabulary is the key to students being successful in all aspects of their academic development.  It is my goal to develop or implement proven strategies which allow the students to comprehend the new vocabulary. My goal is for the students to infuse the words into their speaking , reading comprehension, and their writing.

I have been guilty of using the dictionary to enhance vocabulary. During the reading of this chapter, however, I began to realize that knowing how to use a dictionary may not be top priority if I am to achieve success in raising the vocabulary test scores among my students. It is vital that students know how to use a dictionary; this is an element of the 9th grade End of Course standards, but there are other ways to improve and retain vocabulary. Collecting examples of multimedia, concrete objects, photographs from magazines, newspapers, picture books, charts, graphs, and any visual available, may be the beginning of successful vocabulary retention in my classroom.

I will enhance vocabulary in my classroom by utilizing concrete examples of vocabulary words, inventing games such as hangman, crossword puzzles, word searches, graphic organizers, and spelling contests complete with prizes – paper and pencils!

Thursday, February 2, 2012

Synthesis 12 - Assessment

Synthesis 12 – Assessment

Positive outcomes for all students… I have thought about these words all during this week.  I commented on successful assessments in a paper I wrote for Dr. Locy in August. “The targeted vein of successful achievement gaps must be installed through the diligence of teacher accountability through the accurate use of valid assessment. Without this mandatory element of the classroom instructor’s involvement, children will be left behind. It is futile to assume that it is the special educator’s sole responsible to aid the regular educator’s classroom with data and materials to accommodate our children with special needs. Educators must unite in the struggle to promote success for these students. Teaching is an art, an abstract, which must continually be monitored and adjusted to accommodate all levels of ability and styles of learning. The continuous creation of high quality assessment yields dependable information that holds the educator accountable and responsible for implementation within the classroom. Teachers are not only the foundation of success in the public classroom, but in the development of life skills that master proficiency in a student’s existence after public education.”  I firmly believe my students must leave my classroom with academic knowledge and perhaps the most vital tool – useable life skills. It is my job to assess in an unbiased manner and to assess fairly. I assess through reading, writing of various types, tests, quizzes, public speaking exercises, homework, group work, and research papers and projects. Each student is allowed the opportunity to be successful through a wide variety of assessments.
Educators must realize that the first step in rectifying the problems of assessment is to utilize multiple means of assessment to accurately identify and define the problems. Planning with teachers who have the same or similar curriculums would certainly enhance the assessment variety and charge the rigor of the classroom. My weakest link, as well as those of you reading this synthesis and rowing the same course, is time to plan and create appropriate assessments. Strategic planning and making effective assessment tools take time. It is my desire to structure my planning time to incorporate strategic avenues of assessment for my students. With the infusion of the new Common Core State Standards, I hope to revitalize my curriculum. Although this will be a time consuming endeavor, I feel it is in the best interest of my current and future students.
It is my hope and desire to work hand in hand with my inclusion teacher over the next six months to enhance our curriculum and provide efficient and effective assessments for our inclusion and general education students. My goal is to develop interventions and assessments that will reduce the gaps between the student’s performance level and the desired outcome of the school’s expectations. The final result should be an array of assessments which allow the students to reach the desired academic goals successfully. This process is only possible if school teachers, school personnel, parents of the student, and the student, are working together cooperatively to achieve the established goals.

Tuesday, January 31, 2012

Chapter 5 - Classroom Management

Synthesis 5 – Classroom Management
Classroom Management can make or break the success of students. I strive to maintain a pleasant classroom atmosphere and learning is my top priority. Managing student behaviors, however, is not always easy. My classroom is generally a safe haven for the majority of my students. My students often come to my classroom without having seen an adult since they left the high school on the previous day. Due to parents’ workloads, shift conflicts, and single parent families, discipline most often occurs in the public school classroom. A vast number of my students have not been taught RESPECT. The hard core fact is that students do not understand the word respect, because few respect or admire the adults around them. I have always combated this problem with LOVE. All students in my room are deserving of my devotion, but this generation is so eager to prove they don’t need or want anyone’s help, that they become more hungry for attention every day. In a classroom of almost 25-30 students, it is impossible to conduct a one on one exchange with each student every day, but eye contact is definitely one approach I utilize to acquire and maintain their attention. I look each child straight in the eye every day they walk into my room. From the student’s perspective, it is almost impossible not to respond, whether negatively or positively, to smiling and knowing eyes. Eye contact lets the students know I care deeply for them, even if I am not happy with their incomplete homework assignment or their disruptive behavior.
 COOKY’S CLASSROOM EXPECTATIONS:
1.         WHEN I AM TALKING – YOU DO NOT!!!!!
2.         Be here and be on time.
3.         Be prepared for class.
4.         Be actively involved in class and use your class time wisely.
5.         Be responsible for your work and your actions.
6.         Be respectful of yourself and others.
7.         Give EVERYONE a chance to express his/her opinion.
8.         Follow the guidelines for academic integrity             (ABSOLUTELY NO PLAGARISM!!!!).
9.         Follow the SCHOOL RULES as outlined in your student handbook.
            I have to admit that some days managing the classroom exhausts me due to the students being boisterous, noncompliant, and antagonistic. Although a large majority of these students have ADHD, they are mentally sharp, have terrific thoughts and ideas, and possess the potential to be tremendous students. The struggle is their desire to control and my relentless battle to be the one in charge of the brigade!
            I have read Chapter 5 focused on searching the techniques of other teachers to improve my own difficulties.  I have 9 classroom rules. The text stresses that the rules be clear, concise and as few as possible. I definitely need to fine tune. I am constantly rearranging the seating and adjusting the seating chart of my students because their behavior tends to deteriorate rapidly if they are seated beside the same individual for too long. I love the Color Wheel Classroom Management Strategy!  I would love to use this technique with my 9th graders. Do you think it would work?  I also feel compelled to enforce “TOOTLING,” because my freshmen students love nothing better than to tattle on their peers. By introducing this procedure for positive peer reporting, I believe my students would eagerly report the positive behaviors of their classmates.

Sunday, January 29, 2012


WEBLIOGRAPHY

Nanelle Stokes Cook

Anderson University


This site is the National Center for Learning Disabilities (LD.org.)  The information presented on the website recognizes that even though educators may be teaching a group of students with varying ability levels, teaching the individual within the group who is learning disabled, is a challenge for even the most creative teacher.


It is vitally important for teachers to be able to provide accommodations for students with learning disabilities when test dates are rolling around. The collegeboard website provides information on the SSD (Services for Students with Disabilities), which ensures that students with disabilities are provided with appropriate accommodations for all standardized testing. Information on eligibility, the application process, important dates, needed documentation, and contact information is provided. Great site!


This website, provided by Jeff Claus, an education professor at Ithaca College in upstate New York, provides information and resources to improve schools in the United States.  WISE, is the acronym for “Working to Improve Schools in Education.” This site is maintained by Professor Claus and his students who are working toward various degrees in social studies, biology, English, Spanish, math, music, speech and language development, and health and physical education. These students are dedicated to their preparation to work with and to teach today’s youth. The site encompasses a wide range of topics, resources for extended reading, and websites to further reading and provide help for educators seeking to enhance their work in student disabilities, diversity, ethnicities, and multicultural education.


This website is a plethora of updated websites to provide information to strengthen the teaching of students with disabilities. The acronym for this organization is LDA, Learning disabilities Association of America. The site has specified information for parents, educators, professionals, and adults who have interest in the learning disabilities of America’s students.


LD OnLine is a current website on learning disabilities, and learning disorders, and differences. Parents and teachers of learning disabled children can access this website to find up to date techniques and proven strategies on attention deficit disorder, ADD/ADHD, dyslexia, dysgraphia, dyscalculia, speech and related disorders, and a host of other disorders affecting the educational performance of our youth today.


This kid’s health site is loaded with information on just about any topic that one may be researching. The website is divided into three categories – PARENTS – KIDS – TEENS. Each section has numerous topics which lead the reader to even more topics and information. Body, mind, sexual topics, diet, health issues, recipes, diseases, school interests, are merely a few of the subjects addressed.  This fu/n, interactive website is a user friendly, helpful way to access articles and resources on learning disabilities.


This website offers supplemental materials for students and teachers who work together through disabilities. The site provides listings of disabilities and accommodations, legal issues, free video, classroom and teaching techniques, and updated articles and resource information.


Reading Rockets is a website geared to presenting a wealth of reading strategies, lessons, and activities designed to help children learn how to read with or without disabilities. The reading resources accommodate parents, teachers, and educators in helping struggling readers build fluency, vocabulary, and comprehension skills.


This source is 28 pages in length and is offered through Vanderbilt University. The work is entitled, “Teacher Preparation to Deliver Inclusive Services to Students with Disabilities,” and provides an in-depth focus on how educators can and should educate students with disabilities.


This site hosts strategies for education students with learning disabilities. A wide range of techniques are provided to encourage and enhance the teachers of children with exceptionalities. Also offered are strategies for teaching reading, technology, testing assessments, and teacher presentation of curriculum.


“The Division for Learning Disabilities (DLD) is a international professional organization consisting of teachers, psychologists, clinicians, administrators, higher education professionals, parents, and others. The major purposes of DLD are:

·         To promote the education and general welfare of persons with learning disabilities.

·         To provide a forum for discussion of issues facing the field of learning disabilities.

·         To encourage interaction among the many disciplinary groups whose research and service efforts affect persons with learning disabilities.

·         To foster research regarding the varied disabilities subsumed in the term "learning disabilities" and promotes dissemination of research findings.

·         To advocate exemplary professional training practices to insure the highest quality of services in the field of learning disabilities.

·         To promote exemplary diagnostic and teaching practices in a context of tolerance for new and divergent ideas.”


Kids Together is a website with information for children and adults with disabilities. Explanation on the IDEA, Individuals with Disability Education Act, is explored, and links are provided for extra resources and information. Information on inclusion, adopting change within the regular education classroom, networking and community involvement, and web information for agencies and organizations is provided.


Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities.


Autism Science Foundation provides the latest information on autism as the foundation seeks to search, solve, and share.


DREAMMS (an acronym for Developmental Research for the Effective Advancement of Memory and Motor Skills), is devoted to the increase of computers, high quality instructional technology, and assistive technologies for children with special needs in schools, homes and the workplace.


This website provides educators and parents with the resources and tools needed to allow smart students with learning disabilities to be successful in their educational endeavors.


Love this website. Just click on the stubby colored pencils, scroll down, and information abound!


Psychology Press offers this site filled with articles designed to promote teacher education for those who have inclusion students in their classrooms. The theory behind the ever changing information is to change paradigms and innovative approaches on a regular basis. The website discusses how teachers can be adequately prepared to work with a diverse population of students.


Wow! Of all the websites I have viewed, perhaps this one is the “Cadillac” of them all when it comes to information and advice on inclusion. Tips on teaching, saving money in the classroom, resources to enhance learning, teaching strategies, and the list goes on. Teacher vision is an awesome website for working with students with disabilities.


An interactive website connecting educators with what works in today’s educational settings - blogs, hot topics, and current resources.




Thursday, January 26, 2012

Synthesis 3 – Low-Incidence Disabilities

It has been several years since I have had a student in my classroom with a Low-Incidence Disability. Autism Spectrum Disorders (ASD) are defined in our text as “a spectrum of complex developmental disorders that results in problems communicating or interacting with others” (National Research Council, 2001). My student had Asperger’s Syndrome and although he was extremely intelligent, his interaction with others was limited due to his persistence in repeating the same activities over and over again. This repetitive behavior is a prominent characteristic of students with this syndrome. The young man was a Star Wars fanatic and everything he did outside of school revolved around this obsession. Due to his disability, I individualized his instruction for part of the year, but as he became involved in the class activities, his focus/interaction with his peers changed around the end of the second nine weeks. I believe he responded positively to the structure of the classroom, the one on one direction for each day, and the guidance in directing him in proper social behaviors. By the time I taught him again in his senior year, he was an academic force to be reckoned with and a tremendous asset in the classroom. His focus had changed to a fascination with Dante’s Inferno. Since I was teaching this material in his 12th grade honors class, he became a vital source of information.  
Reflecting on the time this student was in my classroom, I now realize that I needed guidance from an expert. Low- Incidence Disabilities are rare and educators tend to deal with these situations as they arise. The accommodations I made for this student were limited because he was so highly intelligent. My primary focus was helping him strive to correct social behaviors which were unacceptable and often caused rejection from the general education students. I should have offered ways for him to communicate that were not verbal or written. A computer in the classroom for his personal use would have been a major step in assisting him with his reading and writing skills. His writing responses were on point and short, but encouraging the use of technology in conjunction with speaking skills may have been beneficial to him. I have definitely lived and learned from this experience.
Incorporating the material from this text would have been extremely beneficial to me during the time I taught this student. If I am blessed with this opportunity in the future, I will be more prepared. Today, I would have him distribute materials to the other students to encourage interaction among his peers. I may suggest that he do a project on his primary interest, Star Wars, and present the information to the class. Small group projects and instruction would have enabled him to be successful without the threat of the entire classroom observing and perhaps commenting on his mistakes and behaviors. I also love the idea of “Social stories.” If I had been versed on this type of interaction, I would have accomplished even more with this student.
Synthesis 2 – High – Incidence Disabilities
            My classroom is filled with students who have learning disabilities and are mainstreamed into the general education classroom. Most of the students have ADHD and I find they have a number of characteristics that impact my classroom both positively and negatively. Most of these students are intelligent, witty, moody, confrontational, angry, insensitive to others and their feelings, high and low in disposition, disrespectful, sleepy, and non-readers. I choose literature which entices, entertains, and deals with issues prevalent to the needs of my students. I have found that they respond well to the drama genre. They love to read plays, act out the scenes, and write about the characters and the circumstances in which they find themselves. These are extremely positive teaching practices in my classroom. I work with these students in decoding, in fluency with vocabulary and reading skills, and in comprehension. These students struggle with both written and sometimes spoken language. They often have problems with spelling, handwriting is generally illegible, and writing/composing text is an activity they want to avoid at all costs.
            Some of my students with IEP’s have accommodations which state that testing with their special education teacher is an accommodation. Sometimes, this aspect of their Individualized Education Plan is used as an excuse to get out of the classroom and avoid their school work. I usually hesitate to send the student to their special education teacher and this is not a positive reaction on my part. At times these students fail to take their medication, do not take their medicine on purpose, or for various reasons their parents do not provide the medication. When the classroom has multiple students who have not taken their medication, having a good day is difficult for everyone.
            The students in my classroom who have ADHD have difficulty in maintaining relationships with their peers. From my perspective, this is generally due to their uncontrollable tempers and their hot and cold relationships with their friends. One day I may be redirecting a student or correcting someone and my ADHD kids will jump to their defense and verbally attack. The next day, the same students will verbally attack me if I do not correct the students rapidly enough. As I write, I know my primary difficulty with these students is their lack of manners. I also realize that many of them have not been instructed on the proper and correct way to speak, ask questions, or carry on a conversation. The ratio of students with and without ADHD is fairly equalized in the class. When the students come to class and have not taken their medication, it is difficult for them to function appropriately in the classroom. Behaviors may or may not include: frequent and repeated interruption of the teacher and their peers, impatient attitude, inappropriate language, and the inability to stay on task and to complete assignments. It is my desire to have continued patience and understanding with this group of students.  
               

Saturday, January 21, 2012

Synthesis 4 - Collaboration


Synthesis 4 – Collaboration

            Collaboration is a unique experience for teachers in the public school system. Working with a peer teacher can be an intimidating process if individuals do not possess personality characteristics which blend well together.  In my past and current experience with collaboration, I have been blessed with a wonderful special education teacher who simply, clicks with me. We listen to each other, cooperate in our desired goals, are both unbiased, nonjudgmental, and most importantly, we are both extremely flexible. This year, however, has been a challenge. My partner in this endeavor is the head of her department, as well as my inclusion teacher. Her responsibilities often keep her from the classroom and when she is with me, she is often occupied making copies, running errands, and keeping me afloat. Regardless of the inconveniences, together we are still a progressive, innovative, working team. Each of us has confidence in our co-worker’s talents and skills. This allows us to operate in the classroom setting by compensating for each other’s weaknesses, and expounding on each other’s strengths. We are never threatened by the other’s gifts. Our classroom is designed to be a learning environment for both of us and the students as well. Our lesson plans require and exist on active involvement by both teachers and students on a daily basis. As we collaborate, each of us values the thoughts, ideas, and interpretations of the other. We value the knowledge each of us brings to the table. Daily, we grow and learn from the intervention of each other. My co-teacher is an expert on current educational trends, stays abreast on evolving trends and issues in the field of special education, and knows the law. Our goals and expectations increase our productivity and creativity.

               Our time together as teachers in an inclusive environment is extremely limited. We do not have planning times together and our schedules rarely permit the opportunity for us to calmly sit down and strategize together.  Factors beyond our control also prevent the two of us from having adequate classroom time. We have not had the occasion to be in the classroom together for several weeks. As the general education teacher, I keep the infrastructure of the classroom moving and she is with me when she has the opportunity. Today, the Hybrids were intensely studying ACT II of Julius Caesar. About 25 minutes before the end of class, I heard her key in the door and knew she would be with me for the remainder of the class period. She quietly walked to the back of the room, opened a copy of the text, saw the page number on a student’s book seated near her, I assigned her a part, and without thought or preparation, the two of us became Marc Anthony and Brutus, as if we had been rehearsing for weeks. If we taught together on a daily basis, the outcome would be rather incredible, for it is rare to observe two teachers so well tuned with each other.  

            Chapter Four of our text highlights the frustration that we are facing in our classroom today. Boon and Spencer state that collaboration takes time and effort by a number of school personnel. How can appropriate planning occur if a teacher is pulled away from the classroom to fulfill other mandatory responsibilities? When two teachers are involved simultaneously in the education of an extremely diverse group of students, it is vital for both teachers to be actively involved in the execution process and educational strategies of the operating classroom. Our primary goal is to serve the students by ensuring that their education benefits them both in and out of the classroom. We realize the positive influence our joint efforts have for the targeted grouping of students, and we also realize that immediate adjustments must be established to ensure their success. For our goals to become a reality and for the students to experience the harvest of our preparation labors, we must regularly have collaboration time and consistent co-teaching in the classroom.







 

Synthesis 1 - Response to Intervention


Synthesis 1 – Response to Intervention

My classroom is filled with opportunities for students to succeed in their endeavors to receive an education in the public school system.  My primary goal in the classroom is to provide instruction which meets the needs of a diverse grouping of students. The main concept is for the curriculum to offer a variety of individualized learning accommodations. Due to large classes, meeting and maintaining the academic and inclusion requirements for each individual student are often difficult. By interjecting a variety of learning styles into each day’s lesson, the result leads to accommodations for all styles of learning.  As lessons are taught, opportunities for students to apply the knowledge gained are provided throughout the class period. The application of knowledge learned comes in a variety of forms: writing assignments, handouts, class discussion, group round table discussion, oral readings, and quizzes. The ability to practice the day’s lesson provides immediate results for the students and for me. I am able to interpret the strengths and weaknesses immediately, make adjustments during the lesson being taught, and can more thoroughly prepare for the next class lesson. It is vital that the students in my classroom learn for application and understanding, rather than for memorization or reproduction. It is essential in my classroom for students to actively engage in activities with their peers. In sharing the experience of learning and being held accountable by your peers, the students tend to be more responsible for their learning. This leads the students to individually hold themselves accountable for their personal growth and relationship with the material taught.

Although lessons taught in my classroom are designed to accommodate all learning styles, it is extremely difficult to individualize one on one instruction. Due to the vast amount of material requirements, I often find myself overwhelmed and feeling an internal rush to cover all the academic standards today! This is extremely unrealistic, causes personal frustration, and often defeats my primary goal. I find myself being overzealous, planning beyond the time frame, and experiencing internal tension when there is no time to instruct students individually. As mentioned in the text on what secondary teachers should know about RTI, I have limited knowledge of how to use my assessment results to target instruction. This is an area where this teacher needs instruction in order to enhance the coaching in the classroom.  

My number one priority for the future in my classroom is to provide conceptualizing and implementing effective RTI approaches for the struggling reader. My Hybrid students are taught ninth and tenth grade English in one year. This is a tremendous task for me to accomplish and a major undertaking for the students.  The vast majority of these students are struggling readers. The text discussed a number of proven research strategies which can easily be adopted into my classroom setting: word meaning, word concepts, word study interventions, and comprehension strategies.  A primary goal for this course and the remainder of my teaching year, is to initiate strategies which trigger the urge in my students to read.