Module 5

Module 5

     Anxiety in the classroom can be a sleeping giant because one can never tell how another person copes with a situation. In a typical school setting, it may be common to have stressors from all aspects of life. There are always pressures to perform better, especially when it comes to academics. Along with the desire to exceed expectations, anxiety can overtake some students. I feel that is a way of building character. However, in a special education setting anxiety can have a different toll on certain students. In the classroom I work in, each of our students have a different IEP and all have certain “triggers.” Some may be roused by loud noises, smells, or certain activities. Any given day is different, and certain behaviors can offset other children’s behaviors. One student gets extremely agitated when my student consistently presses his name on his device. The student will disengage and look frantically around the class while pulling his hair until we can redirect the student with the device. This is just an example and a part of these stressors, and can be chalked up to ‘boys will be boys.’ On the one hand, though, anxiety in students who are in special education can ultimately lead to more complicated scenarios.

     We possess a great sense of classroom management, which I plan to model my teaching style after in regards to student placement. I plan to make sure I do my best to be aware of my student’s anxiety triggers and develop strategies to prevent them at any means possible. We use soothing, “cool” down music after any activity that is energetic along with always having headphones available for the students who dislike loud noises. Lastly, calming oils for smelling are sometimes a solution. One student in my class has a medley of oils to smell due to the heights his anxiety can reach.

     From time to time we all face anxiety, and it is important to address it as soon as you can. If your students are facing anxiety, it is important to make them feel safe and secure. Along with the reassurance that that they are not doing anything wrong, and that you are here to help. 

Module 4

MODULE 4

     Creativity among children is something I desire to see. We have succumbed to a time where our eyes are glued to some type of screen and our ability to be creative is being given to us by using “apps”. We’re all guilty of it and we see it happening with our youth. Creating creativity in the classroom is a great way to stimulate the child’s mind. A boy in my classroom is fascinated with dinosaurs and most of the time he can tie them in with whatever subject we are learning. His mind is always turning because he found a way to express himself while maintaining the appropriate work. Teachers are in an excellent position to encourage or discourage creativity through their acceptance or rejection of the unusual and imaginative (Wilfolk 342). As long as he is following his work’s expectations, his imagination is encouraged because we see the increase of positive behavior.

     Group work is something I often found fun and fulfilling. Anytime in school that we were allowed to work in groups was like a vacation in the classroom. Benefits included: being able to sit and talk with your friends, split up the work, and just take a break from the day to day instructor. With this being said, there are definite problems group work can cause. In every group the work never seems to be distributed evenly and one member always does the least amount of work. Good friends may overlook it, but what does that promote in the grand scheme of things? In Wilfolk (373), we learn about a scenario where two kids were given 2 separate grades: one for their individual work and one for the group collaboration. We later find out that one student received an A on their individual assignment and a C for their group work all based on the fact that their partner did not contribute anything. Should students really be punished for something they have no control over, or is instilling a sense of accountability? Accountability is essential because as adults, we know that we can still receive a negative consequence for the actions of others

.

     Development of self-regulation is something we all seek as a kid (and also as an adult) because we want to be able to function on our own. From the beginning we are being told what to do and how to do it correctly. Co-regulation is a transitional phase during which students gradually appropriate self-regulated learning and skills through modeling, direct teaching, feedback and coaching from teachers, parents, or peers. Shared regulation happens when students work together to regulate each other through reminders, prompts, and other guidance (Wilfolk 410). As kids progress through school you see a sense of leeway. In kindergarten, we all go to the bathroom as a class, the boys with the boys and the girls with the girls. Skip ahead a few years, now we see that the students are able to ask to use the restroom and if given permission they may go by themselves. Go to the college years and we see students leaving as they wish. Teachers do a great job handing out responsibilities because they can decipher the age of gaining maturity. I remember in my 5^th grade gym class, a student acted out and when the teacher asked who it was no one replied. We were always reminded that we represent our class and any inappropriate behavior will hold the entire class accountable. Since no one fessed up to it, we all had to write a single line punishment a thousand times. As much as that was not pleasant to do, it prepared us for future situations.  

TEACHER INTERVIEW
Teacher Interview on YouTube

I had the pleasure to interview a teacher at the school I am currently working at and although we work together this interview allowed me to get to know her on a more personal level. Val is a teacher for students transitioning out of high school, ages 18-22. I work in our middle school department so I never really had a chance to have a sit-down with Val and talk to her about her teaching style.

     In the broadest sense, learning occurs when experience causes a relatively permanent change in an individual's knowledge or behavior. The change may be deliberate or unintentional, for better or for worse, correct or incorrect, and conscious and unconscious (Woolfolk 246). One feeling stuck out right from the beginning of our interview and that was Val's unmatched lover for her students. Val talked greatly about each student and them being an individual. I feel some students who are nonverbal are often pegged as they have nothing to say. Val seeks out her student’s core gifts and does everything in her power to have them fully express their talents and voice. This relates to the Woolfolk text in regards to her desire to have her students learn in a way that will hopefully change them for the better. Val talked a lot about how everyone has baggage, even the students and as a teacher your goal is to create a positive environment for your students as soon as they come into class because you never know what your students had happen to them prior to arrival.

     Due to pictures of students around the class I was unable to give a tour of Val's classroom but I have never seen a well-constructed learning environment. Woolfolk discusses talks about the importance of classroom rules. Unlike routines, rules are often written down and posted, because rules specify expected and forbidden actions in the class (Woolfolk 428). Val sets her expectations high for her students and clarifies expected behavior by creating an atmosphere that has fun, appropriate yet engaging reminders around her classroom. In her classroom is a fully decorated Christmas tree which indicated to me through our interview is she wants her students to feel as comfortable as they would at their home. However, there are rules at home that must be followed. Each student had a specific job each week that they were accountable for along with daily objectives they were expected to meet. As far as behavior goes, she treats each student differently because everyone responds differently. I admire Val, I think she is an ideal special education teacher. I hope to someday model my teaching strategy as she has modeled it to me through our time together.

Module 3

MODULE 3

     Reinforcements are something I deal with on a day to day basis. My student with behavioral disorders uses different types of reinforcements and the key to their success is consistency. When the consequence that strengthens a behavior is the appearance of a new stimuli, the situation is defined as positive reinforcement. In contrast, when the consequence that strengthens a behavior is the disappearance of a stimulus, the process is called negative reinforcement (Wilfolk 251). I use a task strip that consists of 10 tabs, and every morning I thoroughly set expectations for my student and he knows for every 5 minutes of appropriate behavior a time will ding and he will be able to put a tab down. When all the tabs are down, he earns what he was working for. However, within the 5 minute time frame if he exhibits any tallied behavior I will have to restart the timer and he will have to try again. If any physical behavior is demonstrated the time will not only be reset but he will also have to put an earned tab back up. As challenging as it is always remembering to set the time, bringing the tangible in case we are transitioning, along with carrying all that I have to carry, it is imperative to remember to stay on top of the behavior plan to ensure the appropriate success of modeling positive reinforcement. The more you lack on not remembering to use these things the more negative behavior will prevail.

      Working in elementary, I see and hear a lot of things that I remembered hearing when I was a kid, I even use some of the same expressions my old teachers used. Why do teachers want to torment us with all these rules? Teachers try to promote teaching upstanding individuals by doing what they can to promote a fun yet disciplined learning environment. Kids need discipline.

Rules for Elementary School. Evertson and Elmer (2009) give four examples of general rules for elementary school classes:

1.)  Respect and be polite to all people. Give clear explanations of what you mean by “polite,” include not hitting, fighting, or teasing.

   2.) Be prompt and prepared.

3 3.) Listen quietly while others are speaking.

4     4.) Obey all school rules

     I chose to elaborate the first rule because it is one I am always promoting with all 6 boys in my classroom. A 6^th grader does not grasp the concept of holding the door for the elderly, saying please and thank you when your parents are not around and the scenarios can go on and on. I use my tone as a reminder that this is how we are supposed to act while we are at school and hopefully out in the community.  The other reminders are to help instill a sense of order in the kids to help mold them for their future in a functioning society. 

Module 2

MODULE 2

Chapter 4: Learning Differences and Learning Needs

Cerebral Palsy and Multiple Disabilities. Damage to the brain before or during birth or during infancy can cause a child to have difficulty coordinating his or her body movements. Many children with cerebral palsy also have secondary handicaps. In the classroom, these secondary handicaps are the greatest concern (Wilfolk 150-151).

Chapter 8: Cognitive Views of Leaning

Attention and Teaching. The first step in learning is paying attention. Students cannot process information that they do not recognize or perceive. But how successfully information is processed depends on several things, not just attention (Wilfolk 188).

      I’ve decided to tie each of these together due to the student I am currently a 1:1 for. My student has cerebral palsy along with other behavior and attention disorders. My student uses three ways to communicate: his voice, his word board and his device. His device is a great distraction because he does not use it accordingly but more as entertainment. He is a brilliant kid, but it is best to stay one step ahead of him. It is much like a game of chess. At first it would seem as if he does not enjoy learning because his attention is always elsewhere besides the subject at hand. I developed a way of doing IEP work with him by modeling it like a game show. He is extremely responsive to grand, boisterous movements, and presenting the material in the manner of a game allows him to have fun but continue to learn better than he ever has in a traditional style of teaching. This requires making sure that I am always “on” while at school, but even through the hardest times it is important to remember why you are doing what you’re doing.

      With diversity becoming more dominant in almost every aspect of education, we must be aware of what occurs after schooling is done. We are living in a diverse world whether we are ready for it or not. We communicate with all types of people, and some of them may not practice English as a first language. Higher degrees of bilingualism are correlated with increased cognitive abilities in such areas as concept formation, creativity, theory of mind, cognitive flexibility, and understanding that printed words are symbols for language (Wilfolk 176). In other words, learning another language may help young adults think outside the box, and further stimulate their minds. We always hear the same rubbish; “This is ‘Merica! You need to learn to speak ‘Merican!” and one can only chalk this up to ignorance. I’m not saying I don’t have respect for the English language and its use in this country, because I consider myself very patriotic. What does that have to do with expanding your knowledge and becoming a smarter individual? With ignorance comes prejudice and results in the problems we have today.

     There are people that strongly believe English should be the only language spoken here, and as I respect that opinion we are seeing a trend as a result. Prejudice starts early. By the age of 6, over half of the White children in a United States sample and 85% of students in a Canadian sample had significant pro-White, anti-Black biases (Wilfolk 220). Should we question where this stems from? We are taught hate and if we are not careful can acquire more each day. Wilfolk talks about the innocence of young children and their ability of being “color-blind” when it comes to race, but this has not been concluded through scientific research. I have a hard time having to see the road block that is “This is not true because it has not had any research to back it!” Sometimes the best research is day to day life and not what can be done in a lab over “x” amount of weeks. I love working with young kids because of their acceptance of everyone. Especially in special education, as the kids at my school could care less about the color of your skin. The difference we see is their concept of understanding as opposed to children in a typical school setting. A dad can teach his able son to hate Mexican people because of “x”, now “x” didn’t happen to the son but now he can relate that to hating Mexican people and the vicious cycle of racism continues. 

Module 1

MODULE 1

     Being a “good” teacher is something I believe every educator wishes to be acknowledged as. However, I don’t know if “good” is the appropriate adjective to use to describe teachers and what they want to be remembered as. Chapter one opens with a little bit about the current state of classrooms nowadays and how the diversity amongst students has changed drastically from years past. Being a para-professional at a school for special needs, it is interesting to see the change of dynamic in classroom diversity. Even through my own years of education I have always been in pretty diverse classrooms. However, I recall looking through old yearbooks of my grandparents’ and noticing that every single person was white. Fast-forward thirty years later I look at my mom’s yearbook and notice a similar trend, only now there were several Hispanics in some of the pictures (My family lived in the same area most of their lives, so the high schools were all in the same neighborhood.) Fast-forward another ten years to when my uncle was in high school, and I saw that about half of the students were Hispanic. It’s evident to see the trend and the diversity as it increases, but with the student diversity and stagnant change of educators, teachers must be aware of who they are teaching. Differentiated instruction is one way of going above and beyond accommodating these learner differences to seeing diversity as an array of strengths on which to build (Wilfolk 10).

     Piaget’s four stages of cognitive development breaks down an individual’s learning skills by age and maturation. Preoperational stage develops language and begins to use symbols to represent objects. Has difficulty with past and future—thinks in present. Can think through operations logically in one direction. Has difficulties understanding the point of view of others (Woolfolk 45). I work as a paraprofessional at a school for special needs and I specifically work with behavior students in middle school. It is interesting to see that my students seem to be a stage behind Piaget’s development. The students I work with are all around the age of 12 and all use some type of symbol to represent different objects. I feel it is important to understand these stages might not always meet age expectations especially in special education. My current 1:1 student has several behavioral issues and it is crucial to help him through tough situations that he needs a clear expectation to follow. We see small progression and a decrease in behaviors, however his inability to understand others’ viewpoints remains and will most likely enable a behavior.

     Talking about aggression is always in interesting topic because frankly we all have a form of it. As an adult it is easy to get pissed off when someone cuts you off driving because you know they pissed you off, you can match the action with the reaction. As a kid, aggression can come in different ways and a child may not know how to interpret it because they simply do not know any better. I’m not talking about getting mad at your brother because he ate the last ice cream bar out of the icebox but more so, the unknown they are introduced to everyday through models in their life. One very real source of aggressive models is found in almost every home in America—television (Wilfolk 106). When I was younger, I watched a lot of gangster films with my grandpa that showed a lot of violence. I remember seeing this in the movies and was always aware that it was wrong. As I got older, video games became increasingly more violent yet I still knew that games like Grand Theft Auto were fake albeit fun. It is crazy to think that most shooting games now have free mode which essentially allows you to go on a shooting spree. I am guilty of doing this, as most boys find this awesome. Where do we draw the line, especially with the increase of school shootings across the country? We are all appalled when we hear about mass shootings, but turn a blind eye to the smut the media desperately pushes on our kids. Ratings don’t mean anything when discussed with kids, because to them it is just a rule. We have to address the purpose of the things these children are surrounded by.  

College Field Experience

Trinity Christian College Field Experience Form
Context for Learning
Description of School and Students

About the School Where You Are Observing or doing Field Experience
School Name and City: Elim Christian Palos Heights

Type of School: Elementary school, Middle School, High School, or Other: Middle school

Setting: Urban, Suburban, or Rural: Suburban

Write your responses to the three questions below in paragraph form.
1.List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program). Class setting was a tier 3 (high functioning) special education, middle school classroom. The class size was 7 students, 6 paraprofessionals and 1 teacher.

2.Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
Each paraprofessional is required to have a valid para license through the state of Illinois. Each student has different goals that are taught in different methods depending on the student's plan and para's style.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

Elim is a school for special needs. Everyone associated with the school all have specialized expertise with different areas of SPED. Students work with various therapist to help bring out their fullest potential.

About the Students in this Class [Give a brief or one word response]
1.Estimated percentage of students eligible for free/reduced lunch:

2.Grade level(s): 5-8

3.Number of
a.students in the class: 7
b.males: 6
females: 1

c.English language learners: 7

d.students identified as gifted and talented: 7

e.students with Individualized Education Programs (IEPs) or 504 plans: 7

4.Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education - Cerbral Palsy

Number of Students - 1

Accommodations, Modifications, IEP -1:1 para to follow through our daily educational routine. Student has multiple behavior disorders so close monitoring is essential. Assist with students bathroom needs.

About the Class You Observed
1.How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?
Each day varies in curriculum but our schedule stays constant when applicable. Morning meeting begins our day where students engage at the smartboard to talk about our day which includes: our classroom rules, weather, schedule and prayer. Morning meeting is followed by a brief movement break where the kids are able to go for a short walk or bike ride. After movement we begin our IEP work that varies from student to student for roughly 35 minutes which leads to snack and recess. In the afternoon, we have our first subject of the day that includes smartboard interaction along with either computer work or worksheets. Wrapping up the early afternoon we head to lunch and afternoon recess. Coming back in the students listen to a cool down somg before we get into our last subject for that day. We wrap up the day with final work that leads to free time and pack up.

2.Is there any ability grouping or tracking? If so, please describe how it affects your class.
There is no ability grouping nor tracking.

3.Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.
Lessons are designed on the SMARTboard by the primary teacher along with the worksheets the students use.

4.List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
Our class uses an array of resources that include: SMARTboard, ixl, iPads, augmented communication devices as well as old fashioned work sheets.

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

This particular student is brilliant. However, due to his behavior issues he is able to fool a lot of people. He does have trouble speaking clearly and uses various methods to communicate such as a device and word board. He can be very vocal when he wants something. Doing work with him can be difficult as well as frustrating but when our next activity is preferred for him he will get his work done and it will all be correct. He loves keys and when that tangible becomes visual he will make sure he gets his work completed. As far as the other students it varies. Eachone of those kids has so many talents amd gifts it just takes the right push to release them.

6. Describe one teaching event. What best practices in teaching were used?
A student was having a difficult time doing IEP work. Our next activity was snack and he assumed if he didn't do his work by snack time he wouldn't have to do it. I informed him when are schedule had changed and he got up to get his snack that he would not be having snack until 10 problems were done. He sat down and what had taken me 25 minutes prior to not complete was done in 2 minutes with every question right. Being a bit stern is important for the kids because it holds them accountable for their actions and instills discipline.