Did you receive training regarding children with Emotional Disturbance? How was it helpful or not? Does your school have an "Emergency Team" for a student with Emotional Disabilities?
I was never specifically trained by my school regarding children with Emotional Disturbance. I have learned a bit about it through my classes, but nothing from my school. I am also unsure if my school has an emergency team for students with ED. I know that there is a class made up of all students with ED and that it is taught by the department of special education at my school. Overall my knowledge is very limited about the services available to students with ED at my school.
Monday, April 13, 2015
Semester 4: Blog #5
Talk about your current strengths, weaknesses and hopes for the future.
I think that my biggest strength as a teacher is that I am good at connecting with my students and forming good relationships with them. I think my students know I care about them and their education, and I think this is something many of them have not necessarily experienced before. I think that I am also good at adapting my lessons based off of feedback I get from my students. Sometimes I notice that all of my students are really confused so I take a step back and try to include some scaffolding. I am pretty good at doing this on the spot when necessary. I still need to work on my classroom management and staying consistent with my consequences and expectations. This is especially true towards the end of the semester. I notice that as the semester goes on I tend to get a little for lax with my consequences, and the students quickly take advantage of that. I hope to continue growing as a teacher next year and hope to continue to enjoy it as much as I do now.
Semester 4: Blog #4
What types of teaching strategies of you utilized with your ELL students? Which strategies do you think you will implement in the future?
One strategy that I use is having students work in cooperative learning groups. I make sure to group my ELL students with other students who are proficient in English, so that they can practice their English in a low stress environment. They feel more comfortable talking in English with a small group of peers as opposed to in front of the whole class. I also try to include a lot of visuals in my teaching so that if they are confused by the wording of a concept, they can hopefully understand its meaning based off of the visuals that I provide. This is particularly important when working with word problems, that are often difficult for my ELL students to understand. Something I need to make sure I include more of is establishing language objectives for my ELL students. I always have the math objective listed, but I want to make sure to post the language objectives as well to make sure that I am giving my students to practice their language skills in the math classroom.
One strategy that I use is having students work in cooperative learning groups. I make sure to group my ELL students with other students who are proficient in English, so that they can practice their English in a low stress environment. They feel more comfortable talking in English with a small group of peers as opposed to in front of the whole class. I also try to include a lot of visuals in my teaching so that if they are confused by the wording of a concept, they can hopefully understand its meaning based off of the visuals that I provide. This is particularly important when working with word problems, that are often difficult for my ELL students to understand. Something I need to make sure I include more of is establishing language objectives for my ELL students. I always have the math objective listed, but I want to make sure to post the language objectives as well to make sure that I am giving my students to practice their language skills in the math classroom.
Semester 4: Blog #3
What is the most stressful part of the IEP for you to deal with or work on? Do you have someone on your campus that you can go to for assistance and support in writing the IEP?
I do not have many students with IEPs, so I don't really find the process that stressful. I really only have to attend IEP meetings and give my feedback on how the student is doing in the class. I make sure that I follow any modifications or accommodations that the student has, but other than that there isn't much more that I have to do with regards to IEPs. If I were to have any issues or questions, the our special education department chair is very helpful. I could also contact a student's specific case manager if I had any questions or concerns.
I do not have many students with IEPs, so I don't really find the process that stressful. I really only have to attend IEP meetings and give my feedback on how the student is doing in the class. I make sure that I follow any modifications or accommodations that the student has, but other than that there isn't much more that I have to do with regards to IEPs. If I were to have any issues or questions, the our special education department chair is very helpful. I could also contact a student's specific case manager if I had any questions or concerns.
Semester 4: Blog #2
What is something you want to change about your classroom management?
I think the number one thing that I need to work on is being consistent with my classroom management. I need to make sure that if I give one student a consequence for a certain action, that I give out that same consequence if another student does the same action. I have noticed in the pass that sometimes students will say "well so and so did the same thing and they didn't get in trouble." Sometimes I realize that the student is accurate with their accusation, so I need to make sure that I am more consistent. In order to do this I need to make sure that students are very aware of what my policies and expectations are in the classroom. Furthermore, I need to make sure that I stick to whatever classroom management system I have put in place. If I say that a student gets a detention if they have their cell phone out, that means that any student who has their cell phone out, even if it is someone who never gets in trouble, receives a detention.
I think the number one thing that I need to work on is being consistent with my classroom management. I need to make sure that if I give one student a consequence for a certain action, that I give out that same consequence if another student does the same action. I have noticed in the pass that sometimes students will say "well so and so did the same thing and they didn't get in trouble." Sometimes I realize that the student is accurate with their accusation, so I need to make sure that I am more consistent. In order to do this I need to make sure that students are very aware of what my policies and expectations are in the classroom. Furthermore, I need to make sure that I stick to whatever classroom management system I have put in place. If I say that a student gets a detention if they have their cell phone out, that means that any student who has their cell phone out, even if it is someone who never gets in trouble, receives a detention.
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