Final Reflection

I loved learning about being a more intentional and personable teacher. A big part of special education is knowing your resources and being creative and helpful to needs. It is so important to involve all those that can create insights and helps into a better understanding a child's needs and what we can do as teachers to help them success. I know that regardless of disability, all children are powerful, wonderful, and able to succeed. We need to first believe in them then act upon that belief in order to make accommodations and be able to be inclusive and loving towards all our students.

Week 13 Reflection

Behavior Management Strategies:

Students vary on how they act and react to different situations. Classroom management is remaining calm and consistent through all the students emotions and frustrations. Some students are violent, others are emotional, or withdraw from activities and peers. The most important thing for a teacher to do in these situations is to stay consistent. Rules and set consequences will help you manage your classroom.

Ideas for Positive Reinforcement and Behavior Strategies:

http://minds-in-bloom.com/positive-behavior-management-strategies/

Reinforcements can either be positive or negative. Negative reinforcements is when students lose privileges or things are taken away. Positive reinforcements are rewards given to students based on good behavior, for example, more recess time, prizes, incentives, and games. 

Students can have a part in their own behavior management. They can practice self reinforcement. As teachers you can meet one on one with students to decide good action plans to stop behaviors or improve reactions. I also have a strong opinion about involving parents in behavior plans. When you get the parents on board, they can practice reinforcing those good behaviors in the home as well as at school so there is a consistent expectation and rules at both home and school.

Week 12

There is always room for alternatives! The vocab and chapter were helpful to me this week. I learned about evaluating students learning and different ways to test. There is always an alternative! Students modifications are available and ready for teachers to use and apply, a lot of time it is totally trial and error until we find something that they can succeed in and demonstrate their learning and understanding. In my ESCE 421 class there was a presentation done by a student that chose to do his presentation on Dyslexia, he talked about the many ways that teachers can accommodate for children that have a hard time reading, one that stood out to me was an app or website that takes grade 12 reading and simplifies it to a seventh grade, fifth grade, and third grade reading level. I think sometimes we need to look at accommodations in this way. We can always find things to help, it doesn’t mean that we have to bend the rules or not reach common core, we can still teach the material, but the way that it is portrayed can be changed and modified.

Different criteria is important as well, we can still motivate and push the special needs students but we also need to be realistic in our goals as we help them achieve. I struggle with being a fan of the letter and number grade system that our school system uses. I feel that there are limited options, yet I feel that school should be more process based than product and perfection based. I love the idea that projects and applications are a demonstration of understanding rather than multiple choice tests.

I feel that this is the way Christ “grades” us, on effort and on our heart rather than our “checked boxes”. Christ recognizes when we put our all into something, because it is important to us and we have passion for doing what’s right than being perfect the first time around, and isn’t that what education is?? We learn best through our mistakes and experiences, we don’t become disciples of Christ through checking boxes or memorizing scriptures, we become disciples by action and application. I truly believe education is meant to shape us, and help us grow. Testing and memorizing facts rarely changes and shapes us. What truly shapes us are projects that have a lasting impact because they were helpful and they help us learn more about ourselves and the world around us.

Visual Impairment Simulation

I was embarrassed to wear the mask to class, but it worked out with my schedule that I only had to wear it to one of my classes, walking back to my apartment, doing homework, and fixing lunch. 

During class, there were a few girls who had done the project before so they knew exactly what I was doing. In the class the teacher just presented a powerpoint, on a few of the slides there was so much writing on the slides that I didn't even bother following along because it was difficult to keep up and not get frustrated. My head hurt a lot after class was finished. 

I thought doing homework with the mask on was going to be the easy part because I didn't have to see anyone- but I was so wrong! Reading textbooks made homework take so much longer, for my religion homework luckily I was able to listen to the scriptures and follow a long a little bit more than my other textbooks. The audio made all the difference in understanding what I was actually reading. Fixing lunch and eating lunch was easy enough, I still did not like how dark and restricted I felt, but the longer I wore the mask the more accustom my eyes became to the lack of light. It bothered me not to have peripheral vision, I had to turn my whole head all the way around just to look 30 degrees to the right. I felt that even though I am a social person, I had no desire to be social because I felt like such an annoyance, I didn't feel like myself because of this learning disability simulation. It made me feel self conscious and worried about keeping up. This simulation made me think of how sometimes in the classroom we tend to put labels on children with disabilities and think they are not trying hard enough or they just are having a bad day or behavioral issues, but with this disability I lost all motivation to keep up especially when there was reading involved. We need to be more understanding and make accommodations based on their struggles and strengths. 

Week 11 Reflection

           The target behavior case study helped me realize how important it is to focus on the behavior rather than the student. Sometimes teachers pick favorites based on good behaviors, yet students who act up tend to not get treated fairly because of the bias. Teachers who separate the behavior from the student are effective and fair. In Tommy’s case there were three different behaviors that he struggled with in the classroom setting, the behaviors were trouble behaviors because it affected the class and other students. Especially to the point where it is disrupting other students, action plans are needed to resolve and improve the behaviors.

I liked that the behaviors needed to be specified so the behaviors could get treated. This chapter that we did the vocabulary for focused on the different strategies that can be used to instill independence in learning even for special needs students. I liked that the textbook gave examples of strategies for each subject whether it be writing, reading, or math.

One of the main reasons why I have  passion for teaching children is because of the confidence I want to help each student gain in them selves regardless of strengths and talents. Each student is able to be an individual and accomplish great things when they know someone believes in them. The concept behind Self-Advocacy,  Self- Determination, and Self-Questioning are strategies to help students become self reliant in their studies, as they gain little bits of independence their confidence will allow them to grow.

Stuttering and Learning Disability Simulation

Shaelie Wood

Learning Disability Simulation

1.     Ask for directions to a location. Repeat back part of the directions for clarification.

I did this simulation on campus. I stood outside the ricks and asked for directions to the Kirkham. I told the two girls that I had a group meeting at the Kirkham and I had never been there before. The two girls were very nice. I actually felt that it was natural to ask for clarification because there were so many different steps to get to the Kirkham. After asking for clarification, I liked that they then used landmarks that I was familiar with to direct me to the building.

2.     Ask for help at the library. Repeat back part of the directions for help to ensure clarification.

I did this one two separate times because the first time that I asked for clarification on how to use the circuit machine on the third floor, the one girl who helped me took over and just offered to do it. I thought this was interesting because I find myself doing the same thing, that if someone is struggling with something, I tend to just do it for them so I don’t have to see them struggle.  This was a good lesson to learn to be patient with teaching and directing others rather than doing it for them. The second time I did this I asked for help with finding a particular book, it took me a while to explain exactly what I was looking for, the girl helped me find the reference number and the section and then after asking for clarification she was good about offering more help and letting me find the book on my own after her describing how to find the book.

 Stuttering:

1.While stuttering ask for help at a store.... and then ask the clerk/sales person 1-2 questions about the item you are shopping for.

I asked the girl offering samples at broulims because I felt more comfortable asking her questions because she was happy to talk to us and answer questions. She offered tortillas and I asked questions about gluten free options and how often they make the tortillas. It took me a while to get the courage to ask a second question after my first question was so butchered.  She was patient and very nice, she didn’t pay too much attention to the fact that I was having such a hard time speaking and formulating sentences.

2.     Go to a restaurant and while stuttering, order at least one item, and then ask 1-2 questions to the waiter/ress about the item.

My friend and I went to an Indian restraint over the weekend and I was super nervous about ordering food, I first ordered a drink and some curry, but I felt so hesitant and I had a hard time not laughing, I could feel my face blushing and getting red the whole time because I was nervous to speak and feel foolish. I had a good friend a few semesters that struggled with a stutter really bad, but only in conversation. She could pray in church, read fluently, and speak at the pulpit wonderfully, but one on one she stuttered. After talking to her about how she feels in public settings, and she said if she rehearses before ordering she can usually do it without too much problem, but if they ask her a question that caught her off guard she struggles more.

Week 10 Reflection

Week 10 Reflection

SPED310

Accommodations can be made for students whether it is in individual work, group work, direct instruction, or environmental accommodations.  Teachers who make accommodations in all aspects of education are most effective. For example, in the case study Nathan struggled most with reading and writing, so you would think he would be fine with his take home math homework, after reviewing it, most of the math homework was written math problems and story problems. 

Our group discussed what both the teacher and his parents could do to accommodate the reading portion of the homework so he could excel. Even though Nathan was competent in all other areas, accommodations could be made in individual assessments, group instruction, and direct instruction. With time and thought, and even prayer accommodations can be made for individual students to help them excel. Creating study guides, study helps. And visuals students are more likely to grasp the ideas and concepts. Plan for the one- to teach the whole. All students will benefit from all accommodations that will be made, it will always be a “win-win”! The sequencing of instruction and words you teach will also have an effect on the comprehension.

Reflection Week 9

I loved the test that we took this week, because it was real and applicable. My favorite part was the section related to dealing with special needs students in primary. I had no idea that the church has more resources for special needs than I thought. I had never thought that the ward council could be involved like an MDT.  My favorite solution that I saw was that one elders quorum offered to provide a “grandfather” for the special needs child in sharing time. I feel that sometimes we assume that only the teacher can help, but the ward can be behind on the efforts for accommodating god’s children.

The case study was surprising to see that accommodations can be made for children that are in families that struggle with poverty. Accommodations can be made like supplies or projects can be altered depending on the student’s situation. In most cases if families are in poverty, the students struggle to have time to get one on one help with their homework and projects. The parents have a harder time getting involved when they are busy with multiple jobs and other responsibilities so there can be assignments made for the parents that they can do on their time. For example, parents can be sent home with laminated items so the parents can still be involved in their child’s education but they are not needed during class time.

Week 8 Reflection

The best part about getting into your major is that all the classes you take overlap- and you can apply things from classes you took from semesters ago and apply them to the classes you are in now. When I was assigned to be the math teacher for the case study, I was reminded by one of my classmates that I could easily apply methods I learned in my Math 205 class to figuring out how to adapt the math lessons to children with special needs. We used manipulatives on a daily basis and we practiced different ways to assess a child’s knowledge about the math concept. For example we would get out the blocks and manipulatives and you would meet one on one with the child for them to demonstrate their understanding of tangible concepts.

Manipuatives are a great way to test understanding rather than a written test. In my opinion it is better for the child to understand the tangible concepts of math rather than memorizing formulas and answers. It is better for them to apply their knowledge to real life situations.

I also enjoyed learning about the difference technology can make on a child’s learning. Technology when used properly can enhance a child’s learning and desire for understanding. Technology gives a great opportunity for teachers to all the children to go at their own pace. My littlest sister is in second grade, and even though she is not an IEP she could be based on how much time she needs to complete a task. She understands the concepts and gets all the questions right on the test—the ones that she finishes. But she is never able to finish her tests in class because she takes her time. Technology used for homework and assignments in class will enhance the teachers ability to meet one on one with the students without taking away from her class or class time.  

Another concept I believe strongly in is the Evidence Based practice, that teachers need to realize that the students are coming into your class with oodles of knowledge and experience with a wide variety of things. Teachers who apply what they know the students learn saves time and it enhances their ability to apply their previous knowledge to new knowledge.