With the final days of school coming up, Mrs. Hart is struggling to keep everything together. Her students are bouncing with excitement for the upcoming summer months, but she must deal with revising the IEPs and other plans for next year. Fortunately, that's not too difficult because she already has the bones of the IEPs, but simply needs to change the goals of the students to satisfy what they have yet to accomplish. For example, for one student, Jordan, she simply has to add in effectively dealing with anger in stressful situations, but the information about him as a student has already been described in the computer students. Since there have been several new students added to her behavior unit, she has to write the IEPs for them based on the information she has observed within the past few weeks, which can be challenging since these students are still getting comfortable with the school. One of the new students, Tavari, has been pulled out of school for the rest of the year to visit his ill grandfather. Although family is important, it now forces Tavari to deal with lots of change, as he just moved from a Dublin school to a Hilliard school, and now to Florida. For a kindergartener on a behavior plan, change is not something that benefits him, so Mrs. Hart knows that starting next year will be quite difficult, especially since she can't write and IEP because she hasn't spent enough time with him. Watching Mrs. Hart create the IEPs is very interesting because they can be stressful due to time constraints, but it is such an educational experience for me because I can observe how they are made and what features are included in the documents. Aside from the IEPs, these students are buzzing with energy, especially because they all have field days this week. Although it would seem to be a nice break from the classroom, these students struggle to handle these activities because they deal with losing games, and thus throwing temper tantrums. One of the students, Braden, was so overwhelmed with excitement that he couldn't keep his hands off others, tapping on others shoulders, screaming at teachers, and dancing around. He couldn't control his excitement and he spit it out in inappropriate manners, causing his field day to be cut short. Another student this week, Jordan, threw a temper tantrum throwing and slamming desks and other items. It breaks my heart to see a child in such utter distress and anger, but there's nothing we can do, only wait it out like a storm. And once he's calmed down he's returned to his happy and sweet self. I hope that the more Mrs. Hart works with him, the more he can channel his rage into a more appropriate manner. One last child who I've never met before named Charles deals with quite a bit inside and outside the classroom. He's only a kindergartener, but he's been through more than most people deal with their entire lives. His father was murdered and his step father is in jail. When he came into kindergarten, he didn't know how to spell his name, and now can read at the kindergarten level. Unfortunately, his mom doesn't work with him at home and never sent him to preschool or other programs. His life is not structured, so although he struggles with behavior, he is not one of Mrs. Bart's students simply because he's never had someone teach him how to effectively behave. I can't believe this is already our last week of observations! I absolutely love working with these children and helping them success in ways that they wouldn't have been able to without the help of Mrs. Hart and her teacher aides. I can't wait to see all that these students accomplish, and hope I can work with them again in the future!
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Every week in Mrs. Hart's room is a new kind of adventure. A good day can turn into a bad day, a bad into a good, all with the blink of an eye, especially now that a new kindergartener has been introduced to the program. Dublin City Schools sent this child over to Britton's program on an S.O.S. because they didn't have any more help they could give for this child. With the transition to a new school, Tavari, the kindergartener, has struggled to the adjustment. He finds himself refusing to work quite often, attempting any possible excuse to avoid the work, he purposely wet himself, and he ends up screaming curse words while screaming and kicking. Rage emerges from his body, and it's terrifying to see a child in such distress, but it only reinforces my passion for special education. Today, the school counselor was working with the older students in the behavior unit and since it was the last time of the year, they were able to play games. This was the first time I've seen the whole group interacting with each other, and their behaviors were met with constant clashing. One of the boys, Brayden, struggles to keep quiet, and feels the need to say everything on his mind, which irks the other students. While playing the game headbands, he told one of the other players what their card was, and this other student, Jordan, furiously threw his card and started screaming, making a scene. I think this proves that students with special needs can't be in one single class and they deserve to be with a general education class, for there are more opportunities to learn from other students and it protects the emotional safety of the individuals. On a personal level, I have built rapport with Samantha and Sophia. They are able to trust me in ways they don't trust others. They're always greeting me with cheerful hugs and asking to hold my hand as we walk in the hallway. They're so sweet, and whenever one of them is having a difficult day, the aides always ask me to come work with her. Today happened to be one of those days. Sophia was told to go back to her class, but instead found herself wandering towards the chick habitat that Britton has near the front office. Once she was found, she received a red card and this really frustrated her. Meaning she wouldn't be able to "make her day" and receive the prize. I sat down and started to talk to her, but one of the volunteers, Lindsay, who comes in to help students improve their reading skills. Lindsay interrupted and tried to calm her down, but this only sent Sophia on a rampage, as she started crying and acting in an irrational manner. Mrs. Hart instructed Lindsay to be removed from the situation, and let me handle it on my own! In a few minutes I was calming Sophia down by having her grab my hands and squeeze when she was stressed. We initiated a conversation, and in a few minutes she was calm again, ready to work. Although I could tell Lindsay was upset because she didn't get to work with Sophia, but I was excited that I had the opportunity to work with Sophia when she was stressed rather than allowing Mrs. Hart or one of the other aides to calm her down. I was able to augment my rapport with Sophia, while also gaining the experience I need to become a successful teacher.
Five weeks ago when I walked into Britton, I was pretty sure special education would not be my expertise, but after this experience I'm considering earning a degree in this area. When I used to think of special needs, I assumed that all of these students were the same, and that I didn't have the patience and the knowledge to help them conquer each day by day challenge. After working with these students in a behavior unit, I've learned so much about what special education is, and how a little hope and inspiration can go such a long way for these children. For many students, they don't have the support from peers or even general education teachers to help them succeed, so even a simple congratulations can boost these students to a positive environment. Despite the program special education students are involved in, I now understand how much they really do need teachers, and it's evident that they are all very grateful for the help they receive. Each accomplishment to those individuals is seen as something to be proud of, even if it's simply filling out a worksheet, but those students value their work much more than everyone else. Working with these students has opened my eyes to what education can truly be defined as, for it is not simply teaching material, but it is teaching true qualities that these students would likely never receive without this program. When most people think of special education, they assume that these students are segregated to their own classroom because they can't handle what the other students work on. But, from Mrs. Hart's class, I have learned that this is not the case, for every child should have the opportunity to learn from students who are different then them, whether that is a student on an IEP, or a student without one, everyone can learn from a special education program, so there is no need for students to be isolated form a general education class. Therefore, it is amazing to see the opportunity Britton gives these children every day to accomplish more then the stereotype allots for the individuals, and I'm so happy that I've been able to play a part in their lives.
Every day is an adventure with Mrs. Hart's class, especially during testing week, as these students are on edge after sitting in a testing room for an extended period of time. One of the students, Sophia, has spent lots of time with me, and she seems to respond very well. Every week she has spelling words, that she views as quite the challenge because she doesn't contain the patience. The more I've worked with her, the more I have been able to motivate her to complete her work, and be excited about learning! It's such an amazing feeling to have known that I've helped her succeed even if it was just a little accomplishment. Additionally, all of the teachers in this classroom seem to say that I always turn Sophia's frown into a smile, and that only reinforces my love for teaching, and encourages me to struggle and to help a student attain so much in life. And that's more than any experience Davidson ever could've given me.
Wow. Today was quite the day, and it was such a great learning experience. Students were filing in and out of Mrs. Hart's classroom some on a green card (meaning a good break) and some on a red card (meaning a punishment). One of my students, who has been in our classroom a lot recently, Brian, stomped into the room holding a red card, from hitting two children. Obviously, this is not a good choice and Brian should've never made this decision, but impulse urged him to do so. Once he was calmed down enough, Mrs. Hart worked with him on what he could do the next time he felt like he needed to hit someone. Instead of resulting to violence, he could squeeze his hands together, or take deep breaths until he can think of a better way to handle the situation. But, for that inappropriate action, Brian had to spend the rest of the day in Mrs. Hart's classroom completing his work without his friends. Brian has been diagnosed by the school psychologist with Other Health Impairments. Another student came in the room, Braden, to work on his reading with Mrs. Hart. He has been diagnosed with autism, depression, ADHD, OCD, and a few other challenges, which make it very difficult to stay in class for long increments of time. Unfortunately, he struggles to close his mouth, and sometimes blurts out things that aren't appropriate. For example when he saw a picture of Mrs. Hart another student drew today he shouted, "Not to be mean but-" but Mrs. Hart quickly stopped him, and explained that if you think there's a chance that that remark could be mean, you probably shouldn't say it. It slipped out anyways as he shared, "that doesn't look like Mrs. Hart at all." The poor student was very upset, and it made me realize how much these students cannot control themselves. Once Braden came up with a thought, he couldn't rid it from his brain! And that is a factor that restricts him from having friends. Children with special needs require so much more than how to behave when angry, but they need to understand how to socially be acceptable, and it's so sad that such a sweet kid like Braden struggles to do so much. After Braden completed his work, he received a 5 minute break, which I spent playing with him before I took him back upstairs to his classroom. As I was telling him it was time to leave, he seemed to ignore what I had to say and kept playing, Mrs. Hart contributed trying to get him to listen, and after awhile he finally listened to me. It was difficult because all I wanted to give him was an extra minute to play, but I knew that for him, every minute counts, and he needed that constant redirection to help him succeed. When we reached his classroom, he walked right in heading up to a group of students, but whom both barely made eye contact with him. I know Braden is trying really hard, but he doesn't understand the social boundaries, which made me very pleased for this unit, so that every child has a chance for success. Upon my arrival at Mrs. Hart's classroom, I found, Gage, a child who is emotionally disturbed, wandering around with a bit of anger in his step. He was throwing clothes pins and bothering Brian who was hard at work. When I asked what happened, Mrs. Hart explained that he had to be carried out of his classroom. And when she announced to him that until he acts like a first grader he can't go back to his classroom, anger started to boil out of his ears. He had a St. Patrick's day green beaded necklace in his desk, that he whipped against the desks and the walls sending the beads flying. He was screaming, "I want to go back to my classroom!" And he tried to escape, running for the door, but Mrs. Hart ran out and grabbed him, and had me stand in front of it. I expected her to try to console Gage, but instead just allowed him to throw his temper-tantrum, so he threw chairs on the ground, on top of tables, flipped desks over, threw boxes of paper onto the ground, took the faucet and sprayed the room, screamed, attempted to escape again by pounding on the door, and even lunged for the computers. All he wanted was to destroy the room to get his way, but Mrs. Hart knew that this was not an acceptable response, and ignored him so he wouldn't get any extra attention and think this was a good idea. When it was time for me to leave, he had still yet to calm himself down, but I wish I could've stayed to help. Mrs. Hart texted me later today and told me he had relaxed, which made me happy, but I was still amazed by Mrs. Hart's soothing state during this melt down. I hope one day, I can be half the teacher she is to those children, for it takes so much patience to work with students who struggle so much like her, and it also takes such a kind heart to want so much for these students that she puts up through all of this. That takes someone stronger than most could ever be, and I am so fortunate to get to spend my observations under her wing. Under the special behavior unit, each student is treated on an individual basis, so she handles situations differently among each student. With students who struggle to control their impulses, the demands are much less strict than those who can. For example, the student Brian, who has been diagnosed with Other Health Impairments, must immediately fill out a "think sheet," which basically has the student reflect on the incident, when he or she receives a red card. For a student such as Gage, Mrs. Hart gives them a chance to calm down before any actions are made, and there is likely no think sheet given, only a discussion over how the actions could've been handled more effectively. Brian can handle the think sheet because he has more control over his impulses than Gage. It is important for Mrs. Hart to deal with each student independently, for not every student has the same story, and the way she handles her students is amazing.
Although my teacher works with children of all difficulties, I mainly work with a student named Gabe, who has severe ADHD. He struggles to focus enough to finish his work, and he tends to find himself wandering around and playing with things he should not be touching. But, when we can get him to sit down and focus for the little bit of time he has, his intelligence soars, for he understands concepts that are very complex for a 1st grader, such as fractions. It is evident, that he simply needs someone to constantly point him in the right direction, but as the teacher it is very difficult to constantly apply so much authority over him. All I want to do is have conversations with him and let him release some of that energy, but I know that in the long run that won't help him at all. With most students, it is acceptable for them to wander off a little bit, but Gabe must stay focused the entire time, or else his work will not be completed. Additionally, I work with a student named Braden whose disability has yet to be identified. He struggles to focus once again on the task at hand and is constantly talking or doing activities he should not be doing. When he doesn't want to complete the activity, he starts complaining of being ready to "pass out" or "die" because of thirst. I would immediately let him go get a drink, but Mrs. Hart doesn't budge and encourages him to finish his work faster, so he can then get a drink. It is interesting how these students will do anything to get out of their work, but Mrs. Hart can see straight through it, where I struggle quite a bit to see how authority can help these students. There are so many students that I will get to work with, and I'm thrilled to have the opportunity to learn with each of them and help them on their journey to success.
Most elementary schools emit smiles of joy as one waltzes in the front doors, but Mrs. Hart's classroom grants feelings of pure excitement, as this classroom is a safe zone for all students. Most of the time, students come in individually to work with Mrs. Hart, to emphasize their necessities in learning. For example, due to the behavioral issues these students are confronted with, their reading and mathematics skills are often compensated because they struggle to focus, and lack the ability to follow instructions. Since the students are not all in her classroom at once, they have to have a different class, where they can go, and that's there home classroom. This is a classroom that is independent of students with disabilities, and includes students who may struggle with reading, or behavioral issues, for students all in the same grade. Often, it is a challenge for those students to remain calm in a classroom environment, so when they need a break, or when they start to fidget a little, they are given a "green card," or a pass to head down to Mrs. Hart's room. Now, to most people that would seem like a punishment, for they are pulled from class, but it is seen as a fun reward. The room is decorated with toys, bouncing balls, a trampoline, and all kinds of fun to keep students from feeling like they're punished for the disability they can't help. It also reminds classmates that there is no shame to work with Mrs. Hart, and that there is nothing wrong with being a little different. When students continue to show inappropriate behaviors, they are then handed a red card to talk about their behaviors with Mrs. Hart, and how the situation should be handled. Therefore, the students learn from the experience, and hopefully will show more appropriate behaviors the next time. Each student has a different story, and there are eleven stories to be told. I have yet to meet all the students, as they come in during different times today, but many of the students who I am familiar with have severe ADHD, are emotionally disturbed, or have other behavior issues that aren't specified. These students generally are bouncing with energy, and struggle to maintain the focus that is required in an elementary classroom, so they find themselves completing their work in Mrs. Hart's room, where they can take quick breaks when needed, work on an individual level, and earn the patience they need. All of the students don't know how to follow instructions, and chatter when the room should be silent, so Mrs. Hart works with them on the time they need to help them succeed. In this program, every child has the ability to succeed. They don't believe that just because the student disrupts the class means he is a bad student or can't learn, but that there is a chance for him to strive.
The students finished up this week with a lesson on density, mass, and volume, which Mrs. Lane has been alluding to for the past few weeks, as there is a specific puzzle that can only be solved once the students learn density. Therefore, all of the class lessons have led up to this particular topic. All of her lessons are weaved together to concoct learning material and an environment compacted with curiosity that urges the student to succeed in school. Mrs. Lane's ability to encourage that excitement and curiosity in the classroom is very respectable, and inspires me to emphasize the wonder in learning, for myself and my future students. In these six weeks, I've become very accustom to challenging students to expand the information they already know into a deep knowledge of the material that will be applicable throughout their careers. Observing in a sixth grade class has been so inspirational for me as a student and a teacher as it has reminded me of love my love for learning, and has explained how a teacher can instruct those emotions in the environment, and how this can be demonstrated throughout all grade levels. I've enjoyed so much of the rapport I was able to build with each of the students. I've received several e-mails from many of my students since the last day of observations, and I'm so proud of the abilities I've been able to establish with each of those students. Unfortunately, my reasoning for refraining from becoming a middle school teacher occurs in the structure of middle school, as it seems to be very hands off with most of the students seated for the majority of the class, and the teacher stands in front of the classroom and lectures. It's not what I want for my future, and not the method I desire to inspire my students with. Although I love the age of 6th graders, I'm afraid middle school just isn't for me. Hopefully if I attend a university out of state, I will obtain a licensure that allows me to teach k-6, so I can teach this age if I desire.
My mentor generally is bounded by the regulations the state gives her, as she is very careful to emphasize the topics that the seventh and eighth grade curriculum rely on for their lessons. With each activity, she highlights the activities that will better prepare them for not only the rest of their education career, and their position as future Doctors and future scientists. Topics such as matter and osmosis are crucial for their future careers, and those topics are often portrayed in manners that excite them about careers in medicine, such as pretending they're surgeons operating on Mr. Potato Head. Each lessons is strategically planted to intrigue the students to ask questions and to encourage curiosity among the students, so they believe learning is fun. She desires for the students to develop a passion for learning and science that they'll be able to carry with them throughout their entire lives. Once students reach sixth grade, the teachers generally refrain from holding the students hands, so most of the information is generally channeled through the students. When information becomes crucial, Mrs. Lane communicates to parents with a group e-mail to portray information to a mass amount of people. Additionally, she posts any information to her classroom webpage that she hopes parents check weekly or daily. This week students are furthering their knowledge on matter, and have done several experiments to test each of the laws. Recently, the students were given iPads to utilize during school. Although they are spectacular learning tools, there have been several incidents that are concerning to iPad safety, as science experiments and fragile pieces of technology are not very compatible. I think it will be interesting to see how the iPads are used, and how long they last.
As a former student of Mrs. Lane's class, I know why many students continue their relationships with her after they graduate, and that reason contributes to my reasoning for returning to the classroom. I immediately felt comfortable with her ability to encourage my learning with positive reinforcement. While teaching specific lessons that may be difficult to the students, she slows down her lessons to match the need of the students, careful to listen to their feedback, which shows she truly cares for each student and their feelings, as she wants to respect the individuals. Occasionally when someone shares an incorrect response to the class, instead of quickly moving on to the next student, she takes the time to weave little hints into her sentences to guide them to understanding the learning. Once they eventually arrive on the "aha" moment, the students feel this wave of success, and they are suddenly eager to participate in class due to Mrs. Lane's belief in their intelligence. Assignments that are turned in to Mrs. Lane always leave her hands with positive comments, which represent her pride for their work, and the belief that the students possess the ability to learn. The entire environment is based off of positive feelings with the idea that success can be accomplished with hard work. The students just began a unit on matter, which the students seem to be very interested in. But, the specific details are more challenging to grasp than I first assumed, as though they seem to confuse the terms weight and matter. Mrs. Lane is taking the time to reiterate the differences each day to make sure they're content on the learning. Finally, the students were trying to find the volume of the box, but it was interesting because Mrs. Lane told me not to tell the students the formula to solve for volume even though they didn't know it. Thus, the students sat confused and didn't accomplish any work. I thought it was bizarre that she didn't want them to know the formula, and then they wasted part of a period sitting there not doing anything, and at the end of the time she didn't explain the formula; therefore, when I become a teacher I don't think that's a method I am going to utilize in the classroom. Overall, this week was very educational, and gave me a new perspective to who I will become as a teacher.
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The Map of the Learning WorldAlong with me as your tour guide, you'll also find I've added my daily journal entries, or blogs, to help guide you through the learning world. Feel free to check them out! Archives
May 2016
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