Over look on my learn and serve

From what I have been able to see, the students do a lot of worksheets. I have seen math worksheets with multiplication and subtraction.Other worksheets I have seen are their science worksheets, where the students look up terms in their books to match the one on the page or they read a paragraph and answer questions. 

I haven’t witnessed much learning interaction between students and the teacher, but the last time I was there I did see an interaction. The teacher took two students back into a corner and read a chapter out of a book to them.  The students were supposed to be reading a long, but as an outsider watching I could tell they weren’t. The students would be flipping around the pages, looking at each others books, and staring out the window. This lesson should have incorporated two English Language Arts Standards, listening and reading. It would have happened if the students were more corporative.

Once the teacher was able to complete the whole chapter she asked the students questions about the book to see how much they were paying attention.  The students used another English Language Arts skill, speaking, to respond to the teacher with grand detail of what they thought. This detail ranged from complaints to comparing the book to things in their lives.

Even though I do not like this classroom it is teaching me how I would run my class. I believe if I came at a different time of the week I would see all the English Language Arts being used and other lessons being taught but I do not spend enough time in the classroom to see this taking place. I arrive at noon spend maybe fifteen minutes in the classroom and then follow the students across the hall to watch a movie.

So in the time I observe I can only critique a little bit about the classroom and how it is run. In the area of discipline, I do not agree with how she handles the students. She is far too lenient with them. When a student back talks or threatens her, she approaches them with an empty threat. The teacher threatens to send the student to the principal’s office and once the student begs and pleads, she doesn’t go through with it. This manner of discipline shows the students that she is not firm in what she says, so they can get away with anything by begging or cajoling.
Multiplication worksheets 

Exceptionality Research Project

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Chapter 12 videos

1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive classroom as being quite multifaceted. Are there any aspects of her role that surprised you or made you envision your future role as a teacher differently? Explain.

She sees her role as an overseer of her students' academic growth and social progress. Also, she is in charge of seeing that all the IEP goals are meet and the services are provided as needed.

2. What skills does elementary classroom aid Danielle Doucette bring to her work with MaryAnne, the child who has spina bifida?

She brings a bolster which is a table that helps MaryAnne work at different levels. This helps MaryAnne do her stretches at the same time she is doing her school work. The stander helps MaryAnne stand up and it helps her get her circulation moving in her legs.

How does Danielle take MaryAnne's academic and social/emotional development into account when planning activities?

Danielle wants MaryAnne to work at the same level along with the other students. She wants MaryAnne to interact and be independent as much as possible. She makes sure that MaryAnne gets her stretching in at the same time she does her school work. Danielle takes into account what MaryAnne will need to assest her in her school work: the brace, bolster, wheelchair, and stander.

3. What questions has this video raised in your mind about your own familiarity with adaptive technologies for children?

That there are so many new technologies out there to help students, I need to become more familiar with them and I wonder what technologies my school in the future will be using.

How can you take action on Lisa's suggestion that teachers familiarize themselves with how the equipment works (e.g., an electric wheelchair) even before you have your own classroom?

I can do research on adaptive technologies and ask the teachers I work with now what adaptive technologies are being used in their classroom/school they work at.

4. In the bonus video, "Encouraging Social Interactions in an Inclusive Classroom," Lisa explains how she makes sure that all students have opportunities to play together, typically through music or art. Can you think of any activities you've used successfully to engage a full range of learners? If not, what types of activities do you plan to add to your repertoire?

I have used group activities in lesson plans over the years and I remember once using a matching game that the whole class had to work together to match all the cards. They each had one card and moved around looking for their match that was with another student.

5. The classroom artifact entitled "MaryAnne’s Schedule" blocks out MaryAnne's schedule for the day in words and illustrations. How could a chart like this be used more generally to help students with other types of learning challenges (such as ADHD)? Explain.

A chart like this could be placed on a wall of a classroom so the students know exactly what is happening when. During the day, the teacher can take the card off when the class is switching to a new section. Also, cards like this could be silent reminders to have the students focus. If a student gets off task or is talkative, the teacher can place a card on their table/desk as a reminder and so they don’t have to call them out in front of the whole class.

1. Kindergarten teacher Tony Byers describes his responsibility to teach Jamie, a girl in his classroom who has cerebral palsy, so that she can feel like an equal participant. Have you had any experience in working with children who are physically challenged? If not, how can you gain experience before you have your own classroom?

Yes, I have worked with children who are physically challenged.

2. Inclusion facilitator Sara Woodruff is an advocate for assistive technologies. She explains that there are many ways to help children access their voices and their minds as best they can. What assistive technologies--either high-tech or low-tech--have you seen or read about?

I have seen a low-tech assistive technology for a student with autism. This student would not speak unless he was prompted. He had a book of pictures that he carried with him during the day. If he needed anything, such as food or to go to the bathroom, he would form the question and hand it to the teacher or assistant. Then he had to say it out loud.

How and when would you be likely to incorporate them into your teaching?

I would incorporate them into my teaching whenever a student needed them and it was possible. I would try my best as a teacher to make my lesson be able to incorporate whatever assistive technology the student needed.

3. As you watch Jamie complete an activity using a speech output device, what do you notice about the way Sara interacts with her?

Sara never becomes frustrated with Jamie. Sara is always patient and encouraging. Whenever she completes an activity with Jamie, she congratulates her.

What can you learn from Sara's approach in general, and the way she describes her goals for Jamie?

She has very high goals for Jamie. She wants Jamie to succeed to her highest potential. Sara’s approach is very involved, she works off of Jamie’s needs and now what is the exact method to use that won’t frustrate Jamie.

4. According to Tony, having Jamie use assistive technology "helps show the other children that there's a wide range of communication capabilities in our population as a whole. Children are shown an alternative way of communicating that is different rather than better or worse." What questions about your own understanding of the potential of assistive technologies has this video raised?

I wonder how much I truly know about assistive technologies. I feel as if there are so many different assistive technologies out there.

5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View," Tony describes the tension he feels between teaching spontaneously and the need to slow down and adapt every lesson for all students. Can you think of any experiences you've had that have created a similar tension? Explain your ideas.

I have taught lessons in classrooms but have never felt this way. Even though, teachers have explained to me things like this though. I personally have never experienced it yet.