1. In chapter 4, the main ideas were about creating a positive environment inclusive of everyone. Sometimes our schools do not demonstrate an inclusive environment to all students. As an educator of special needs students, I understand some of my student's frustrations and inclusion is very challenging. I like the concept of building a community of learners. Alfie Kohn wrote, it is a place in which students feel cared about and are encouraged to care about one another. They are able to experience a sense of being valued and respected. They feel connected to one another and the teacher and most importantly, they feel physically and emotionally safe. Students will feel a sense of security and belonging. Provide a positive atomoshere for all students. 2. Creating an inviting, safe and positive atomsphere is important in our daily teaching. Once students feel accepted and part of a group, daily learning will flourish. 3. My classroom meets regularly for social skills groups. During our time we discuss a variety of personal issues and sometimes incorporate cooperative games. As of now I am following all of the community ground rules and agreements for group process. Next year I plan on meeting with our social skills groups more often. Ideally I would like to meet daily but will need to look at schedules before I can make that decision.
1. When working with the students throughout the year, it's important for them to be involoved in different groups and work with students. These groups could last all year or maybe for a single unit. I agree that it creates a sense of belonging and learn the life long skill of how to be part of a group. Currently I do have my students work in groups. I've never tried a year long group, so that's what I'd do differently next year.
2. When working with groups next year, I'd like to use the information on pages 66 and 67 - Community Ground Rules and Agreements for Group Process. I know I'm guilty of assuming the students (only second graders) know how to participate and work in groups/teams. I really like these basic guideline to teach them and then review throughout the year so the groups can work to their full potential. It's great that the students have a chance to pass - but yet they know they are part of the team and can't over use this privalige. I also like the teams coming up with names and some of the simple-response questions to get them interacting and becoming famarilar with each other.
3. My next steps for next year is to continue to use groups/teams but make them more brain compatible with some the ideas listed in this chapter. I'd like to spend time at the beginning of the year going over what makes a groups successful and go over the guide lines. I'll need to explain to the kids that they will be part of many different groups as the year goes by. As a class we become part of a large family but there will be many times that we'll be working in small groups. I often use a deck of cards to make my groups from. I select the cards according to how many I want in a group... so if I want only partners, then the 2 red sevens (heart and diamond) are partnered up... if I know I only want 4 groups total then each suit is a group. The cards are shuffled and randomly handed out. It's amasing - the kids are never disappointed with how they are grouped with. Depending on the reason for the groups, I feel this random group is as successful and the kids really like searching around to see who they're teamed up with.
Chapter 4 –Sousa book This was an interesting chapter on development of language and speech disabilities. Most of the strategies discussed are for pre-school children in the development of language and school age strategies were mostly through speech and language clinicians. It reinforced how important it is for students who do have language delays, expressive or receptive language difficulties, to get the speech and language referrals and interventions they need. The chapter also made a good point that adolescents with language problems are especially in need of more direct instruction around their weaknesses and attention to self esteem, bullying, and accommodations for language struggles.
The book also discussed the difficulties that students with language disabilities have learning second languages, and had some interesting considerations and approaches to teaching foreign language. It made me think of the incredible difficulties our English language learners have who also have disabilities, in particular speech disabilities. Although it did not directly address this population, I believe this is a population within our special ed population that we do not serve well. Most often, at least in our district, they either get special ed or ELL services, not both. Often it takes years to be eligible for special ed, and sometimes rightly so, because it is unclear how much difficulty is based on learning a new language vs difficulty learning. But we do a disservice to this population in not acknowledging their struggles to learn the English language, and supporting them as an English language learner and as a person with learning disabilities…
I know many of my students with autism that come from non-English speaking countries really struggle with learning English. Teachers struggle with their “non-compliance”, difficulty with academics (thinking cognitive disability), poor communication/social skills and slow processing time and chalk it up to autism, behavior, EBD or cognitive disabilities. Often I believe these struggles are more related to their language processing differences and difficulty understanding and using English than it is to their disability.
I had 3 students this year that were English language learners with Autism that I truly believed that their language delays and learning a second language were more responsible for their behavior and academic difficulties than anything, but I wasn’t able to convince the staff that they needed ELL services. I would like to work with our ELL department more closely next year in helping to develop better services for these students, and to jointly develop some training materials in this area.
It’s also very important with students with speech and language disabilities to work closely with the Speech and Language clinicians in better understanding and accommodating for their language difficulties, and to find helpful strategies to support their language learning throughout their day. Marcy
Acouple of thoughts that you have raised for me...I took Latin for two years, Spanish for a year and a half and German for 1 year...ask me what I remember!!...When I was in the Marines I couldn't converse with my Latino friends but learned the curse words...When Marcy talks about second language learners I think about that...I would hope that we immerse these kids in the language of things they need to know to get along in life and not just read from a basal reader...and math and science have languages all their own so we compound the problem...Obviously we can't expect them to be where the natives are...bless those esl teachers..I don't know if any of you ever heard of Corwin Kronenberg but he goes around talking about educational issues...heres his take on classroom rules...first you develop a mission statement for your room by asking kids what is the purpose of the school...then have kids do a "your job" list for the teacher and then they compile a list of "my job"...Divide the kids into 3 groups and have them put these on posters...hang them in the room and it gives the kids ownership...We did that in the entire middle school when I was a principal and it worked slick...they made the rules...The last thought I had is to have you ponder "what is learning?"...think about what you like to do outside of school...quiltiing, gardening, fishing,etc...think about how you learned that...who helped...well I think that most people look at learning as reading a chapter, doing the questions, and taking a pencil and paper test and passing it with 70%...I remember passing the test on how to figure out square footage or what a dangling participle is but do you think I know what they are today?...Its not the same as my hobby...and I can still ride a bike I'll bet even thought I haven't done it for about 50 years...Eric Jenson the brain compatible educator who takes the research and puts into practical classroom methods says that 6 things have to occur in order for learning to happen...1. choice 2. relevancy 3. interest 4. emotion 5. physical activity 6. reflection...I challenge teachers to make sure they include all 6 if they really want kids to remember stuff...enough already!!!
At this time the workforce stresses pro-social behaviors. I feel as teachers we need to make sure we are providing our students with opportunities to work in groups. This will encourage interdependence, conversation, respect in the classroom and learning communities.
I believe that flexible grouping does encourage and facilitate compatible learning. In my classroom I use a variety of small groups. Group work is an important part of leaning as it helps teach patience and compromising skills.
I like the idea of starting students in groups or families. This would help students learn group behavior and what is expected of them. It also would enforce sharing, taking turns, and being a good listner. I would start with an easy task before adding and objective. I would also like to have the groups meet on Friday and do a special activity. I feel this could help end the week with a positive note.
5 comments:
1. In chapter 4, the main ideas were about creating a positive environment inclusive of everyone. Sometimes our schools do not demonstrate an inclusive environment to all students.
As an educator of special needs students, I understand some of my student's frustrations and inclusion is very challenging.
I like the concept of building a community of learners. Alfie Kohn wrote, it is a place in which students feel cared about and are encouraged to care about one another. They are able to experience a sense of being valued and respected. They feel connected to one another and the teacher and most importantly, they feel physically and emotionally safe. Students will feel a sense of security and belonging. Provide a positive atomoshere for all students.
2. Creating an inviting, safe and positive atomsphere is important in our daily teaching. Once students feel accepted and part of a group, daily learning will flourish.
3. My classroom meets regularly for social skills groups. During our time we discuss a variety of personal issues and sometimes incorporate cooperative games. As of now I am following all of the community ground rules and agreements for group process. Next year I plan on meeting with our social skills groups more often. Ideally I would like to meet daily but will need to look at schedules before I can make that decision.
1. When working with the students throughout the year, it's important for them to be involoved in different groups and work with students. These groups could last all year or maybe for a single unit. I agree that it creates a sense of belonging and learn the life long skill of how to be part of a group. Currently I do have my students work in groups. I've never tried a year long group, so that's what I'd do differently next year.
2. When working with groups next year, I'd like to use the information on pages 66 and 67 - Community Ground Rules and Agreements for Group Process. I know I'm guilty of assuming the students (only second graders) know how to participate and work in groups/teams. I really like these basic guideline to teach them and then review throughout the year so the groups can work to their full potential. It's great that the students have a chance to pass - but yet they know they are part of the team and can't over use this privalige. I also like the teams coming up with names and some of the simple-response questions to get them interacting and becoming famarilar with each other.
3. My next steps for next year is to continue to use groups/teams but make them more brain compatible with some the ideas listed in this chapter. I'd like to spend time at the beginning of the year going over what makes a groups successful and go over the guide lines. I'll need to explain to the kids that they will be part of many different groups as the year goes by. As a class we become part of a large family but there will be many times that we'll be working in small groups. I often use a deck of cards to make my groups from. I select the cards according to how many I want in a group... so if I want only partners, then the 2 red sevens (heart and diamond) are partnered up... if I know I only want 4 groups total then each suit is a group. The cards are shuffled and randomly handed out. It's amasing - the kids are never disappointed with how they are grouped with. Depending on the reason for the groups, I feel this random group is as successful and the kids really like searching around to see who they're teamed up with.
Chapter 4 –Sousa book
This was an interesting chapter on development of language and speech disabilities. Most of the strategies discussed are for pre-school children in the development of language and school age strategies were mostly through speech and language clinicians. It reinforced how important it is for students who do have language delays, expressive or receptive language difficulties, to get the speech and language referrals and interventions they need. The chapter also made a good point that adolescents with language problems are especially in need of more direct instruction around their weaknesses and attention to self esteem, bullying, and accommodations for language struggles.
The book also discussed the difficulties that students with language disabilities have learning second languages, and had some interesting considerations and approaches to teaching foreign language. It made me think of the incredible difficulties our English language learners have who also have disabilities, in particular speech disabilities. Although it did not directly address this population, I believe this is a population within our special ed population that we do not serve well. Most often, at least in our district, they either get special ed or ELL services, not both. Often it takes years to be eligible for special ed, and sometimes rightly so, because it is unclear how much difficulty is based on learning a new language vs difficulty learning. But we do a disservice to this population in not acknowledging their struggles to learn the English language, and supporting them as an English language learner and as a person with learning disabilities…
I know many of my students with autism that come from non-English speaking countries really struggle with learning English. Teachers struggle with their “non-compliance”, difficulty with academics (thinking cognitive disability), poor communication/social skills and slow processing time and chalk it up to autism, behavior, EBD or cognitive disabilities. Often I believe these struggles are more related to their language processing differences and difficulty understanding and using English than it is to their disability.
I had 3 students this year that were English language learners with Autism that I truly believed that their language delays and learning a second language were more responsible for their behavior and academic difficulties than anything, but I wasn’t able to convince the staff that they needed ELL services. I would like to work with our ELL department more closely next year in helping to develop better services for these students, and to jointly develop some training materials in this area.
It’s also very important with students with speech and language disabilities to work closely with the Speech and Language clinicians in better understanding and accommodating for their language difficulties, and to find helpful strategies to support their language learning throughout their day.
Marcy
Acouple of thoughts that you have raised for me...I took Latin for two years, Spanish for a year and a half and German for 1 year...ask me what I remember!!...When I was in the Marines I couldn't converse with my Latino friends but learned the curse words...When Marcy talks about second language learners I think about that...I would hope that we immerse these kids in the language of things they need to know to get along in life and not just read from a basal reader...and math and science have languages all their own so we compound the problem...Obviously we can't expect them to be where the natives are...bless those esl teachers..I don't know if any of you ever heard of Corwin Kronenberg but he goes around talking about educational issues...heres his take on classroom rules...first you develop a mission statement for your room by asking kids what is the purpose of the school...then have kids do a "your job" list for the teacher and then they compile a list of "my job"...Divide the kids into 3 groups and have them put these on posters...hang them in the room and it gives the kids ownership...We did that in the entire middle school when I was a principal and it worked slick...they made the rules...The last thought I had is to have you ponder "what is learning?"...think about what you like to do outside of school...quiltiing, gardening, fishing,etc...think about how you learned that...who helped...well I think that most people look at learning as reading a chapter, doing the questions, and taking a pencil and paper test and passing it with 70%...I remember passing the test on how to figure out square footage or what a dangling participle is but do you think I know what they are today?...Its not the same as my hobby...and I can still ride a bike I'll bet even thought I haven't done it for about 50 years...Eric Jenson the brain compatible educator who takes the research and puts into practical classroom methods says that 6 things have to occur in order for learning to happen...1. choice 2. relevancy 3. interest 4. emotion 5. physical activity 6. reflection...I challenge teachers to make sure they include all 6 if they really want kids to remember stuff...enough already!!!
At this time the workforce stresses pro-social behaviors. I feel as teachers we need to make sure we are providing our students with opportunities to work in groups. This will encourage interdependence, conversation, respect in the classroom and learning communities.
I believe that flexible grouping does encourage and facilitate compatible learning. In my classroom I use a variety of small groups. Group work is an important part of leaning as it helps teach patience and compromising skills.
I like the idea of starting students in groups or families. This would help students learn group behavior and what is expected of them. It also would enforce sharing, taking turns, and being a good listner. I would start with an easy task before adding and objective. I would also like to have the groups meet on Friday and do a special activity. I feel this could help end the week with a positive note.
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