20 Hours of Learn & Serve= Complete 12/2

Yesterday was my last day at Learn and Serve for this semester. I made up little goodie bags for the students with some candy, pencils and pens, and a hanging snowflake decoration. Even the students who are never smiling said, "Thank you!" with a smile on thier face. I was happy I could do something nice for them. Although they don't know it, they have all taught me a lot this semester. (And you're never too old for a goodie bag..right?!) Mrs. Burkett was thrilled that I had thought of her students. I gave her some decorative words for her classroom, nothing extravagant, I just wanted to let her and the students know that I cared about and appreciated them. I had a great experience at this learn and serve placement. It was the first time that I felt I developed a strong relationship with the teacher and the students. I would like to go back and help out in her classroom and we are going to keep in touch. We spent our last day together in the computer lab. The students were working on their Children's non fiction books. They were editing their rough copies and beginning to type their final copies. After they print their final copies they are going to illustrate their books by hand. This could be a challenge for students who are not "good at drawing."

A common mistake I noticed, when helping to edit their rough copies, was with the student's ability to differentiate between: There, They're, and Their...Are, Our...To, Too, and Two, etc. When they are typing on the computer, they do not use spell check or the grammer check to their full advantage. If they do not like what the computer "tells them" instead of trying to fix it, they click IGNORE. I tried to help a few of the students develop fragmented sentences and chose the correct spelling for words. Since these students have not learned and practiced grammar correctly thus far, it is going to be hard for them to correct their habbits. "This ability to independently generate the rules of grammar (particularly syntax or word order) tends to dsiappear after around 6 years of age. If the child masters these rules of grammar by age 6, he or she can build on them through instruction. If the child has not aquired these rules, it is extremely difficult or almost impossible to teach them to the child" (Kirk et. al., pg 339). It is unrealistic to expect that a child will speak English correctly, when many parents do not. I think it is important to catch these types struggles with the English language at a young age. After all, in most cases, it will be expected to write or speak at a job interview.

Chapter 12 Videos

Viewing questions Including Students with Physical Disabilities:Best Practices

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.
It made me consider that it will be my responsibility to help all students succeed and make progress, no matter what level a student may be. Like Lisa, I will not only oversee student's academics but many aspects of their lives, such as their social life. Teaching goes so far beyond lesson plans and a day-to-day routine. I will never know absolutely for sure what will happen on any given day. On top of this, there are IEP goals and other plans which need to be met. I thought Danielle, the aid, was a great help to Lisa.

2. What skills does elementary classroom aid Danielle Doucette bring to her work with MaryAnne, the child who has spina bifida? How does Danielle take MaryAnne's academic and social/emotional development into account when planning activities?
Lisa and Danielle emphasized the importance of including all students. They used special tools and resources. MaryAnne uses a different desk and chair. They help her strengthen her body and do her work more comfortably. She uses a dry-erase board to help her write like other students. Danielle and Lisa seem very gentle, kind, and patient. They consider MaryAnne's feelings. To make MaryAnne feel similar to the other students and to help her legs she is put in a "stander" this brings her to about the same height as the other students. MaryAnne's confidence has grown since she got an electric wheelchair.


3. What questions has this video raised in your mind about your own familiarity with adaptive technologies for children? 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 think I would be nervous getting use to technologies that I am not familiar with. Hopefully, I will be able to experience things, like wheel chairs during a Learn and Serve placement. If not I'm sure I would be able to volunteer somewhere with students with disabilities or with elderly people.


2nd Video Assistive Technology in the Inclusive Classroom: Best Practices
Viewing questions


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?
No, I have not had any experiences working with physically challenged students. I would be able to set something up at my previous elementary, middle, or high school to gain experiences.

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? How and when would you be likely to incorporate them into your teaching?
-smartboards
-computers
-cameras
-games
-techspeak
-homemade games..using velcro
Smartboards can be incorporated into any lesson plan. There are so many options. Telespeak was incorporated into the lesson however it was needed. It served as Jamie's voice.

3. As you watch Jamie complete an activity using a speech output device, what do you notice about the way Sara interacts with her? What can you learn from Sara's approach in general, and the way she describes her goals for Jamie?
Sara's goals for Jamie are mainly participation and interaction. Sara repeats directions, she is very clear, uses different techniques, and uses her body to help Jamie understand. Sara works with Jamie so frequently, she is able to understand the sounds she makes.


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 assisstive technologies has this video raised?
I am not entirely sure how to use every kind of assisstive technology, such as the telespeak. It may be hard to incorporate it into lessons but I am sure I will be able to do it.

Learn and Serve Nov 18

When I got to Mrs. Burkett's classroom yesterday, there was a sign on the door that said they were in the computer lab. As I was walking to the computer lab I ran into some of the student's from the class. Mrs. Burkett was sending them to the library to do more research. They asked me to come to the library with them. I felt honored that they wanted me to come work with them. One of the students told me he had been asking Mrs. Burkett all week when I was going to come to class again. They are working on non-fiction children's books. The two students I worked with are researching sharks for their non-fiction books. The reason two students were researching the same topic is because one of the students loves working together. He has "processing difficulties." As I was working with these students in the library I realized how much they liked the attention I was giving them. They were getting a lot of their work done and they would tell me little things about their lives and what they like to do. It was a great feeling to get to know these students. I was happy they respected me enough to let me into their lives. One student was looking forward to an upcoming cheer leading competition. The other student was looking forward to "open gym" at Gaskill that night. He was also looking forward to his sister coming home for Thanksgiving. My last Learn and Serve will be the Wednesday after break. I asked the students I was working with if they would like it if I brought in goodie bags for the whole class on my last day. Their faces lit up! The boy said, "That would be really nice!!" I feel as though my mission in life is to bring joy to other people, especially children, even if it's only a moment of joy. I love brightening other people's day. I've had times in my life where I've questioned if teaching is the right profession for me. I always say, Yes it is, because I really care about students, want to educate them, and create joy.

Mrs. Burkett didn't know I was helping the students in the library because the students stopped me before I got to the computer lab. When their class period ended, she was thrilled that I had helped them! She said that one of the students was a 504 Plan. This is a plan for students who do not qualify for an IEP. "Problems such as failing grades, a pattern of suspensions, chronic behavior problems, or failure to complete or return homework may qualify a child for additional support under Section 504, but this law can act as a bridge between general and special education and is the first step to the response to intervention..."(Kirk et. al., pg 41).

Another Learn and Serve student came in. She was complaining that she did not want to be there. She had changed her major. She moped around the whole time she was there. I was wishing she would leave because she was bringing a negative vibe with her. She said that after working with "these students" she realized she did not want to be a teacher because "these kids scared her." I felt that I have learned the exact opposite lesson and I am thrilled. I have learned at this placement that although these students act tough, they are still "just kids." The more I work with them one-on-one I see their inner-child come out and their eagerness to learn.

Learn and Serve 11/12

I was supposed to have Learn and Serve yesterday but due to the holiday I made up my hours this afternoon. The students are working on a non-fiction children's book project. The steps of this project are researching a non-fiction topic in the library, generating questions to answer in their book, writing and illustrating a 10-12 pages children's book (with only about 2-3 sentences on each page), creating a bibliography, and publishing their book into a REAL "hard copy". It was a good thing I came into class this afternoon because Mrs. Burkett had her hands full. The students were extra noisy today. Mrs. Burkett tried to calm them down. She is very understanding because she has a son in 7th grade. She said it's especially hard for this class to stay focused because it has been about 4 hours since they had lunch, their only break of the day. Not only are they rowdy for this reason, they are also looking forward to the end of the day. Although the students were really talkative today, they are friendly and respectful toward me. Mrs. Burkett explained what the students would be doing in the library for the rest of class. After she explained it thoroughly, she called on random students to repeat to everyone what she had just instructed them to do. The students were able to repeat the directions but once we moved to the library it was a different story. Basically, chaos broke out. The students were even louder than they had been in the classroom. Luckily, there was no other students in the library so we were not disturbing anyone else. Mrs. Burkett split up the "talkers" and put all of the quiet and good independent workers at one table in the back. These students had less supervision. The students who caused a bigger disruption were at a few tables with us. There were also two librarians there to help out. The students were everywhere! At one point I had to go out into the hall and call one boy into the library because he had taken the pass and was just goofing off. I was shocked, he listened to me. He continued to not do much of anything for the rest of the class no matter who tried to discipline or help him. Mrs. Burkett told me that a different boy in class went to the Alternative School last year because he said he wanted to "blow up the school." He was joking, but it was nothing to joke about and he was punished. He seems like a dedicated student, I was surprised when I found out he had been a "trouble maker." Hopefully the students have a while to work on this project because so far it is taking them a long time to finish simple tasks. I hope to see major progress by the time I see them again next week!

Learn and Serve 11/4

Today was the last day the students were able to work on and perfect their poetry portfolio projects. Those that were finished were very proud of their work. A few students asked me to look over their projects. They added hand drawn illustrations and computer graphics which added a nice finished touch. Some of the students who did not have computer access at home, were able to hand write their poems and explanations. Although they had class time and access to a computer lab in school, some felt as though they would need to work on their projects at home and chose to write their projects. I thought it was good that the students had an option because the students who needed extra time and did not have computers wouldn't suffer. When the poems were written by hand the projects felt more personal, like they were creating a journal. One of their tasks of the project was to pick two songs and address the lyrics like a poem. They were asked to find similes, metaphors, explain what the lyrics mean, and explain why it is an important song to them. I thought some of the students were picking songs that were more mature than their age. The lyrics, although "appropriate" or free of curse words, were deep, lovey-dovey, and passionate. Some of the students shared experiences of break-ups with boyfriends/girlfriends. I thought this was a little much for students who are around 12. It might be easier for the students to write down what they feel rather than communicating their feelings to anyone verbally. Young love was a common theme that the students liked to discuss in their projects. I think it is true that kids are growing up faster in today's world, they are exposed to so much from a young age. These 12 year olds know much more than I did when I was 12. This might be because I am an only child who never rode the bus. (I think young children are exposed to a lot on the school bus.) My parents definitely tried to protect my childhood innocence. It could also be because I grew up in a small town around families similar to my own. I do not feel as though I was at a disadvantage in this way but I understand that maybe these students DO need to know the things they know in order to stay safe and make the right decisions.

We are all influenced by people around us. I think adolescents are especially susceptible to peer pressure and the need to fit in. "But because the emotional repertoire of the child is socially constructed, in part, it can be socially modified, and that is one of the major objectives of special education" (Kirk et. al., pg 19). The emotions a student is able and willing to display is partially dependent on the kind of social life and family life they are a part of.

Class-Nov 5

Today in class we had visitors from Opportunities Unlimited. I worked in a group with Jenna, Kelly, and our new friend from Opportunities Unlimited, Jason. We took pictures of good and bad work habits to eventually create a video. At first I was nervous, I did not know how Jason was going to react to us or if he would be willing to cooperate. After a few minutes I realized it was very easy to make conversation with Jason and he was willing to go along with whatever our task was. We found out details about Jason and we shared things abut ourselves as well. We found out that Jason lives in a group home. Our group worked really well together and I think Jason felt very welcome. I noticed that all the students from Opportunities Unlimited were happy to carry on a conversation and laugh with us. After we took pictures, we played with play-doh, went to a story station, and built a fort. These different stations allowed us, and the students from Opportunities Unlimited to demonstrate "how we are ALL smart." For example, I played best with play-doh and created something out of play-doh that represented me. Some people work best building things, like the fort.

Learn and Serve 10/28

At learn and serve this week my classes took place in the computer lab. The students were working on poetry portfolio projects. They were asked to find poems online using the library's database, find a literary device in the poem, and explain why they chose the poem. This is a big assignment so they will be in the computer lab until the first week in November. The students have a few projects this year that are going to require time and research in the computer lab. They are emphasising technology greatly, and I think this is a good thing. "Instructional technology involves the computer and related tools that support and expand the computer's usefulness. Instructional technology is developed primarily as a means to deliver content and instruction in an appropriate manner to exceptional children" (Kirk et. al., pg 63). The students seem more eager to do their work when they are able to be on the computers. The style of teaching used the in English department at Gaskill Prep is called Nigara's Choice. This time at learn and serve was one of the first times I was able to reach out and help the students because they were doing independent work the whole class period. Some students needed direction or guidance in addition to what the teacher provided. I was able to help them choose good poems or suggest things to look for in a poem.

The second class is an accelerated pace class and some of those students really opened up to me. They were flocking around me to have me read some of the poems they had written themselves. One boy wrote a poem about a car accident, it was the first time I had seen an example of work (in this class) that really seemed like accelerated student work. The student told me he had been in a car accident and his grandmother and sister were injured, luckily they are alright now. He had a good handle on how a poem should be structured. There was a clear story line but he was using descriptive words to "show" his reader, instead of "tell" his reader. This is an advanced skill. This student is a talented writer.

birthday QUIZ OCT 29

Today's class brought back many memories for me. Today we planned and recorded a video that will be used to preview a concept of She Stoops to Conquer. This brought back memories because in high school I was in a TV broadcasting class and we were constantly video taping, interviewing, etc. For our assignment today we encorporated other people. Some people were very responsive and other people looked at us like we were crazy..but that's ok.

When this assignment was introduced I was nervous our group would not come up with a good idea. I wondered if making the video was going to be really difficult. Turns out, we had a lot of fun planning our video and taping. The picture of the "Ugly Truth" will relate to our video..you'll see soon!

I noticed that every group had a very different idea and were taping at different locations around campus.

Next class I am looking forward to watching the videos from all groups and viewing our finished product. We will also have visitors from Opportunities Unlimited.

I have not interacted with someone with a cognitive disability.

I googled...
CAST

Quiz Week 7 con't-She Stoops to Conquer

Act 1-
Follies (p.1)

Discretion (p.2)

pewter pitcher (p. 3)

superfluous (p.4)

squire (p. 9)


Act 2-
militia (p.15)
attentive (p. 16)
quarreling (p. 16)
extravagant (p.17)

impudent (p. 18)

Act 3-

confounded (p.37)

timidity (p.38)

sullen (p. 39)

bureau (p.40)

fidget (43)

Act 4-

Constance (p.51)

elopement (p.51)

rogue (p.52)

prudently (p.53)

entreaty (p.54)

Act 5-

explicit (p. 77)

rustic (p. 78)

mercenary (p. 78)

faltering (p.79)

console (p.80)

Mr. Hardcastle- Sweet Old Fashioned Girl

Mrs. Hardcastle- When You're Good to Mama

Kate Hardacastle- Single Ladies ---> Halo

Tony Lumpkin-Bad Boys

Canstance Neville-Diamonds are a Girls Best Friend

What kind of activity is this?

For this activity we worked in small groups. To fully complete the assignment we had to find some characteristics of the characters and encorporate music. This assignment appeals to all kinds of learners. Students could look up words or find definitions to vocab, look at pictures, or listen to music. This is an example of differentiated instruction.

How does it challenge me?

It challenged me because it forces me to think about what kinds of things students take from a lesson developed around this blog.It was a challenge because we were working in one big group at first, before dividing up into smaller groups. We weren't really getting anywhere at first. Adding music was really fun--I know this would have helped me learn.

What is our audience like? What interests them?
Our audience is high school students. High school students are rarely interested in plays. They generally believe them to be boring and old fashioned. They are interested in relationships, current events, sports, music, etc. Luckily, we have encorporated pictures and music into our blogs. The play also revolves around relationships (both romantic and parent/child). High schoolers need to get hooked on something before they can really focus their attention to it. I think they would enjoy hearing some recognizable music and they would also learn about the characters before seeing the play.

Week 8

Before we watched the online video I thought of some important things to share with parents at parent-teacher conferences. Parents are always excited to hear that their child is doing well in school. Something positive can come from everyone. It is important to share the strengths of a student. Some strengths would be leadership, working well independently and with others, or progress a child has made. It is also important to share the student's weaknesses with their parent. Most parents want to know where their child is struggling so that they can help them.
At a parent teacher conference it is important to treat the parents with respect, be understanding, and address any of the parent's questions or concerns.



After we watched the online video Home-School Communication:The Parent-Teacher Conference, a few more specifics came to mind. The teacher in the video asked the parent how the student was behaving at home and how she was treating her siblings. To show the parent how much their child is progressing the teacher coul show a sample of work from the beginning of the year and then show a recent sample. If a student is difficult to "read" the teacher can ask the parent if the student is enthusiastic about coming to school. Parents may share that kind of information with the teacher, especially if their child loves coming to school. The parents also might say that their child does or does not tell them what they are doing in school. Typically, parents ask, "What did you do today?" and the child says, "Nothing." If a child is excited about learning they might share what they did in school more readily.

The video came from Wadsworth Cengage Learning




Wadsworth Cengage Learning: Home-School Communication: The Parent-

Teacher Conference. 22 Oct 2009.

Learn and Serve 10/21

This morning I went to Learn and Serve. There was a book fair at Gaskill Prep today. We took the class to the book fair and spent about fifteen minutes to look around and purchase things. Only a few students purchased books. Then there was a mini lesson on Gary Soto, the author they are studying. Before they read "Envying the Children of San Francisco," another poem by Gary Soto they brainstormed the things they already knew about Gary Soto and his literature. They volunteered answers readily. There were three extra "teachers" in the classroom today (I put teachers in parenthesis because I am including myself). They had one question to answer in writing about a poem. The number of adults in the classroom helped the students stay on task and there was always someone available to answer questions. They accomplished a great deal today and class went smoothly. I think this is because they had some time to unwind and talk at the book fair. There were only two boys that were having trouble focusing, they were drawing pictures instead of participating in class. Some of the aids in the room were there for these two boys and they did not do much to encourage them to stay on task. The two boys are part of the special education program. I am not trying to assess them, but they could have been struggling due to mild IDD or a cognitive processing difficulties. "The most obvious characteristic of children who have mild or moderate IDD is their limited cognitive ability-the ability to process information. The is a limitation that inevitably shows up in their academic work. These children may lag two to five grades, particularly in language-related subjects (reading, language arts.) (Kirk et. al., pg 156). Almost all the students, special education or not, are struggling in English Language Arts. Some students are at a very low reading level.

The Gary Soto poem was about his childhood, growing up in San Francisco. I think it would have helped to show the students a picture of San Francisco because many of them probably did not know what it looked like. Another problem with imagining San Francisco, or any image, could be a student's inability to do so. This is a type of processing difficulty.

Learn and Serve #4

Thursday, October 15 I completed two hours of learn and serve in the afternoon. I usually have learn and serve on Wednesday mornings. I had never seen these students before, due to the change in time of day. Mrs. Burkett was off-site doing some type of training. There was a substitute in the room...again. It seems like there is a substitute frequently and I wonder if that is best for the students. I realize that whatever training she is having is necessary but the students ask for her every time she is gone and seem disappointed that there is a sub. Sometimes Mrs. Burkett is also out of the school due to IEP meetings. They started class with twenty minutes of independent reading. They had a test to complete, they read a poem titled "A Different Christmas Poem" and then had to answer questions about the poem. Some of the students found the test to be very difficult, they did not know what some of the words meant. Some students looked worried about the test. It is common that students get stressed out or anxious during a test. On a website I found a picture of the ABC's of test taking. The picture and rules could be enforced in any classroom. "One of the most stressful experiences for students with learning disabilities can be test taking. The level of anxiety that is often associated with testing compounds their problems with learning and exacerbates their learning difficulties" (Kirk et. al., pg 137). Our text book offers ten ways to help students become more successful and ease the tension they may feel during tests.

The substitute said there had been an incident with cheating earlier in the day and I wondered if it was the same two girls I spoke to about cheating. She also said that the students were rude and disrespectful, earlier in the day. There were no major problems in the two classes I was there for, later in the day. It was nice to see a different group of students and how they behaved. These students were very mild tempered and respected the substitute, for the most part. There were either many students missing or these classes are smaller than the classes earlier in the day. The only disruptions were bathroom breaks. Hopefully on Wednesday, October 21 when I go to learn and serve Mrs. Burkett will be in the classroom.

QUIZ WK 7: Class 10/15 Chalkboard Assignment

What kind of activity is this?

This activity requires us to think about the information/characteristics we know and incorporate a new element. We had to develop a metaphor of our own and then illustrate it with a drawing and words. This engages different parts of our intellgence. This could be a useful technique in a classroom because it could be thought of like a list for students who are less creative or it could be seen as a picture with each part contributing to the whole. This is an example of teaching to multiple intelligences.

How does it challenge me?

I think the most challenging part was thinking of a good metaphor and something to draw. I picked sneakers because they have many parts: the sole, the shoe, the laces, a bow, etc. Another challenging aspect was trying to make it clear to anyone who looked at it. I feel as though I am a somewhat creative individual because of my experiences with music, dance, and art so it was challenging because I felt as though I needed to make it perfect.

What backgorund knowledge am I using to complete this activity?

I used my knowledge of what I have read in previous chapters. I am also demonstrating my knowledge with an everyday object, something that everyone knows and can picture (even if my artistic ability is not superb).

I used my own creativity. Chapter 9 has a large section on creativity. Table 9.1 (Kirk et. al., pg 292) gives the dimensions and behaviors needed for creativity. I think the dimensions display exactly what Shelley was trying to get us to do in class. The dimensions listed on the table are: generating ideas, digging deeper into ideas, courage to explore ideas, and listening to one's inner voice. Being creative can cause someone to feel vulnerable- we all need to feel self conscious at some point. A great idea could be hiding inside of all of us.

Do I love this blackboard or the OTHER blackboard?

I personally haven't had much struggle with the OTHER blackboard. oops..I probably just jinx'd myself. It was strange to draw/write on a traditional blackboard because I haven't used one since middle school.

Entry #6-Learn and Serve 3

Wednesday, 10/7 was my third learn and serve. Mrs. Burkett was not in, there was a substitute in the classroom. The students were having a hard time focusing and were not being respectful of the substitute. Some of the students were being "...openly defiant of authority" and "There might be a clear correlation between ethnic background and behavior, this does not mean there is a causation..." (Kirk et. al., pg 193). I noticed that most of the students being difiant and disrespectful were of African American decent. I am not sterotyping or placing the blame on their race but according to the text, there is some correlation between the two. I think another reason for the outbursts and unacceptable behavior was peer pressure. Once one student acted out in class, the other students felt obligated. "As the child grows older, the peer group becomes a major force. Adolescence, with its focus on social development and career orientation, is a special challenge for the exceptional child. Potential rejection by the peer group can have a powerful influence on the adaptation of the child with disabilities or the child with special talents, as it can on any vulnerable and self-conscious adolescent" (Kirk et. al., pg 27). Their assignment was to read silently for twenty minutes, complete a reading assignment, and a worksheet. It was supposed to be silent in the classroom, if they whispered they got "shushed." The substitute told me she was happy that they had to work independently because it, "made an easy day for her." It was obvious that the students were extremely bored, I felt bad for them. 7th Graders do not have the attention span to sit silently and complete tasks for an hour straight. I learned that this is not an effective way for students this age to learn. They have very little self focusing skills. They are still young enough that they need some guidance and something to break up the hour period. They are not going to just magically focus on their own. Effective teaching and learning takes place with a strategy.

Class Oct1 and Learn and Serve Day Two

Class on October 1 was anything but conventional. It was fun to get out of the classroom for the Gorge Hike, even though it was very early in the morning. We took pictures on the hike and eventually we will have to write a story, linking all of our photos together. The picture in this blog entry is one I took on the hike. We also would take breaks and talked about the chapter we would later be taking a test on. This was also a good opportunity to talk to new and different people in the ckass. It is important to develop connections with a variety of people. This can start at an early age. Children with IDD might have a difficult time with social skills at a young age. "Social skills are a critical component of the primary school or preschool cirriculum for children who have IDD, but instruction at this level should be informal" (Kirk et. al., pg 167). A hike like this would probably not be appropriate for preschool children, however it was an example of an informal, social, and educational setting. I think we all had a good time, especially looking forward to muffins and juice that awaited us. Thanks Shelley! That was so nice!
My second day of Learn and Serve was more like the first day because I met my classroom teacher for the first time. From what I have seen, she seems like a good teacher and I like the classroom I am in. The students read silently and then Mrs. Burkett read aloud. They are preparing for a state test. They used the smart board to answer comprehension questions and to make their own examples of similes and metaphors. Mrs. Burkett has a son in the 7th grade and he is in one of her English classes. I asked her what it was like to have one of her own children in class and she said that it was fun. She says she treats him just like everyone else, which must be hard to do. I also talked to a NU student who is doing his TA in Mrs. Burkett's classroom. I found out a lot of experiences that will be in my future and he was very helpful to talk to.

Learn and Serve Day 1- 9/23

I am excited to be in a 7th grade English classroom this semester. Last Wednesday was my first day. The teacher that will be my Learn and Serve "mentor?" was not there. There was a substitute teacher and an aid in the classroom. Within the first five minutes of my arrival, a group of boys threw a balled up piece of paper at a group of girls. The substitute picked up the paper and ignored the behavior. In this case, his strategy worked because they stopped. A few minutes later there was an outburst between two boys. (They were supposed to be reading silently.) One boy said, "Stop looking at me! Are you gay or something?" All the students started laughing. In this case the aid interveined. She took the boy who was being disruptive (and mean) out into the hallway and had a talk with him. After that, there were not anymore problems with him. The substitute teacher read aloud a short story "Mechanical Mind", by Gary Soto. The students completed a worksheet on the story. I noticed while the substitute was reading that one girl was not paying attention or following along in her copy. The other two teachers in the classroom did not seem to notice. When it came time to complete the worksheet, she just sat there. Her friend, who was sitting next to her finished her worksheet in about ten minutes. When she was done, she gave it to her friend and her friend started to copy. Again, I think I was the only one who noticed this behavior. I didn't know if I should step-up and say something or not especially since it was my first day. I walked over to the girls and said very quietly, "You should try to think about the answers yourself. You can use the story to find the answers. If you need help, let me know, I will help you." The girl who was letting her friend copy, removed her paper from her friend's sight. After class ended, I looked at the student's paper who was copying. She had finished the worksheet and she had come up with some good answers on her own. During the class almost every student asked to either get a drink or go to the bathroom. They may have been taking advantage of the substitute. This class had 18 students. The second class period had 25 students and hardly any disruptions or problems, with the same class schedule as the first.

Learning Disabilities

Learning Disabilities

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Class 9/17

In class today we worked on a quiz for chapter 3. We went over the quiz as a group and talked about the most important parts of the chapter. Everyone was a little confused due to technology. We took pictures of environmental stressors around campus. I took a picture of Clet dining hall. I took a picture of Clet dining hall because I do not find the food there enjoyable or satisfying. Because I am constantly eating pizza from Clet dining hall this is an environmental stressor in my life. We also watched videos about Peter. Peter is a child with down-syndrome. It was amazing to see Peter's transformation especially the strides he made during third grade. At first, Peter was not included and this was because his classmates and teacher were scared. His classmates were scared because they did not know why Peter acted and looked the way he did. It was not an easy adjustment for anyone in the class. Initially, I sympathized with the other children because I thought it was not fair that they were subject to Peter's outbursts (hitting, kicking, and yelling) while they were learning. Then I realized that Peter could not totally control his behavior, he never asked to have a disability which caused him to have outbursts. I saw Peter as a hinderence to the other student's learning but quickly realized he was teaching his classmates new things everyday. I think you have to put yourself in Peter's family's shoes. If I had a child with disablities, I would want he/she to be included in a classroom and experience interacting with other students. It is important to develop some kind of social skills if possible and Peter was very capable. His classmates and teacher opened their hearts and minds to him after some time. The classroom became a happier and more learning condusive. The students accepted Peter and wanted him to succeed. I thought it was so nice that they would cheer him on and clap for him when he showed improvement. Not only were the other students learning third-grade cirriculum, they were better prepared members of society. I think it's great that Peter touched so many lives. I learned a lot from this video.

Entry #3 Chap 9

Entry #3 Chapter 9
“How do public schools define children with gifts and talents?”
The term gifted usually refers to someone who has extraordinary intellectual gifts. “Giftedness” can have different meanings depending on culture. Giftedness was once thought to be strictly based on tests and IQ levels. Recently, the term giftedness has been expanded to include more than intelligence level. Some students may not show excellent performance but may show the potential for displaying their special talent or gift. Students who are gifted “exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields”(Kirk et.al., pg. 288).

Children who are gifted also deserve extra attention and resources. However, sometimes service and activities for students who are gifted are not provided by schools. When I was reading about giftedness I thought of a former fellow student. She had a disability and was in a wheelchair and was an extremely talented percussionist in our high school band. As I read further in the text I discovered that public schools recognize “twice exceptional” students. A twice exceptional student is a student who has a disability and gifts. This is common because I can think of a few cases where this exists.

“What are some characteristics of children with gifts and talents?”
Exceptional talents and gifts may be shaped by family and heredity. Traits such strong work ethic, persistence, and drive students may have engrained in them from home. Children who are gifted generally make friends readily, have adequate social skills, and are involved in school or extra-curricular activities. However, issues such as depression, perfectionism, suicide, and stress are common and controversial topics to those with gifts and talents. Perfectionism is a condition which is common in those with talents and gifts. “Perfectionism is the combination of thoughts and behaviors associated with high standards or high expectations for one’s own performance” (Kirk et.al., pg. 296).
Throughout high school I encountered students who were perfectionists. I was taking a college level history course my junior year when I witnessed a perfectionist’s response to failure. A girl in my class started crying hysterically because she received a 93 on a test, instead of her usual 100. (I would have been happy with a 93.) I found this to be a very extreme reaction to something that should not be a big deal, but to her it was a big deal. Sometimes students will say their “perfectionism” is triggered by their parents want for them to succeed. Suicide is unfortunately another occurrence amongst the gifted population. Which raised the question, are students with gifts and talents more stressed than other students? There does not seem to be a concrete explanation for the cause of the larger number of suicides in the gifted population. Creativity drives many types of gifts and talents.

I find creativity quotes insightful. Creativity is associated closely with the arts. Students who are creative can generate new ideas, think deeply into their ideas, explore their ideas, and listen to their internal voice more readily and naturally than people who may not be as creative. The characteristics of students with gifts and talents rage widely because so many “kinds” of students are considered gifted.

Entry #2 Chapter 2

“What specific advantages do computers offer in the education program for exceptional children?”

Technology is becoming more sophisticated as years progress. Schools and classrooms are placing more emphasis on technology. “Special education has often led the way in the acceptance and use of technology in education” (Kirk 63). There are companies who specialize in building technology to suit exceptional students. http://specialed.about.com/gi/o.htm?zi=1/XJ/Ya&zTi=1&sdn=specialed&cdn=education&tm=18&gps=161_575_1259_629&f=00&tt=14&bt=1&bts=1&zu=http%3A//www.rehabtool.com/
There are two different types of technology used to aid students with disabilities: assistive technology and instructional technology. Instructional technology specifically uses the computer and computer programs to adapt the material into a coherent manner for exceptional children. Computers provide an interactive feeling to students. If a student is not able to go outside for a hike for science class, there are interactive websites with realistic pictures and information. In addition to being interactive, computers are fun for students to use. “Even more important, computers allow children to learn at their own rate and provide immediate feedback and reinforcement. The child’s learning becomes more active and self-directed” (Kirk 64). Computer programs can make learning seem more like a game and hold a student’s interest. A student can move at their own pace because they are determining how quickly the content is introduced. Technology can be empowering to students, accelerating their desire to learn and participate.


“Discuss assessment of students with exceptionalities and how RTI model isincorporated into this process.”
National Center on Response to Intervention (RTI) http://www.rti4success.org/index.php?option=com_frontpage&Itemid=1

A child is usually referred for special education services due to observations of the student’s school work and/or behavior. Most schools use screening tests in either mathematics or reading at an early grade level to try to find the students who need help before they experience excessive failure or success. Depending on the situation schools may establish a child-study committee to find ways to address the student’s behavior and to establish if the student should have a referral to special education services. If a child is referred to special education “one of the major tasks …is to assess both individual students and the effectiveness of the special programs” (Kirk 45). The assessment of a student is designed to reveal the strengths and weaknesses of that student and determine where the child should be placed in a school setting.
Assessment is a major part of the Response to Intervention (RTI) model. http://www.lehigh.edu/education/mp3/rti/Website_WhatIsRTI_files/rti_tier_circle2.jpg
The RTI model groups students according to the instruction needed at their particular level. It looks like a pyramid. At the base (tier 1) is where most students fall, needing core instruction. Tier 2 is in the middle where some students fall that needs enhanced instruction. The top tier is the smallest (tier 3) with intensive instruction needed. Students who fall into tiers two and three are monitored to determine if they are in the right tier and if they are showing progress. “Teachers and other staff members can use five general approaches to provide an assessment of a child: norm-referenced tests, diagnostic achievement tests, interviews, observations, and informal assessments” (Kirk 46). Each form of assessment has advantages and disadvantages. A combination of a few forms of assessment may be used to achieve the most accurate placement for a student.
http://www.northern.edu/ASLP/strategies.html

Entry #1 Chapter #1

Entry #1 Chap 1
“When is a child considered to be educationally exceptional?”
It is hard to determine when a child is educationally exceptional because everyone is unique in their ability to learn and follow educational practices. What is considered “normal” or “average” can be hard to define. An exceptional child differs from the average child in ways which vary widely. However, an exceptional child usually requires modifications and/or special education services to develop and maximize their skills. According to our textbook, an exceptional child differs in “1) mental characteristics, 2) sensory abilities, 3) communication abilities, 4) behavior and emotional development, and/or 5) physical characteristics” (Kirk 5). When we think of exceptional children we often think of children who are at a level below their peers. Students with exceptionalities are at all different skill levels. An exceptional child can include a gifted child or a child who finds school to be a struggle due to impairments or developmental delays. Students with learning disabilities, auditory/visual impairments, emotional distress, superior intellects, and multiple handicaps are just a few examples of the conditions which can cause a child to be exceptional. An exceptional child is not always easily recognized by teachers or parents. Exceptional children can be placed in inclusion classrooms or into resource room setting. A teacher shares her insight and opinions of classrooms with exceptional children on her blog http://cecblog.typepad.com/cec/2009/09/its-all-about-perspective.html#more.

“How do parents/siblings respond to the presence of a child with disabilities in the family?”
When the birth of an exceptional child occurs, families have much to absorb. The new information concerning the addition to their family can trigger a strong response either positively or negatively. “And it is important to consider those responses, because they happen to every parent of an exceptional child, regardless of his or her educational background or socioeconomic level” (Kirk 16). In a small way, it is probably comforting to think that there are millions of other families who have gone through and adapted to the necessary lifestyle changes. Parents who have seriously disabled children often feel shock, denial, sadness, and anger along with a “symbolic death” of the “normal” child who was to be. The responsibility of providing daily care can be overwhelming when a child is difficult to dress, cloth, feed, and calm down. It must be very difficult to realize that a child may never be an independently functioning adult. Parents may feel financial stress due to extra costs of an exceptional child's needs. The site, http://raisingchildren.net.au/articles/disabilities_managing_finance.html explains costs that families should consider when raising an exceptional child. Unfortunately, exceptional children are at risk for abuse. It is hard to imagine any parent harming their child but when some parents become frustrated or stressed they take it out on the child. Parents may need the help of support groups or professional attention to better care for their exceptional child. It is important that parents of exceptional children take an interest in their child’s education and that the child gets the attention they deserve from school and home. The parents of an exceptional child may react differently than the sibling. The sibling(s) may feel neglected or jealous. To a sibling, it would appear that a parent is spending more time with the exceptional child. The sibling may become resentful to the other because they are jealous of the attention. Even though the home environment is different when there is an exceptional child “…there does not seem to be any tendency for the siblings of children with disabilities to be more disturbed or stressful than the siblings of children without disabilities” (Kirk 23). In my opinion, siblings of exceptional children are more passionate for others who may have an exceptionality or have a sibling with an exceptionality. Siblings can be each other’s biggest fans or strongest enemies depending on the day. The sibling of an exceptional child will know about his/her sibling’s ability and hopefully help others to understand, too.