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.