Final Reflections on new feelings

1.        What are your initial feelings regarding working with students with moderate to severe disabilities?  Wow, my feelings haven’t really changed I am still intimidated by the students but it should be said that all classrooms intimidate me.  The students were great and taught me to expect the unexpected in all situations.  Students with labels to me are sweet even though I was hit, verbally abused and picked on.  This experience could not be traded it rates up in my top 6 of education experiences. 

2.       What do you already know about working with students with moderate to severe disabilities?  My feelings on this are still the same.  The difference this time is that I expected the behaviors and learned to adapt my mind frame and body language to provide a comfortable experience when possible for the students.  I did learn to keep my opinions to myself.  I also learned that even when you don’t agree with the methods something can be learned good or bad in any situation.

3.       What do you think you will learn from your community-based experience?  I took away this from the experience ignore the adults and concentrate on ways to help the students gain knowledge.  No, I know that you can’t ignore the adults but that would be nice.  My teacher never came out of the classroom unless it was necessary.  I understand now that sometimes staying to yourself can be a good thing.  By staying in the classroom he avoided becoming involved in conflict with different parties but he used the time to make visuals, grade papers and respond to emails.  To me this was a positive way to stay on top of work and assignments.  I wish the time he put into the visuals and lessons he put into engaging the students attention in the lesson.  By the time I finished the hours here my teacher was turning into another person.  I hope that if the program continues that another student is placed into this class to aid the students and get to know them.

4.       How would you like to grow professionally over the course of your community-based experience?  Professionally it is my hope to gain a more mature approach to working with peers, parents and administration in this field.  I would like to learn how to interact with everyone in a manner that will be professional but comfortable.  In this experience I hope to learn positive interactions, teaching skills and appropriate strategies to teach children in this area. 

My last day at Lake Shore Middle School… Sigh

November 15, 2011

A.     Today was my last day at the school.  I miss the students already even though they wrecked my nerves and made me work.  Today the students worked on “Number Worlds”, but something out of the ordinary happened with the teacher.  He let the students go to the board and interact with each other during the lesson.  This was the most laid back I have seen the teacher and students.  They really seemed to be enjoying themselves and he was giving feedback and encouragement.  I really enjoyed watching the students show their knowledge of patterns and sequences on the board instead of going to choice time.  Did you say something to the teacher?  Was there an alien in his body? 

B.       The students interacted and taught me their lessons today.  I learned touch math and patterns.  Patterns are very hard for me so learning with them was great and a positive moment for all of us.  One of the students told me I could not use the packet but he would go to the board and teach me how to draw three dimensional shapes.  I think the teacher is becoming open to change.   Is it obvious that these students have me wrapped completely around their fingers?

C.    I believe that all three books could be used to express feelings for my last day.  Watching these truly amazing children and trying not to worry about their futures is truly distressing.  I wonder if they are really prepared for high school or real-life will they register with places like The Arc or a mentor program.  In all three books they talk about life after school and looking at the scenario at this school I do not believe they have a solid foundation.  But with books like “You’re going to love this kid”, Raymonds Room and our textbook there is knowledge for future educators to learn from.  With this knowledge we can choose to move forward and empower other students, teachers, administrators, parents and outside resources. 

Close to the End…

November 10, 2011

A.       My feelings towards my teacher are just purely confused.  I came into the classroom today and he had an attitude because I did not come last week.  I came to the school Tuesday and could not find the class to save my life or gas.  I told him this and he wanted to know why I didn’t go to another classroom to ask the whereabouts his class.  This is the same teacher who did not want me visit the other classroom with the students.  I do not know what to think about this teacher. 

I know it’s not right to have a favorite student but there is a young man named “L” that is my second child.  I feel like L is really underestimated but because I don’t work with the lower functioning I can’t really prove it. 

The teacher had gotten on my nerves because of his attitude about me not being there the week before really bothered me.  Then “L” came in with the biggest smile when he saw me and all my aggravation went away especially when I got the same reaction from the rest of the class. 

The paraprofessional worked with the lower functioning group as usual and then finished the number world work before the higher functioning group.  He then had the students work on touch math.  The students were really interested in the “touch math” probably because the teacher really likes it.  If you want to see this teacher’s personality pull out touch math. 

B.       Today, I noticed that the teacher, myself, and the substitute who was there for one of the paraprofessionals all work with the 5 higher functioning students.  While one paraprofessional worked with 3 students on 6 sheets of touch math.  This is not fair to the paraprofessional and today I went and helped instead of trying to cause commotion.  I don’t know if the para’s that work with the lower functioning students wants help or if this is a usual situation for them.  But I felt better trying to help.  The next period the teacher had one of his lower functioning classes.

Everyone in the class was doing touch math.  But there were three students in the 3^rd period who were doing something else. 

On this day the young man “D” was in the classroom. I don’t know if you have seen the movie “SB” but he reminds me of the star of the movie.  He is a young man that because of his size knows to how to manipulate to get out of what he does not want to do and to get what he wants.  I saw a picture of him in first grade and the teacher told me at this time he was bigger than most but he had a structured environment.  Academically he was low, but could do basic addition, now he is in 7^th or 8^th grade and tracing numbers and responding to pictures of numbers.  What happened in between to his academic skills?  I understand that he is bigger and that he is low but in this class the only time I have seen him do more than tracing numbers is when the site coach comes into the classroom. 

The site coach had him counting numbers and he was very animated and was enjoying it.  To watch him with the site coach and see their connection was inspiring.  The problem is the site coach could only stay maybe 10-15 minutes as soon as he left he was back to tracing numbers. 

I watched the interaction and wondered why the behavior change in “D” is because the site coach is a man?  That can’t be it because his teacher is a man so what is it that made this young man decide to put forth some effort?

C.       The teacher has touch math visuals on all the desks so they still count the dots to make the problems more concrete.  In the Snell book on pg 516 there is a visual of touch math, the strategy of using the touch math to special needs children is promising.  The problem is that if someone comes into the classroom that does not know this strategy who teaches it them?  In the book it says that they have touch math for addition, subtraction, multiplication and division but it most be basic.  I wonder if it includes complex problems for all the above areas.  This strategy has helped the students in the classroom make major improvements and helped to build confidence.

The man is going to drive me crazy…

October 28, 2011

A.       I am so aggravated.  It is obvious that the teacher is trying new strategies.  The students understand concepts better because he is taking his time and starting to include the whole class higher and lower functioning.  He did the number world book again and this time I did not have the students go further we extended the lesson on another sheet of paper.  The teacher  was not that happy but he didn’t say anything. 

The thing that bothers me is that the students do the “Number World” curriculum and some calendar math.  He also has programs for the computers that he uses such as “Building Blocks and Zac’s World.”  The thing about the computer games is that the kids can memorize the pages and because no one is monitoring them they can do what they want. 

Would it be too hard to keep them in their seats and rotate computer usage between the lower and higher functioning students?  I have noticed that the higher functioning students usually go to the computer for their math skills and the lower functioning students go to puzzles or to magnet board. 

B.      Once again I have learned to be quiet and stay in my place.  This is the place of a UNF paraprofessional, so I did what anyone of your students would have done.  Several of the students understood the concept of finding patterns in numbers and also number placement such ones, tens and hundreds but they could not go further in the book because the teacher said so. 

The students wanted more examples so I got a piece of notebook and gave them more examples.  Some of the students stayed in their seats instead of going to choice time to see if they could figure out my questions. 

C.      In Chapter 13 of the Snell book “Teaching Academic Skills” is discussed.  I have wondered how the teacher decides which standards to teach.  Do they teach Access Points or Sunshine State Standards?  I wanted to ask the teacher but he is a closed book and probably won’t tell me anyway.  The teacher is teaching number world’s which incorporates different math skills all on the same page.  It is usually in sequence but for a special needs child it might be confusing.  The students can skip count but don’t know how to multiply.  The chart on pg 513 is a visual of how the student should be developing math skills.  But these kids like most are all over this page.  How do you know where to start to begin instruction for students?

I’m going to a Field Trip…

October 26, 2011

A.       I was excited to see these students go on a field trip.  In my mind this was going to be great it was “ok”; nothing more nothing less.  The students were excited especially when the little kids were there at the park.  There was a group of Pre-K and Kindergarten students at the park.  Most people who see or are around special needs children know that they love little children.  I don’t know why but I always noticed that they had better relationships with small children in some cases.  The school left the park because they decided that they should just go back to school early.

B.      Some of the students tried to play with the younger kids and some were just trying to find seclusion so that they could stem or go to their “safe place” as I call it.  I have a problem with people who look at children or adults with disgust or have no patience.  To be fair I did not and do not have a lot of patience but it is important to me to consider the other person’s feelings. 

Now as a parent of a special needs child, I often see people look at my child and decide that maybe they should move their seats.  I often wonder if people think that if a person is special needs it will rub off on them.

I watched the kids and their way of interacting is just like regular children they have their clicks and they rough house too.  But the adults did well interacting with the students and were very aware of the surroundings for the children.  This field trip seemed to excite the students and they will probably sleep well.

These children can’t always express their feelings verbally or emotionally but I believe they understand that they are treated because of their disabilities.  I don’t think it’s fair.  Its obvious my feelings are changing I am still overwhelmed in dealing with the moderately-severely disabled, but I am becoming very protective of their feelings and their lives. 

Now my problem will be figuring out how to walk away.

C.      In Raymond’s Room pg 10 the residents went on a field trip and it was chaos.  This was because no one took the time to encourage these adults to become a part of society.  Now things have changed and special needs people are more visible but the thinking is still the same.  What would have happened if these same adults learned to communicate and act well in public?  Now the school system has the opportunity to encourage this but it’s not often done. The students are the most important factors in the school system.  They need to be taught to speak to their peers and adults.  My thoughts would be that these students need to be involved with their peers other than seeing them in going and coming.  Isn’t there a way for this to happen with positive outcomes?  Has this school even tried?  If they are not integrated into the school atmosphere how will they succeed in high school and in their adult lives?

Life Skills 101

October 21, 2011

Life Skills 101

A.       The activity that was done today was for Life Skills.  The teacher decided on teaching the students about shopping.  In my opinion this is necessary but keep in mind that if students don’t have fine motor skills what modifications can be made for this student.  The lesson was a good one but a slow one so the focus was often lost.  He is trying his best it’s obvious but there is a lot of work needed to include everyone in the classroom. 

In most of the classes that have been taken by ESE majors we learn how to teach to everyone.  General education students get a field packet that’s supposed to include techniques and explanations of teaching to all students.  Honestly, ask yourself how often” did you look through the field packet if it wasn’t necessary to an assignment that you were working on already”?

I feel like these children are going to have a hard time in real life if they do not have a good support system outside of the school.  Watching the students do the assignment was both encouraging and depressing in one.

This is an example of the worksheet:

Name of the object	What kind of store do you buy it from?	How much do you pay for it?	Name a Store
Pencil	Store	.25	Wal-Mart
Chair	Store/Corner	5.00	Furniture Store
Banana	Grocery Store	1.00	Publix

 

Most of the students had problems writing on the sheet and really had problems understanding the questions.  It is important to start out with control of the lesson or nothing will be accomplished and then to include the students not just talk over them. 

In both periods the students were agitated and intimidated by the questions.  He had to keep adjusting the questions so that the students would understand.  Please note: some of the students did not know how to make a sign for “cents or dollars”.

I am trying to stay in a positive state of mind.  When he takes one on one time with each student even though its time consuming they understand it.  I also noticed when he does he phrases the questions differently.  Why not do this overall?

B.      In this activity I gave up and just let him do it. I showed the students where to write their answers.  I was just depressed during this entire lesson.  I apologize for this but, today almost made me give up. 

C.      On pg. 543 of the Snell book  is similar of the lesson the teacher taught today.  The difference is the plan in the book is more mapped out and concise.  This lesson taught observational and incidental but in an off-hand way.  The students learned from this lesson because they looked on each other’s paper.  I wish it was possible to encourage students who want to teach and help them learn that  

My afternoon visit 10/18

October 19, 2011 

My Afternoon Visit

A.       My comfort level on this occurrence is “zip to zero” in this classroom.  The teacher asked me last week if it was possible for me to come on another day also.  I told him if it was possible with my schedule I didn’t mind doing so.  So this would mean I would be coming on Tuesday and Thursday for 2-3 hours to work with the classroom.  He also stated that he would prefer I come in the afternoon to help the lower functioning students in the last period. 
I came in to find that the students were doing map testing.  Map testing is when the students are asked questions on math and some sight words.  The teacher told me he had just found out about the testing and would I mind administrating it to some of the students.  I have only given one or two tests so this would be good experience and practice.  As usual one para doing more than the other, paraprofessional 1 is doing the testing paraprofessional 2 helping the students in choice time. 

Honestly, it’s aggravating to watch his interaction with paraprofessional 1 when he gives her directions for the kids, but he is so soft-spoken with paraprofessional 2.  I have learned in both classroom management classes to be professional and respectful.  THIS IS HARD TO DO! 

It is bothering me beyond reason that this man is doing lesson plans and activities while I do testing. 

My last rant for this part is the site coach; he comes in and introduces himself.  He was very polite and seems to have excellent rapport with the students and teachers.  I have noticed in the cafeteria that the students light up when they see him.  MY problem is when he finished introducing himself he spoke with the teacher and went to the computer.  Site coach and teacher  talked, and then paraprofessional 2  found her way to the computer.  Now me and paraprofessional 1 are finishing up testing while they look like they are on free time.   

B.      In this situation even though I do not agree with the actions of others it’s not my business or place to voice concern.  I continued to do the testing until it was finished and then talked to the students.  Once again because I am extra emotional, it is important to keep my feelings, body language and attitude on the back burner.  Working with the students, helping them to communicate with their peers instead of stemming and zoning out is important for them in the classroom.  Communicating with them and getting their opinions felt great.  But this might not be a good idea coming on Tuesday but I will make lemons into lemonade instead. 

C.      In the book “You’re Going to Love This Kid”, chapter 6 talks about “Support Relationships through Activities”.  This is what I tried to do today, by playing checkers with some of the students.  A student was playing checkers with a friend and I was watching the game.  He asked me to play next, so a couple of the students came over to watch us play.  The students were giving us advice and seemed to be having fun.  I had not thought about playing a game to encourage common friendships.  But it worked and the students were enjoying themselves as I ended my day.

My first visit with my teacher

Hello,

I met my teacher and my outlook on this classroom is much better.  The teacher showed me some the things he was working on with the class.  Mr. Barton teaches Math and Life Skills to 6 - 8 graders in an Autistic classroom, with two paraprofessionals.  Today was Bday so the students that I met last week weren't in the classroom it was a new set.  Mr. Barton seems to be somewhat soft-spoken with the adults and involved and conscience of the students and their behaviors.  I got to the school at 9:00 and the students weren't in the classroom yet.  Once the students arrived I passed out the students badges as they arrived, then me and the younger of the paraprofessionals took the students to breakfast.  The older of paraprofessional was on duty in the cafeteria and she was great.  The younger paraprofessional interacted with the kids to a minimum and ate her breakfast.  There were two paraprofessionals the older one was on task and very involved in the rountine of the students.  When we left the cafeteria and went back to the classroom the teacher began math.  He started on a numberline worksheet that included skip counting, then they did two pages of number world.  There were two groups the older paraprofessional had 4-5 students working in a group they were a lower functioning group and doing kindergarten skills.  The group the teacher had was 3 boys and they did well on the worksheet once they were helped through the first example and small group instuction continued with the 2 pages of number world work.  Once the students finished this work in maybe 10-15 minutes they had nothing else to do but choice time.  Luckily, they finished with 5 minutes left before changing classes.  The next class came in and a new group came in that were higher functioning in the math area.

A taste of Reality

A Taste of Reality 2^nd visit

A.       

                This is going to be an experience that will taste my restraint and ability to step aside.  The teacher is driving me crazy without meaning to.  He is overwhelmed and probably close to being burned out by this experience.  I came into the class on Thursday with the intention of doing an interest inventory with the students and finding out the teacher’s opioinion of differentiated teaching and universal design.  I also went in with the intention of asking if I could work assisting the students with their IEP goals.  None of these things happened on this day in the classroom. 

                The first thing that happened when I came in was I actually asked the paraprofessionals their names because we weren’t actually introduced.  Paraprofessional 2 and the other is Paraprofessional 1 both seem to interact well with the students.  Paraprofessional 1 was setting up for the class while Paraprofessional 2 was on the computer and texting.  I asked the teacher  about what the students are able to do once they finish their assignment outside of choice time.  The problem for me is that the students in the first period have a 15-25 minute instruction before switching classes.  The assignment time that I have seen is 5-10 minutes the rest of the time is choice time.  The second period is 90 minutes long their instruction time is maybe 20-30 minutes (at least for the two times that I have been in the classroom).  That is the reason I had so many questions about the differentiated instructions and universal design.  To me it seems like if this is the math and life skill class they could be doing more.  He told me the students don’t have the attention span for much. 

                The next thing is, I was aggravated when I asked about assisting with IEP goals because he cut me off early.  He let me know that the information was private.  His attitude seemed to be on the defense so I dropped the subject and was about to ask about doing the interest inventory when he began talking to paras about the work he needed done.  He was about to teach a life skill lesson and was not prepared.  He asked me about my schedule because I come on Thursday mornings.  He feels as though I would do better to come in the afternoon when the students really need direct instruction.  Now keep in mind he has a para in the afternoon and one-on-one’s in the classroom to aid. 

B.                      Honestly my feelings about the classroom are very conflicting.  The only person in the classroom out of the adults that seems to be genuinely interested in the students is Paraprofessional 1.  The teacher seems to care but in a distant manner Paraprofessional 2 seems to like the kids but does not really want to be bothered so right now I’m doing her job without the pay for the morning.  It really aggravates me because this is the beginning of the day so if you are lazy and distracted in the morning how are you in the afternoon.  But I will say that maybe when she is in another classroom she has a different personality.  Looking at the paraprofessional’s in the classroom I see two different types I see a hands on and a hands on when I feel like it.  Honestly, which one would you want in the classroom with the students.  The teacher seems to just have given up and just lets it be.  With me being in the classroom it seems as though he feels like I’m the new paraprofessional.  Right now what I am seeing is teaching me to do the opposite.  He has the students in small groups of low functioning and higher functioning but does not know how to adapt materials. 

C.                      Adapting material should not be that hard at least for the activity he was doing on this day.  He taught a lesson on looking up phone numbers for the both classes.  Here is a visual of how the worksheet was set up.

Name	Phone Number	Address	Pg. Number
1.
2.
3.

 

The majority of the students seems to have gross motor skills but probably is working on the fine motor skills.  The boxes were not big enough to write the entire phone number with area code without going into the next box the same with the address.  Can you picture how this worksheet looked once the student finished writing on it?  The worksheet was supposed to hold up to eight people but he only expected them to do two.  In the first period and second period the lower functioning group finished their assignment because they did the cut and paste version.  The higher functioning group had 2-3 phone books between 6-7 students.  The first period had Professional 2 with one group for 15 minutes they looked up two names and went to choice time, same thing with the group I worked with.  The second period worked in the same manner but the time frame was different this group had 90 minutes but were only expected to do two names.  The para stayed with the group for 15 minutes probably helped them do two names.  After they finished the two names she went to lunch, I put two more names on the board for the students to look up.  They looked them up while the teacher looked confused because I extended his lesson by maybe 2-3 minutes.  The students were aggravated because they didn’t have enough room to write their information.  They didn’t want their papers to be messing when they finished up to number four they went to choice time then lunch. 

D.                      I feel overwhelmed and aggravated.  My mind is questioning do the parents know or care that the students really aren’t learning anything.  I’m aggravated because it seems like he does not think the students can do more.  I watched the teacher make the worksheet, would it have been too much trouble to extend and widen the boxes to accommodate the students.  I almost feel like me asking questions bother him.  I watched one child have a meltdown, hit me and the para, but he did calm the child down.  That was the most emotion he should the entire day.  After that he was back to being nonchalant the class is bored and the paras have free rein.  What I’m supposed to do?  I don’t know where to start, which direction to take, I wonder if the kids are being prepared for transition to high school or anything, can I ask?  I just need some direction   

               

My introduction to the classroom

Hi,

This is how my first day went in my TMH/Autism Self-contained classroom.  The teacher was not in the class, there was a substitute teacher, a paraprofessional, and two one-on-one in the classroom.  The students that I met today were busy and all have different behavior and educational needs.  Honestly, I do not know who was who in the classroom because I could not get a straight answer from anyone.  The substitute thought it was TMH and the paraprofessional said Autism then the one-on-one's said that there was a mixture.  Confusing, yeah I thought so too!

All the students seem to be sweethearts in their own rights but the adults I am still deciding on.  The one-on-one's sometimes interact but not much, the paraprofessional knows the kids but there is not much structure.  But lets be honest until I actually see the class in an academic setting with the actual teacher I will hold my negative impression. 

When we went into the classroom the students were about to go to gym.  I went outside with the class to see there characteristics in action.  The kids were all over everywhere and since I did not meet the entire class I did not know what children were with our class.  All in All the first day was chaos, the teachers were on the phone, there was no interaction really with the teachers or paraprofessionals.  I think my biggest problem will be to keep my opinions to myself and to learn not to step on anybody's toes.  I am used to interacting with students and helping when needed or as warranted.  But the paraprofessioanl made a comment that really ticked my tocker when she said that she believed that "Autism was an epidemic".  I responded ,"My son has Asperger's and he is a blessing not an epidemic".  I am going to do my best to be productive and keep a positive attitude even if it kills me.  But one bright spot was that I did not see the kids with there actual teacher on this day.  I am praying this week will be better.

Wish me luck...

My initital feelings about the EBD classroom

1.  What are your initial feelings regarding working with students with moderate to severe disabilities?  I am scared honestly because this is a new experience.  In the past working as a substitute teacher I have been in one EBD classroom.  The students were sweethearts until someone/something triggered them and set off their behaviors.  They taught me patience and perseverance because being in that classroom for one week and a field trip; I thought I would lose my mind. 2.  What do you already know about working with students with moderate to severe disabilities?  I know that they have outburst and can be physically challenging in some cases.  But, I also know that general education students fit the same bill. To me special needs children no matter the label can learn no matter the behaviors if you can find some common ground with them. 3.  What do you think you will learn from your community-based experience?  In the community-based experience there can only be knowledge gained in this area of Emotional Behavioral Disorder because it is mainly unknown territory to me.  The question for me is "will the knowledge gained from this experience be positive or negative?"  The reason I say this is because you will meet different people who might have a similar take on the classroom and others who will have an opposite take.  These people's attitude will have an effect on the students in the room.  To me the students are the most important people in the classroom and there needs have to be met.  I am hoping to learn strategies to take with me into my internship to help other students. 4.  How would you like to grow professionally over the course of your community-based experience?  Professionally it is my hope to gain a more mature approach to working with peers, parents and administration in this field.  I would like to learn how to interact with everyone including children in a manner that will be professional but comfortable.  In this experience I hope to learn positive interactions, teaching skills and appropriate strategies to teach children in this area.