I try to use the best culturally responsive teaching practices but I know I have much ground to improve. At the beginning of the year I do like to send home a personal inventory sheet to learn more about each student and his or her family. The inventory gives me background knowledge of the child, his or her interests, preferred subjects, and information about family. I also use this information to incorporate in lessons to build interest in a particular subject area.
I feel that I need more professional development on integrating multicultural education into my classroom. My goal is to celebrate diversity in the classroom through cultural awareness. However, I do not feel that I meet the educational needs of my ELL and culturally diverse learners.
I need to be more proactive at conducting my own research on incorporating the best culturally responsive teaching methods in my classroom. The text has given me great insight on accommodations I can make in lesson planning to meet the needs of my diverse students.
Sunday, February 26, 2012
Webliography
This website provides teachers with an overview of different types of learning disabilities and accommodations to meet the needs of students with exceptionalities.
A great resource for math and literacy printables for students with exceptional needs.
This offers a resource for teachers wanting to learn more about dyslexia and information on best practices for teaching students with dyslexia.
This site provides knowledge about several types of learning disabilities including ADD, ADHD, Autism, Dyslexia, Tourettes Syndrome, and Vision-Tracking Issues.
This site provides an adaptive technology resource site for teachers educating children with disabilities.
This site provides general information about learning disabilities and provides links to research ways to provide assistance to students with LD.
A great site for gaining knowledge about ADD and ways to assist students with ADD in the classroom.
A national resource site for educators containing articles and news along with an online store to purchase books for teachers and parents with students with disabilities.
This site contains information on the latest research on RtI models of early intervention.
Established by the office of Special Education Program, this site gives information and assistance for identifying, adapting, and sustaining effective school wide disciplinary practices.
This site provides information on the different types of ADHD and how to provide a proper learning environment for students with ADHD.
This site provides general information about dyspraxia and articles to learn more about the disorder.
This site provides general information about learning disabilities and strategies for teaching students with LD.
This site provides an overview of learning disabilities and articles to help teachers meet the needs of students with LD.
This site gives accommodations for students with math learning disabilities.
This site gives helpful information in understanding the meaning of learning disability.
This site provides organizational tools to help students with LD.
This sight provides an overview of the term learning disability and programs available for students with disabilities.
This site provides teachers with strategies and assignments for students with LD.
This site is a teaching guide for teaching strategies for students with learning disabilities.
Saturday, February 25, 2012
CHP 9: Mathematics
In my first grade classroom I use lots of direct instruction. This includes skill and drill of addition and subtraction facts and the use of manipulatives to teach place value, geometrical figures, and money. I like to play the game, "Around the World" to review math facts. I introduce the game at the beginning of the year and can informally assess a gain in memorization and quick recall of math facts.
After reading this chapter I realize that I need to do more modeling of the steps necessary to complete word problems. First graders have difficulty self regulating and tend to make simple mistakes when completing a single or multiple step problem. I like the mnemonic strategy "FAST DRAW." I feel that I can create a similar strategy for my first grade classroom to encourage self regulation in my students.
Self regulation is a strategy that is beneficial in all subject areas. Students need to self regulate when they are reading, following directions, and completing an experiment. I will spend more instruction time on teaching my students the process of thinking about a question, identifying the key words/numbers needed to solve the problem, and checking for error.
After reading this chapter I realize that I need to do more modeling of the steps necessary to complete word problems. First graders have difficulty self regulating and tend to make simple mistakes when completing a single or multiple step problem. I like the mnemonic strategy "FAST DRAW." I feel that I can create a similar strategy for my first grade classroom to encourage self regulation in my students.
Self regulation is a strategy that is beneficial in all subject areas. Students need to self regulate when they are reading, following directions, and completing an experiment. I will spend more instruction time on teaching my students the process of thinking about a question, identifying the key words/numbers needed to solve the problem, and checking for error.
CHP 13: Assistive Technology
I have maintained a limited view of assistive technology as computer based innovations for the classroom. Upon reading this chapter I discovered that assistive technology entails an array of products from transportation devices to recreation and leisure tools. I have not had the opportunity to teach a child that requires assistive technology in his or her IEP. However, I witnessed the benefits of having an interactive board, a Smart Board, in my classroom to help students with reading, writing, and math disabilities. The Smart Board provides students the ability to have an interactive learning experience which increases their focus and understanding. For example, I have a student that has difficulty learning math concepts. However, he is quite successful and knowledgeable about the games he plays on his PlayStation 3. I used the Smart Board to download games to help with his understanding of certain math concepts. He found the games to be exciting because of their video game resemblance which led to his mastery of the mathematical skill.
I have failed, though, to research other assistive technologies to help assist my students through the learning process. The text provides many websites that offer assistive tools for all subject areas. These websites have provided me with excellent ways to spend my government teaching money at the beginning of the year.
My goal from this point forward is to stay abreast of current assistive technologies to benefit my students. Just simple tools such as pencil grips, raised lined paper, and wikki sticks provide much assistance to my student with dispraxia. My greatest joy is watching a student succeed at a skill that he or she has had difficulty with, and with the use of assistive technologies students have the ability reach mastery.
I have failed, though, to research other assistive technologies to help assist my students through the learning process. The text provides many websites that offer assistive tools for all subject areas. These websites have provided me with excellent ways to spend my government teaching money at the beginning of the year.
My goal from this point forward is to stay abreast of current assistive technologies to benefit my students. Just simple tools such as pencil grips, raised lined paper, and wikki sticks provide much assistance to my student with dispraxia. My greatest joy is watching a student succeed at a skill that he or she has had difficulty with, and with the use of assistive technologies students have the ability reach mastery.
CHP 8: Written Expression
Of all the subjects, I find writing the most difficult to teach. I think the major difficulty for me is trying to teach my young writers that writing is a plan from start to end while also overwhelming them with the rules of conventions, editing, organization, word choice, and craft. However, I teach writing through Writer's Workshop which incorporates much of what the text considers best practices for teaching writing in an inclusive classroom. I have found that from the beginning of the year my students have progressed as writers.
Although, the majority of my students have improved as writers, I have noticed that my student with dyspraxia has not progressed as a writer as much as some of her peers. Her disorder effects every component of the writing process. She has difficulty verbally expressing herself. Therefore, her writing reflects her speech, articles and verb conjugations are omitted and details are not expressed. After reading the text, I am now knowledgeable of different strategies to help my student during the writing process.
I will begin by giving her a story element organizer. This will allow for her to organize her thoughts as well as aid her in writing down the details of her story. I will also create checklists for her during the revision and editing stages. I feel that this will make her more aware of what to look for or change during revising and editing.
Although, the majority of my students have improved as writers, I have noticed that my student with dyspraxia has not progressed as a writer as much as some of her peers. Her disorder effects every component of the writing process. She has difficulty verbally expressing herself. Therefore, her writing reflects her speech, articles and verb conjugations are omitted and details are not expressed. After reading the text, I am now knowledgeable of different strategies to help my student during the writing process.
I will begin by giving her a story element organizer. This will allow for her to organize her thoughts as well as aid her in writing down the details of her story. I will also create checklists for her during the revision and editing stages. I feel that this will make her more aware of what to look for or change during revising and editing.
CHP 7: Reading Comprehension
I have had the opportunity to teach students with RD and as the text states, and the majority view reading as a tiresome and frustrating decoding process. In the past, these students benefited from the intervention program, Reading Recovery. Now, with the elimination of Reading Recovery from my school, it is imperative that I am knowledgeable of and put into practice the instructional modifications and strategies to meet the needs of students with a reading disability. This chapter has opened my eyes to strategies I have not used in my first grade classroom to build comprehension such as Keyword Strategies, Pegword Mnemonics, and Letter Strategies.
Guided Reading, the reading instruction program used in Anderson District 5, models table 7.3 in the text. Each reading lesson is planned with a prereading discussion of the text to be read, students read the story, important information is discussed, and students are asked to relate the story to their own life. Through Guided Reading the teacher models reading and comprehension strategies for students to use during independent reading. The text also mentions Reciprocal Teaching and Peer Assisted Learning Strategies. I have not used these beneficial strategies in my classroom. I feel that they would be very beneficial for a student with a RD because they play an active role and they are learning from their peers.
I plan to use the comprehension strategies I have gained from the text. I will model reciprocal teaching and peer assisted learning so that my students can be more involved in working as a group to derive meaning from a story. I will also model ways to use concept maps to strengthen comprehension of a text with the use of keyword and letter strategies as well as pegword mnemonics.
Guided Reading, the reading instruction program used in Anderson District 5, models table 7.3 in the text. Each reading lesson is planned with a prereading discussion of the text to be read, students read the story, important information is discussed, and students are asked to relate the story to their own life. Through Guided Reading the teacher models reading and comprehension strategies for students to use during independent reading. The text also mentions Reciprocal Teaching and Peer Assisted Learning Strategies. I have not used these beneficial strategies in my classroom. I feel that they would be very beneficial for a student with a RD because they play an active role and they are learning from their peers.
I plan to use the comprehension strategies I have gained from the text. I will model reciprocal teaching and peer assisted learning so that my students can be more involved in working as a group to derive meaning from a story. I will also model ways to use concept maps to strengthen comprehension of a text with the use of keyword and letter strategies as well as pegword mnemonics.
CHP 6: Reading Instruction
Each year brings a growing number of ELL students into classrooms across the U.S. I have noticed that since my first year teaching, the population of ELL students has grown exponentially. In my experiences working with ELL children, they tend to function academically at the top of the class. I have not had the opportunity to work with a CLDE child, or more correctly put, I do not think I have. I have noticed that most RtI services provided through the district do not pull ELL students. I believe that, as the text states, many reading difficulties do not derive from a LD but through culture and language diversity and the district is protecting these students from being labeled LD. However, this leads me to wonder if ELL students with a LD are being overlooked.
Although I do not feel that I have worked with a CLDE student, the text has helped me analyze myself as a culturally and linguistically responsive teacher. And through analysis I need to make changes in my teaching practices. I have always felt that I've created a culturally sound classroom in which cultural diversity is applauded. However, after taking a deeper look, I have merely scratched the surface. I have created cultural awareness in my classroom by observing the practices of different cultures, but I do not feel like I have successfully met the individual learning needs of my cultural diverse students. I think a major reason for this is that at times I'm not quite sure where to begin. I feel that teachers would benefit tremendously from more professional development on how to meet the needs of diverse learners. In five years, I have only had one PD on cultural diversity. With the growing number of ELL students in schools, it is imperative that teachers are trained to be culturally and linguistically responsive.
My plan from this point forward is to create a classroom environment that allows students to create meaning through activities that focus on creating connections between school and home. I also want to establish a working relationship with the parents of culturally diverse students to better understand the learning environment at home and how I can build upon it in the classroom.
Although I do not feel that I have worked with a CLDE student, the text has helped me analyze myself as a culturally and linguistically responsive teacher. And through analysis I need to make changes in my teaching practices. I have always felt that I've created a culturally sound classroom in which cultural diversity is applauded. However, after taking a deeper look, I have merely scratched the surface. I have created cultural awareness in my classroom by observing the practices of different cultures, but I do not feel like I have successfully met the individual learning needs of my cultural diverse students. I think a major reason for this is that at times I'm not quite sure where to begin. I feel that teachers would benefit tremendously from more professional development on how to meet the needs of diverse learners. In five years, I have only had one PD on cultural diversity. With the growing number of ELL students in schools, it is imperative that teachers are trained to be culturally and linguistically responsive.
My plan from this point forward is to create a classroom environment that allows students to create meaning through activities that focus on creating connections between school and home. I also want to establish a working relationship with the parents of culturally diverse students to better understand the learning environment at home and how I can build upon it in the classroom.
Sunday, February 5, 2012
CHP 12: Assessment
In my first grade classroom I use a variety of assessments to determine a child's progress towards a learning goal. Dibels is a curriculum based measurement for literacy. My students are tested three times a year using this assessment. I use progress monitoring through Guided Reading. Students are expected to graduate first grade on DRA level of 16. I evaluate each child's progress weekly through running records. My students are also assessed in math and ELA using a computerized test called MAP. From these assessments, students with below average scores are chosen for RtI services. Before budget cuts, students with a below average DRA level would be serviced through a program called Reading Recovery. Students with a low Dibels score are pulled for ERI, and using progress monitoring and MAP scores the classroom teacher can refer exceptional students to an ITEAM to discuss options for intervention.
After reading this chapter, I realize a major weakness and that is putting too much stress on MAP testing. As pressure for high test scores rests on the shoulders of teachers, I find myself transferring some of that anxiety to my students. I found myself telling them, "Just do your best!" and "Don't stress it's just a test." Now gloomy from behind, the threat of performance based pay changes my tone drastically. I now overly stress, "TAKE YOUR TIME!!" and "THIS TEST IS EXTREMELY IMPORTANT!!!"
From this point on I want to effectively prepare my students for the MAP test. I just received a SMARTBoard in my classroom a month ago. Since then I have had my students practice MAP based questions in class for practice, but I want to further their test preparation by discussing test anxiety and ways to calm oneself down during a test. I have a very intelligent student that always scores above average on assessments, however she suffers from extreme test anxiety. She cries during MAP testing. I need to meet with her one on one to discuss her anxiety and discuss ways to improve her feelings during testing.
After reading this chapter, I realize a major weakness and that is putting too much stress on MAP testing. As pressure for high test scores rests on the shoulders of teachers, I find myself transferring some of that anxiety to my students. I found myself telling them, "Just do your best!" and "Don't stress it's just a test." Now gloomy from behind, the threat of performance based pay changes my tone drastically. I now overly stress, "TAKE YOUR TIME!!" and "THIS TEST IS EXTREMELY IMPORTANT!!!"
From this point on I want to effectively prepare my students for the MAP test. I just received a SMARTBoard in my classroom a month ago. Since then I have had my students practice MAP based questions in class for practice, but I want to further their test preparation by discussing test anxiety and ways to calm oneself down during a test. I have a very intelligent student that always scores above average on assessments, however she suffers from extreme test anxiety. She cries during MAP testing. I need to meet with her one on one to discuss her anxiety and discuss ways to improve her feelings during testing.
CHP 5: Management
I feel that I have established an effective PBS system in my classroom. Students participate in the creation of the classroom rules which are posted, in positive terms, clearly in the room. Also, I make certain that the rules are kept to a minimum and are consistently enforced. At the beginning of the year, I dedicate large amounts of time for modeling good behavior in multiple settings. I also use the concept of token economy in my classroom. However, instead of individually rewarding students for good behavior, students are awarded on positive group behavior. I feel that emphasizing a "team approach" to good behavior prepares students for the workplace.
I do feel that I could have more efficient transitions. The Color Wheel provides students with rules for different situations, thus creating smooth transitions. I think this system would be extremely effective in my first grade classroom, and is something I want to incorporate in the future. The system require much practice on both the teacher and student parts, but once mastered it should prove successful. I also like the idea of "tootling." I learned very quickly that young children are born with the natural talent of tattling. Some are quit the experts and truly find a calling in the practice. However, "tootling" would train students to look for positive behaviors and hopefully reinforce good behavior on their own part.
This chapter has made me aware of some weaknesses in my management system. I want to include the Color Wheel to aid in the improvement of transitions. I also want to better train my students to look for positive examples of behavior rather than emphasizing poor behavior. I think "tootling" will be an excellent tool in my early childhood classroom.
I do feel that I could have more efficient transitions. The Color Wheel provides students with rules for different situations, thus creating smooth transitions. I think this system would be extremely effective in my first grade classroom, and is something I want to incorporate in the future. The system require much practice on both the teacher and student parts, but once mastered it should prove successful. I also like the idea of "tootling." I learned very quickly that young children are born with the natural talent of tattling. Some are quit the experts and truly find a calling in the practice. However, "tootling" would train students to look for positive behaviors and hopefully reinforce good behavior on their own part.
This chapter has made me aware of some weaknesses in my management system. I want to include the Color Wheel to aid in the improvement of transitions. I also want to better train my students to look for positive examples of behavior rather than emphasizing poor behavior. I think "tootling" will be an excellent tool in my early childhood classroom.
Subscribe to:
Posts (Atom)