Module 1 (Chapters 1-3)

One concept I read about in this week's reading from chapter one that stuck with me was the concept of the teacher-student relationship (pg. 7). It stated that there is a strong association between the quality of the teacher-student relationship and school performance. Also, behavior problems among students early in school are less likely to have problems later in school if they have good relationships with their early year teachers. I have observed the special education classroom I am observing for this course before and it has many of the same students in it that it has had in previous years. Since the teacher has the students for many years in a row, they are able to build a great teacher-student relationship and I can see the trust and respect they have built for each other over this time. In my future teaching, I hope to build these types of relationships with students whether I have them for one year or multiple years. I think that having this relational support in the classroom helps students in their development and proves that teachers can make a difference in student's lives. One important way that I plan on supporting student learning in my classroom is through building relationships with my students so that they are more comfortable asking me for help and so that they can come to me with any issues that arise.

One concept I read about in this week's reading from chapter two that stuck with me was the concept of cognitive development and how to support it (pg. 42, 64). This struck me as important because I have researched Piaget's stages and his theory of cognitive development, but I like how this chapter talks about the implications this has on teaching. Many of the strategies shown to be most beneficial are just good teaching practices. I find this interesting especially after taking many classes at Trinity that teach strategies for many types of learners and students with disabilities. Most of these strategies that I have been taught can be used in classrooms to benefit all learners- not just ones with specific disabilities. I believe it is the same for supporting cognitive development-as well as all other modes of development- if you are using best practices and good teaching strategies, you will not have to worry as much about differentiating, because everyone can benefit from these practices.

One concept I read about in this week's reading from chapter three that stuck with me was the concept of identity and adolescents searching for their identity (pg. 90). The adolescent search for identity is something fresh in  my mind because I just took the middle grades course at Trinity and identity is something we talked about a lot. We talked about the characteristics of middle grade students and how they are in a stage of self-discovery and they are on a journey that requires a lot of questioning, critical thinking, and identity construction. Students can find their identity in many places; their race, ethnicity, religion, birth order, socio-economic status, gifts and talents, etc. Many students are given labels as soon as they walk into schools. Some are labels given by the school; such as, ESL, SPED, ADHD, etc. Some are labels given by peers, such as; geek, teacher's pet, goody-two-shoes, jock, etc. Adolescence is a time of self-discovery and deciding who they really are and what those labels really mean for them. In my student observation of this special education classroom, I can already see that these students are getting to an age where they want to fit in with their peers. One of the students hates going to special music and refuses to participate because he would rather just go to music with his normal homeroom class. He doesn't participate much in that one either though so they keep him in the special music class. I can see that this student already knows some of his differences and labels. After reading this chapter and reflecting, I can say that I will be more aware of the developmental stages my students are going through and I will be sensitive to them as they are figuring things out for themselves. I will also be sure to shy away from using labels to describe my students. They are people first and foremost, not their labels.

Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

School Name and City: Goodings Grove, Homer Glen, IL

Type of School: Elementary School

Setting: Suburban

1.    List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

This classroom has 4 paraprofessionals and all of the students in the class are pulled out for therapy throughout the week. Sometimes there is push in occupational group therapy. There is one head special education teacher, but some of the paras helps lead groups and do individual work with students who need accommodations.

2.    Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

               

The school has uses the WIN intervention plan. WIN stands for What I Need. From 1:00-1:30 each day, students are pulled out into specialist’s classrooms in order to receive special attention in areas of need. The school is a pilot school for the PARCC standardized test.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

       

        Mrs. Heintz- Special Educator K-4^th.

About the Students in this Class

1.    Estimated percentage of students eligible for free/reduced lunch: 15.1%

2.    Grade level(s): K-4

3.    Number of

a.    students in the class: 5

b.    males: 3

females: 2

c.     English language learners: 0

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 5

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
PDD-NOS	1	Close follow up, resource room, OT
Down Syndrome	1	One-on-one, resource room, OT, PT, Speech
Blind & Autistic	1	One-on-one, resource room, OT
Autistic	1	Speech, resource room, OT
Learning Disability/Premature	1	Speech, close follow up, resource room, OT, PT

About the Class You Observed

1.       How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

All of the students start and end their day in a homeroom class. They go to their specials with that class as well. They are pulled out for various therapies and occasionally have group therapy. Other than those times, instruction is being given. I have observed a 30 minute period of science each day.

2.       Is there any ability grouping or tracking? If so, please describe how it affects your class.

N/A

3.       Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

The students all have individual education plans and there is a lot of differentiation that takes place. Most students are always doing something different that has to do with the same topic or subject but meets them at their level.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.

Board Maker, manipulatives, braille, IPads, online resources.

5.       What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

I have observed that the students in this classroom are working on their math facts, daily living skills, categorizing animals, visual tracking and perception, and gross motor skills. They know their animals, but are categorizing them into groups by if they are herbivores, omnivores, or carnivores. They know their math facts and can read some stories but are working on speed/fluency and comprehension.

6.       Describe one teaching event. What best practices in teaching were used?

I have not observed a ton of instruction, but I did notice a behavior chart in the classroom that I would consider putting a best practice to use. The teacher implements the behavior chart seamlessly into her instruction and it plays a huge role into keeping her students motivated.