9/5 9/8:
The classroom teacher that I have has not yet had students in her classroom, yet she is
already implementing many organizational strategies to ensure the day goes smoothly. One
strategy she has used is writing down student schedules to figure out what student is in which
room at what time. Another good organizational technique she used was writing down the
students bus schedule and placing it on the board. She also has a notebook of what guided
reading level her students were at by the end of the last school year. The techniques she used that
I would find of value to my own classroom would be scheduling. I really like how she figured
out the set schedules for everyone including the bus schedules. This way students know what is
going on throughout the day and this will make transitions much easier. Other strategies that I
could implement to enhance organization in my classroom is using file cabinets and making sure
I know where everything is in the classroom. I will have different containers for different
subjects such as reading and math. Therefore, I will know where all my materials are when I
need it. I also plan on alphabetizing my students IEPs and creating individual folders for my
students. In addition, I will write down when IEPs and evaluations are due and prioritize them to
9/11 9/15:
Reading Skills:
N.K. has trouble with decoding words he does not know while reading.
N.K. has a hard time reading grade level texts with proper fluency.
N.K. needs assistance in understanding what he reads to help properly develop
better reading comprehension skills.
N.K. can identify basic story elements and main ideas of a grade level text.
Math Skills:
N.K. has strong math computation skills.
N.K. has trouble with math fact fluency and is below his peers in this specific
area.
Notes:
N.K does not get frustrated easily when given challenging assignments. He
shows having issues with working memory and his ability to learn new skills.
Reading Skills:
L.M. is a fluent reader she reads with accuracy and very quickly.
She sometimes adds extra words while she is reading or pronounces he as she
and she as he.
Math Skills:
L.M. understands basic math facts and shows strengths in math computation.
Notes:
L.M. has an IEP for an emotional behavioral disorder.
Most of the learners struggles are due to her aggressive behavior towards
staff.
The student did not exhibit any such behaviors towards me when I was working
with her.
Summary of my findings:
I had conversation with both the special education teacher and the general education
teacher who both work with these students. How these students disability impacts their
instruction is they have to adapt their instruction to fit the learners specific needs. For example,
the teacher may have to redirect inappropriate behaviors during work time or give directions
twice to ensure the student understands what is expected of them. There are many modifications
that the teachers use with these students. For math, the students will have the test read to them
and the number of problems will be shortened. When giving writing instruction, some of the
modifications include taking turns writing and not correcting every wrong word every step of the
way. In addition, the amount students are required to write may be shortened. Regarding reading,
the student read a paragraph and then the teacher will read a paragraph. In the special education
classroom, the teachers use Read Well with the students to enhance their reading skills. Students
may also be given extra time to read if necessary. The special education teacher emphasized to
me that the students who have disabilities in the general education classroom are receiving the
same instruction, it is just not as vigorous as their peers who do not have a learning disability.
9/18 9/22:
The types of tangible rewards that are given in the classroom I am placed in is mostly snack
foods. This includes items like Reeses Puffs cereal, mini candy bars, pretzels, cheese balls, and
M & Ms. The kinds of praise that are used in the classroom is more general such as good job or
great work. Specific praise is also used with the students. For example, the special education
teacher told one of her students that she liked the direction he was writing his letter ps in. This is
the most common type of reinforcement I have seen being used in the classroom. A lot of the
teachers at Washington-Koscuiosko Elementary specifically point out what the student is doing
correctly. I think that it is a great way to reinforce positive behaviors within the classroom and I
feel that it instills confidence in the student because they know exactly what they did correctly.
The types of social reinforcements that I see in the classroom is the teacher smiles at the student
or nods their head when they are doing good work. What I would do to change the ways the
teachers implement positive reinforcement in their classroom is to provide more types of tangible
rewards. The types of rewards I would give would be stickers, colorful erasers, and bouncy balls.
Another thing I would do is have my students fill out the reinforcement menu to see what types of
tangible rewards they would like to receive in the classroom. Then I would go out and buy those
items for my students. Pertaining to social reinforcement, what I would change would be using
more types such as telling another teacher about something positive the student did while the
student is listening, clapping for the student, giving the student a high five or a thumbs up, and
calling a parent and telling the student how well they are doing in school.
9/25 9/29:
Hart and Risley in the article The Early Catastrophe did extensive research on the 30-
million-word gap among children living in poverty compared to children in prosperous homes.
They did this by observing 42 families for two and a half years. Their rationale was to obtain
information on what is happening in homes with children that are just learning how to talk. One
of their findings concluded that families differ in how much language interaction they present to
their children. Hart and Risley determined that 86 to 98 percent of the words they recorded
contained words that their parents use in their vocabulary. The study that the authors enacted also
came up with some alarming data. It was found that childrens vocabulary significantly varies
amidst income groups. Additionally, the number of words addressed to students differs immensely.
It became apparent to Hart and Risley that in four years, children in professional families will have
experience with 45 million words, children in working class families will gather 26 million words,
and an average child on welfare will collect 13 million words. The data provided gives proof to
the extent of just how big this issue is. However, I can help students develop their vocabulary in
my own teaching. One way I can do so is by introducing a new word a day to my students. I can
read the word out loud to them and explain the definition of it to them. I would also have the
student read the word as well and have them use it in a sentence. The next way is to have my
students write in a journal about new words they come across and have them look up the definition
of those words. The third thing I can do to infuse vocabulary development into my teaching is by
engaging my students in vocabulary games. These games would consist of activities such as word
scramble, crossword puzzles, and word searches. Another way I can aid in developing students
vocabulary is through participating in conversations with students and introducing new words to
them during these interactions. The fifth and final thing I can do is teach my students how to find
words in the dictionary. I would encourage my students to look up words they do not know about
or are confused about when they read in and outside of the classroom.
10/2 10/26:
One child that is having difficulties this week is N.K. The issues he is having during class
is paying attention to the teacher and listening to instructions. In addition, he also looked very
sleepy and was having a hard time putting in effort while reading. When he was reading he was
speaking very softly. He also would read very fast just so he could be done with reading. One
possible reason I came up with as to why he is having obstacles in learning this week is because it
is his birthday. I think this student was very excited about it and he was more worried about
ensuring that everyone received the cupcakes he brought than actual learning. The next possible
reason I came up with was that the student has not been getting enough sleep at night. I could tell
from his behavior and from the bags under his eyes that he was clearly tired. The final reason that
N.K. was having such a hard time with getting his word done was because he informed me that
his mom was admitted to the hospital on Sunday night. This student clearly has a lot of things
going on outside of school and in his personal life that are causing him stress. An intervention that
I feel would help the child would be taking a break from instruction and letting him talk about
what is going on in his life. When I was teaching N.K. this week, it seemed as if all he wanted to
talk about was what has been happening at his home. I think this intervention would work because
once the student has been able to discuss his issues at home with me, he will be able to focus more
since he got to openly express to me what he wanted to talk about. Overall, I feel this would have
saved more time for instruction if we would have discussed this at the beginning of the week right
away. Another intervention I came up with to help the student would be to take a five-minute break
after completing a task. These breaks would consist of playing a game on the IPad, playing a board
game, or coloring. This would be a motivating factor for the student to get his work done so he
10/9 10/13:
classroom when persistent behavior problems occur. One type of environmental modification that
I have seen done is having everyone clear the room besides the teacher. This was done when a
student was having a temper tantrum and beginning to get aggressive with staff. Another
environmental change I have seen is when a students are getting distracted and overwhelmed with
all the noise in the room, the teachers have the students go into the conference room to work where
there are no distractions or noises. The last modification I have seen is changing seating
arrangements when students are engaging in conversation, rather than working on their work or
listening to instructions from their teacher. An additional change I would make to the classroom
environment would be closing the windows. Some of the teachers that I have had the opportunity
to work with leave their windows open and one of the classrooms I am in is right next to the
playground. There are many kids outside making loud noises and having fun. I have noticed that
students get distracted by the children playing outside. This would be an effective way to reduce
environmental distractions within this classroom. In the resource room, there is a student who has
frequent temper tantrums. I think a helpful environmental modification that would be appropriate
for this student is having a safe space for the student to let her feelings out that is away from other
students who are trying to do work. As a result, the student can express her feelings in a safe
10/16 10/20:
What I have observed about inclusion in my school is that the special education teachers
like to keep their students within the general education classroom as much as possible. This is so
they can be with their peers who are non-disabled and receive the same type of instruction in order
to not fall behind. What teachers have been doing especially well within the general education
the same assignment as everyone else, but may have the questions read out loud to them by a
teacher. What I would recommend to enhance inclusion efforts is in the regular education
classroom, you can tell who the general education teacher is, who the special education teacher is,
and who the educational assistants are. This is not true inclusion. Inclusion is when you cannot tell
who any of the teachers are in the room. What I would suggest the teachers do is go around the
room to assist other students as necessary, instead of solely focusing on the student that has a
disability. Therefore, no one knows which students have a disability in the classroom besides the
10/23 10/27:
My classroom teacher deals with persistent off-task behaviors by creating a reward system
with students. If the student is on-task for the majority of the lesson, then they get a treat such as
a mini candy bar. If they are not exhibiting on-task behaviors, then the student does not receive a
reward for that day. In the article, Off Task and Persistent Behaviors conducting a Functional
Behavioral Analysis on a student who exhibits problem behaviors was addressed. All of the
components of this analysis were focused on including explaining what happened before the
behavior occurs, describing the behavior that did occur, and explaining the consequences of the
behavior. The purpose of this is to see what may be causing the problem or off-task behavior.
Another item the article discussed was the relationship between curriculum difficulty and on task
behavior. It was found that the more difficult the task was for a student to be able to perform, the
more likely the student was to display off-task behaviors. I have noticed this correlation with the
students who I have been working with in the classroom. When given a difficult assignment that
they do not want to perform, they exhibit avoidance behaviors such as attempting to distract me
by changing the conversation or not paying attention to me. This is where I redirect their behavior
and break up the task into smaller chunks to make it not so overwhelming for students.
10/30 11/3:
The article The Teachers Role in Developing Social Skills, described how students with
disabilities are often apart of the more isolated groups when it comes to social settings within the
school. How the teacher can help students with exceptionalities develop social skills was
addressed. These included showing acceptance and affection for the student, assign the student to
work in pairs with another student, pre selecting groups to work with from a hat, and providing
students at secondary levels with access to guidance and support services if they are socially
isolated from their peers. There are multiple types of social instruction that take place within the
special education resource room. One way is we tell the students to look us in the eyes when they
are speaking to us. We have the students practice this frequently with their peers as well as with
the special education teachers and paraprofessionals. Another way is we talk about what is socially
appropriate such as hitting a person. The teachers talk to the students about how we do not hit one
classroom. For example, the teacher may say, You hit me, how do you think that made me feel.
The student then responds and says, Sad, I am really sorry for hitting you. In particular, the
teachers use students improper social behaviors as teachable moments for the students.
11/6 11/10:
On the website stopbullying.gov, it gives helpful information on how to respond to bullying
within the classroom. In summary, teachers should do the following: intervene immediately,
separate the students, model respectful behavior, stay calm, and obtain assistance from the police
if extreme harm could come to anyone in the school building. What WK does to deal with bullying
is they have a buddy bench that anyone can sit if they are feeling lonely or like an outcast. This
lets other students know that this student is in need of a friend and is one way they try to reduce
bullying. Another thing WK does is the school counselors have a box where they have students
write any peer conflicts they have been having and the counselor meets with these students to help
fix these issues. I talked with the school principal and she informed me that there is not a school-
wide bullying plan. What I plan on doing in my classroom is having morning meetings and
addressing peer conflicts during these meetings. I feel that this is a great way to allow students to
resolve their problems within a respectful environment that is mediated by the teacher.
11/13 11/17:
Summary:
The article Behavior Contracts, describes how to effectively create a behavior contract.
Some of these ways included identifying and specifying the number of problem behaviors,
specify the incentives the child receives when exhibiting the desired behavior, and if needed,
specify consequences if the student does not exhibit desired behavior or engages in extremely
severe behaviors. Behavior Contracts also provides an example of a student named Melissa who
is always getting up and walking around the room during class. A sample of her behavior
contract is given to show how to write a behavior contract to decrease behaviors that are
distracting.
Behavior Contract:
Student: N.G
1. I, N.G will not try to change the subject while reading my Read Well books with Ms. Wallisch
for the first 10 minutes of the story.
2. In exchange, Ms. Wallisch will allow me to play with Legos after we are done reading the
story.
3. This contract is valid for a two-week period beginning November 13th, 2017. It expires in 14
days, where a new contract will be written up.
11/20 11/24:
In the article titled Working with poor children, it addresses the main reasons why students
from low socioeconomic communities have difficulties staying engaged in school. This article
additionally provided information on how to help these students. The reasons for poor
engagement that were addressed Working with poor children was lack of health and nutrition,
having a smaller vocabulary, having issues with giving effort due to a lack of hope, having
difficulties having a growth mindset, issues with cognitive functioning skills, not having good
relationships, and being in distress. Some of the ways the article discussed on how to help
students living in poverty is learn about your students and their family, ask them about their
hobbies, teach students how to take notes, provide quality feedback, and build students
vocabulary. I feel that WK Elementary does an excellent job of meeting the needs of students
who are living in low socioeconomic communities. There are many effective ways they help
these students. One thing they do is they always have nutritious snacks offered to students,
recess, and gym time. Another way they help students is teachers work on vocabulary building
with students. At the beginning of each lesson, students have sight words that the teachers work
on with them to enhance their vocabulary. The next way that teachers help students is by
providing a lot of specific praise and positive reinforcement. Students are not receiving a lot of
negative feedback, which encourages and motivates them to try their hardest. I think that the best
way the teachers at WK Elementary meet the needs of students living in poverty is by getting to
know the student as an individual and establishing relationships with them. As a result, this
creates a safe and positive learning environment for all types of students.
11/27 12/1:
5 ways I can modify my teaching and classroom to meet the needs of kids who have experienced
significant trauma:
1. Set aside time during lessons for brain breaks for my students so they can relax their minds
and bodies such as stretching or doing deep breathing techniques.
2. At the beginning of the day, have the students get together in a circle and do morning meetings
to establish a classroom community and create relationships.
3. Get to know my students on an individual basis such as their likes and dislikes, their interests,
learn about their family, and their favorite activities to show my students that I care about them.
4. At the beginning of the school year, establish clear classroom rules on a poster board that the
whole entire class agrees on and have the students sign their name on the bottom of the poster.
5. In my classroom, I will have a designated safe area where students can go and lay down in
bean bags if they feel stressed or overwhelmed about something in life or in school.
Final Entry:
What I have learned about my teaching strengths is that I am very good a redirecting a
student who is distracted and keep them motivated. If they are off task, I can easily get them
back on track by reminding them that it is work time and not talk time. Another teaching strength
I found out about myself is that I am very good at checking for understanding. I want to make
sure that the student comprehends what I am saying, so I always constantly ask if the lesson
makes sense or why they chose a certain answer they did to ensure that they are learning. The
final teaching strength I would say I have is I am very good at getting to know students. By the
end of the semester, I know what the students I work with like, what motivates them, and about
their family. This makes it easier to plan lessons out and keep students engaged by incorporating
things they like into the content area that I am teaching them. One of my teacher weaknesses I
learned during this practicum is that I need to work on using time efficiently. Sometimes during
a lesson, I underestimate how long a lesson will take and do not end up getting to everything I
wanted to cover for that day. Another weakness of mine that I need to work on is giving clear
concise directions. I often find that I end up repeating myself when giving directions during
lessons with students. These are areas I will need be cognizant of and work on when I obtain a