College Discussions

Q: In your blog this week, talk about your current strengths, weaknesses, and hopes for the future.

A: I cannot believe the program is coming to an end! I have learned so much about how to be a teacher and how to be MYSELF in the classroom. Looking back, that is the biggest thing I have learned, was how to bring my skills into the classroom, rather than mold myself into something that I am not. We are able to have so much fun in class everyday, and my students and I all bring a different personality into the room. I am still working on my time management, and every day I learn something new that I want to implement. There is just never enough time. As for my future plans, right now I am focusing on my students so that the future doesn't interfere with the now! :)


Q: What types of teaching strategies have you utilized with you ELL student? Of the strategies discussed, which one(s) do you think will implement in the future?

A: I love using pictures and kinesthetic movement with my students! Especially when learning a new vocabulary word, it is so amazing to see how much information they retain when they use their bodies! We sing many songs, have many hand motions, and make sure we are moving. At the same time, we always relate new words to our own lives and draw pictures of them. It is so helpful in remembering what the word means, and putting it into context!




Q: What is your most stressful part of the IEP for you to deal with or work on?

Do you have someone on your campus that you can go to for assistance and support in writing the IEP?

A:  I do not have an IEP this year, but went through the testing last year in which a child was identified. While I did not have to look at an IEP, I had to work with others and research methods to best teach my student. The hardest part was feeling as if I wasn't being "fair" and the "fair isn't always equal" idea. This was as big of a lesson for me as it  was the kids and understanding that their consequences may look different than his because his behavior was based upon a 30-minute time schedule, while there's was in larger increments. It took many discussions as a class to understand this. Also, having to restrain in front of my class was at times difficult because they saw me as a calm teacher, and then also saw me having to restrain angry students. I always had to make sure they were never frightened and understand what I needed to do (stop the lesson, restrain, etc) to make sure that they were safe and the student was not hurting himself.



Q: What is something you want to change about your classroom management?
Be specific and use specific example(s) for this change.

A: I honestly love the way my kids interact with each other. For my management, at this time in the year, my kids have taken ownership and run the classroom without me (in a good way). I definitely have to step in at times due to children wanting TOO much ownership. They sometimes feel that they have the authority to tell someone that they are not being respectful if they choose to break a rule, and that's something that I cannot allow. If I had to change something, it would be our school wide system because I feel that sometimes it can take away from education. Also, if they are in trouble at recess, it is something that I NEVER deal with. This can have its benefits, because I was not there and did not see it, but often times they come back after a big fight and I am not sure how it was handled. I never want inconsistency in their development.


Q: Did you receive training regarding children with Emotional Disturbance? How was it helpful or not? Does your school have an “Emergency Team” for a student with Emotional Disabilities?

A: I went to school for human services, with a minor in psychology and loved studying children and the brain. Prior to graduating, my final internship was as a guidance counselor. Working with the students one on one was the best experience I could have receive. This prepared me more than anything to know how I would react in certain situations, and how I provide an equal education to all students. After having a student in my class with an emotional disturbance, I fell in love with everything about it and wanted to specialize in this! There is a CPI team at my school and we are able to rush to classrooms in emergencies to restrain a child if absolutely necessary. It is so important!






Q: After participating in the webinar about Common Core Standards, what are your concerns? What ah-ha did you have about CCS?  What will you continue to do or do differently to ensure that you are teaching to the CCS?

A: After participating in the webinar, I was definitely thinking about my classroom and the changes that I made this year. I taught common core in my classroom last year, so I am familiar with the standards and strategies. The big difference this year is the way that we are to incorporate reading, grammar, and writing together! That was my big ah-ha coming into this year. It was one of those "Why did I never think of that?" moments. It has definitely made all of the ideas flow more smoothly and help things feel less choppy. I love teaching the foundational skills and will continue to teach and review those throughout every lesson that I have (syllables, rhyming, decoding, etc.). These are so important to make sure that they are becoming fluent readers and can demonstrate the other standards independently.

Q: Have you had to go to your school counselor to
assist in a situation? What was your experience in working with
the counselor? Were you able to get the student or parent the
resources they needed? If you have not had an experience with
a school counselor, after hearing this webinar…what scares you
the most about the topics discussed? What thoughts did you
have reflecting on the content of this webinar?

A:

Unfortunately, we do not have a counselor at my school, which breaks my heart. I completed my internship as a guidance counselor in an affluent area in Indiana, and felt that the workload was so overwhelming because some many students benefited from the services. Coming here, I knew that I wanted to be a counselor to my students in the classroom. I think the biggest thing that scares me is that so many signs of neglect, hunger, etc. go unnoticed because we are so busy as teachers. I think it is so crucial to have somewhere for the kids to go and someone for them to talk to in order to help them solve their daily problems and normalize their situations. Also, I noticed that a counselor is so beneficial for a parent and they need someone to talk to as well. Overall, reflecting on this webinar was refreshing because I am so passionate about the topic, but it was also disheartening to know that most students have cut this position.


Q: How can you incorporate the STEM concepts to a particular
project or lesson plan in your classroom (or a classroom you’ve
been in)?

A: With being a huge fan of science, I try to always incorporate STEM concepts into every ELA lesson. This week, our ELA focus is on non-fiction text. I have decided to focus the unit on earthquakes. For their grammar, we are describing the Earth, it's layers, and earthquakes by using adjectives and playing hot potato with a globe. Friday, they will be creating a blueprint as a writing sample with a group. This blueprint must explain a sturdy building that can survive an earthquake. After they explain the earthquake, they will be creating the building/structure with marshmallows and toothpicks, voting on the structure they predict will stay standing, and we will have an earthquake simulation.

Q: What types of teaching strategies have you utilized with you ELL
student? Of the strategies discussed, which one(s) do you think will
implement in the future?

A: We focus so much on their language and adding a new vocabulary word every day. I give them the opportunities to decide what the word means before I tell them. This way, they are digging into their background knowledge and I have an understanding of where they are at. I use the 7-step model where they then relate it to their lives in a sentence. I also use many pictures and songs as well as realia to help them remember. I try to make every lesson very hands-on for them! Less worksheets, more activities!

Q: How will you address classroom management in the final weeks of school? Will you change anything? What kind of positive incentive plan will you implement in your classroom? How will you communicate it to students and parents?

A: Being the final weeks of the last semester, they biggest thing I am working on is consistency. Especially during this time of year, I think it is easy to let the distraction of the holidays get in the way and allow the kids time to "break." While we are going to celebrate and do exciting Christmas activities, it is important to remind them of the expectations in the classroom. As soon as a teacher allows for the opportunity for children to "slack off," the expectations are lowered. As for positive incentives, we are still doing the same things, nothing different. We earn time together by mastering our math facts and filling up our box of "kind gestures." This way, the motivation is intrinsic and can carry on outside the classroom.