The first thing I will agree upon with my class, and make as a rule, is that there is a zero tolerance for bullying in any form. I am hoping that this would help to build a classroom community by building trust. This same standard applies to me, as a teacher and person, and any other people who visit or join our classroom. This rule begins with respect for everyone, regardless of race, background, abilities, or disabilities. Everyone in the classroom is a member of the classroom and , even outside of school, should be treated as such.
I also want the students to understand that they can and are encouraged to help each other out when they are having difficulties. This is not to say that I will not help students out, but that they should feel comfortable with asking a peer for help or clarification. I always like the idea of "ask three before me"; where the students ask three other students in a group or the class before coming to me for help, at least sometimes. Although I understand that other times it may be easier for my students if i help them out one on one. This will hopefully enable my students to realize that everyone has strengths and weaknesses and that they can all do amazing when they help each other out.
As far as classroom management goes, I will place my students in pods/groups of four for seating. But, these groups will vary and be changed so that, by the end of the semester, they will have all sat with each other at some point. I might even arrange the desks in a large circle to encourage a "round table" affect; everyone is equal and has an equal say/participation in the class.
Sunday, February 8, 2009
Sunday, January 25, 2009
The "Meat and Potatoes" of Differentiated Instruction Implemenetation
Differentiated Instruction, as discussed in class, is something which involves a great deal of work, planning and constant monitoring in order for it to be successful. I think one of the first practices, and maybe one of the most important, would be to do a pre-assesment ( "curriculum compacting") and then a check for understanding, all the time. If I do a pre-assessment of all of my students at the beginning of the year, then I will have a good grasp of where they are at in terms of what they know, what they are alright with, and what they need some help with along the way. since everyone learns differently on top of learning and difficulty levels, this pre-assessment will allow me to set up a form of tentative teaching, assessment, and tiered assignments, until they need to be changed.
So, on the first day of class, I will ask some questions to the students about things they have learned and want to learn. I will also discuss what we will be learning about in the next year or month, and foe every consecutive month discuss what will be studied and get students to discuss and fill out a sheet about things they know on these subjects, things they want to know, and things which they feel they never learned. This will prepare students and myself, and perhaps make all students feel less stressed about learning new things.
The second practice I will implement in the classroom is monitoring or "checks for understanding". Students may begin to grasp concepts earlier or later in the year, depending on their learning styles and possible difficulties or "giftedness". However, just because they are at a certain point during the beginning of the year does not mean that they will stay there. Therefore, I intend to be constantly asking questions, making observations, and giving out assignments of various difficulties, so that students are able to be challenged and grow at the same time. I think that if I do ongoing checks for understanding and learning that I will also help monitor myself, to make sure that I am teaching not just to but FOR everyone, and helping everyone learn. These checks will not just be at the end of a unit/ class/ semester, but all of the time. They may be as simple as walking around the classroom when students are working to see or listen to how everyone is doing, taking assignments in for marks, or simply having a discussion about what we will do in class that day, how students feel about it, and then discussing things that were learned and concepts students may still be unclear about at the end of the class.
The third thing I want to implement in the class is the notion of peer teaching or group work. I know that I cannot do everything for my students all of the time, but I find that students tend to teach each other very well and be more willing to learn from each other when given the opportunity. For projects, and when certain students are done work, instead of always coming to me for help or getting help, I will ask students to help each other or work together instead of independently. Since everyone does work and learn differently, naturally everyone has different skills and weaknesses. Not only will group work or peer assistance help those struggling students, but it may help those who are getting concepts faster because they are helping to teach. I believe that peer work is very important in differentiated instruction, as it also promotes a classroom community atmosphere...something which is essential for any differentiated instruction to be successful in the first place.
So, on the first day of class, I will ask some questions to the students about things they have learned and want to learn. I will also discuss what we will be learning about in the next year or month, and foe every consecutive month discuss what will be studied and get students to discuss and fill out a sheet about things they know on these subjects, things they want to know, and things which they feel they never learned. This will prepare students and myself, and perhaps make all students feel less stressed about learning new things.
The second practice I will implement in the classroom is monitoring or "checks for understanding". Students may begin to grasp concepts earlier or later in the year, depending on their learning styles and possible difficulties or "giftedness". However, just because they are at a certain point during the beginning of the year does not mean that they will stay there. Therefore, I intend to be constantly asking questions, making observations, and giving out assignments of various difficulties, so that students are able to be challenged and grow at the same time. I think that if I do ongoing checks for understanding and learning that I will also help monitor myself, to make sure that I am teaching not just to but FOR everyone, and helping everyone learn. These checks will not just be at the end of a unit/ class/ semester, but all of the time. They may be as simple as walking around the classroom when students are working to see or listen to how everyone is doing, taking assignments in for marks, or simply having a discussion about what we will do in class that day, how students feel about it, and then discussing things that were learned and concepts students may still be unclear about at the end of the class.
The third thing I want to implement in the class is the notion of peer teaching or group work. I know that I cannot do everything for my students all of the time, but I find that students tend to teach each other very well and be more willing to learn from each other when given the opportunity. For projects, and when certain students are done work, instead of always coming to me for help or getting help, I will ask students to help each other or work together instead of independently. Since everyone does work and learn differently, naturally everyone has different skills and weaknesses. Not only will group work or peer assistance help those struggling students, but it may help those who are getting concepts faster because they are helping to teach. I believe that peer work is very important in differentiated instruction, as it also promotes a classroom community atmosphere...something which is essential for any differentiated instruction to be successful in the first place.
Sunday, January 18, 2009
Reflections on the Development of Special Services
The development of special services is one which has come a long way from where it started. The article, pages 3-5, definitely touches on just how long it has taken for students with exceptionalities to, first of all, be recognized as people with the rights to learn, but also as students who have the right to [and absolutely should] be included in classrooms with their peers. The rights of children with exceptionalities has not just been a major issue to be addressed in education (1990s Individuals with Disabilities Education Act), but also a major issue to be addressed in the law (The 1985 Charter of Rights and Freedoms).
The types of inclusion and involvement of students with special needs is also something which has grown and become more accepted over time. Although the emphasis in education has always been on the importance of a "normal" environment for all individuals, the "normal" environment for those with special needs was once relative isolation. Students were either "denied access to public schools" (Smith, et al. 4)or permitted entry, provided they were taught in an isolated setting, away from their peers. Personally, I find it very difficult to believe that the "normal" environment for any child, let alone person, is one of isolation, especially from one's peers. Thankfully, this "inclusion" has grown over time to one of relative inclusion, integration, and [finally] the complete inclusion of students with exceptionalities in school programs and activities with their peers (in 1980s).
Although there are students with severe exceptionalities which may disrupt class or cause students to ask questions, it seems the best form of education, and the only fair form of education, for students with special needs and those labelled as "gifted" is for complete inclusion.
The Normalization Movement is one which states that students, regardless of disabilities, should have a normal education. The Charter of Rights and Freedoms also states that "every individual is equal under and before the law...with out discrimination" (Smith et. al 3). Therefore, all students should have the chance to receive education with their peers in the same environment as their peers. I believe that if these exceptional students are isolated or removed, all of the time, from classes that they will begin to feel like outsiders and be treated as such by their friends. That is not to say, however, that students should not be taken out of classes on occasion to aid in their learning. For example, in a class I have previously worked in, some of the students with Math and English difficulties were taken out during the second half of a class to work with a specialist. The other students in their class did not think they were better or worse as a result, and often worked with them for projects to help them out. I think this is the best kind of environment for students to be in, because the students with disabilities and their "normal" peers have the opportunity to learn from and about each other. This, I believe, will increase understanding, empathy, kindness and respect for all students... it is less likely that students will bully or make fun of those who they know well and are friends with.
In my future classroom(s), I plan to have full inclusion of students who have exceptionalities with the rest of the students in the classroom. Everyone has their strengths and everyone has their weaknesses. If all students work together, and help each other out, then the classroom will be a community of learning and a place of acceptance.
The types of inclusion and involvement of students with special needs is also something which has grown and become more accepted over time. Although the emphasis in education has always been on the importance of a "normal" environment for all individuals, the "normal" environment for those with special needs was once relative isolation. Students were either "denied access to public schools" (Smith, et al. 4)or permitted entry, provided they were taught in an isolated setting, away from their peers. Personally, I find it very difficult to believe that the "normal" environment for any child, let alone person, is one of isolation, especially from one's peers. Thankfully, this "inclusion" has grown over time to one of relative inclusion, integration, and [finally] the complete inclusion of students with exceptionalities in school programs and activities with their peers (in 1980s).
Although there are students with severe exceptionalities which may disrupt class or cause students to ask questions, it seems the best form of education, and the only fair form of education, for students with special needs and those labelled as "gifted" is for complete inclusion.
The Normalization Movement is one which states that students, regardless of disabilities, should have a normal education. The Charter of Rights and Freedoms also states that "every individual is equal under and before the law...with out discrimination" (Smith et. al 3). Therefore, all students should have the chance to receive education with their peers in the same environment as their peers. I believe that if these exceptional students are isolated or removed, all of the time, from classes that they will begin to feel like outsiders and be treated as such by their friends. That is not to say, however, that students should not be taken out of classes on occasion to aid in their learning. For example, in a class I have previously worked in, some of the students with Math and English difficulties were taken out during the second half of a class to work with a specialist. The other students in their class did not think they were better or worse as a result, and often worked with them for projects to help them out. I think this is the best kind of environment for students to be in, because the students with disabilities and their "normal" peers have the opportunity to learn from and about each other. This, I believe, will increase understanding, empathy, kindness and respect for all students... it is less likely that students will bully or make fun of those who they know well and are friends with.
In my future classroom(s), I plan to have full inclusion of students who have exceptionalities with the rest of the students in the classroom. Everyone has their strengths and everyone has their weaknesses. If all students work together, and help each other out, then the classroom will be a community of learning and a place of acceptance.
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