When browsing the web for classroom management articles, I was excited to stumble upon one called Classroom Management for "Specials". Sadly, after reading the article, I don't feel I agree with most of the authors ideas or strategies. The author suggests using too many scare tactics, rather than establishing a positive rapport with the students. It seems that when kids go to "specials", such as, music, PE, health, they are more apt to misbehave. In turn, I feel that there is higher burn out rate for those teachers. As mentioned in some of my previous blogs, prior to this year, I taught my own classroom and was even department head for 15 years. For the first time in my teaching career, I feel like I am having to put extra effort into establishing a close rapport with the kids I have in my classes. I don't think I realized before how much this effects special teachers, or those who only teach one or two classes.
Sunday, March 31, 2013
Assessments- Prompt 5
In reflecting on our use of assessments in our classrooms, I would probably give myself a 7. I feel a 7 is appropriate because although the assessments we use are meaningful and consistent, I wish I could find more time to create more of a variety of assessments. For example, in areas like geography, I feel we have a very engaging way to assess the students' learning. The students choose follow-ups off of a menu of options to be able to prove mastery in a topic. In mapping, these options may include drawing & coloring beautiful maps, building topographical maps with clay, or students can always propose another idea to the teachers.
In math and grammar, we are using a more traditional approach in assessments, as we are using the tests that accompany the textbooks. In my remedial math class, I can often find time on Mondays to have the students complete the "B" test. The "B" test is similar the test they will take on Wednesday, which is the one recorded in the grade book. Since I started doing this, I have seen a tremendous increase on homework and test scores. This gives them an opportunity to ask questions, seek clarification on concepts, and reduce test anxiety before Wednesday. It also shows me which concepts need reviewing or reteaching. I often have to differentiate my instruction, and come up with different avenues for the students to understand the content. As a teacher, my favorite moments are the "Aha! Moments", which I feel wouldn't be as frequent if I didn't put the time into frequently assessing and differentiating instruction.
In math and grammar, we are using a more traditional approach in assessments, as we are using the tests that accompany the textbooks. In my remedial math class, I can often find time on Mondays to have the students complete the "B" test. The "B" test is similar the test they will take on Wednesday, which is the one recorded in the grade book. Since I started doing this, I have seen a tremendous increase on homework and test scores. This gives them an opportunity to ask questions, seek clarification on concepts, and reduce test anxiety before Wednesday. It also shows me which concepts need reviewing or reteaching. I often have to differentiate my instruction, and come up with different avenues for the students to understand the content. As a teacher, my favorite moments are the "Aha! Moments", which I feel wouldn't be as frequent if I didn't put the time into frequently assessing and differentiating instruction.
Reflection/Student Engagement- prompt 4
In a word, my time in the classroom to this point has been a relief. Leaving the regular ed classroom after 15 years to pursue special education was scary. To this point, I am so happy with my choice. Most of my job this year consists of pull outs, but because I teach two classes in addition to the SpEd portion of my job, I am still using classroom management strategies and student engagement. I am always walking around when giving lessons or feedback. Montessori classrooms lend themselves to both independent projects as well as group projects, so I feel it is easier for my students to stay engaged throughout the work time, even the more difficult students.
Monday, March 25, 2013
Special Education- prompt 3
Meeting the needs of students with disabilities is a challenging, yet rewarding job. As a special education teacher, it is imperative that I am in constant communication with the lead teachers. I am fortunate to work a school that fosters both communication and collaboration between teachers. In addition to having a section of the weekly team meeting to discuss our special education students, I am able to spend some time in each classroom observing and helping as needed. I can then go back to the teachers and offer suggestions and my help in creating modifications. We also offer tutorials at the beginning of each school day. This takes place the half hour before the official start of the school day, and is a great opportunity for the students (especially those with special needs) to get any additional help they needed on homework the night before, or just to get organized for the day.
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