Yesterday from 5-6pm I attended Barb Rentenbach's presentation. I am a special education major and I have a great deal of interest in people with autism.
It is always so interesting to see how they live their lives. Barb is no different than you and I. Although she cannot effectively verbal engage in conversations, she is still cognitively there. It amazes me in so many ways that she is now able to communicate through her typing device, and the impact Lois has had on Barb's life.
In Barb's book, she describes her life as being just as normal as ours. She is no different. She has all the same wants and needs, but maybe more complex fears. She still experiences life in ways that we do, and she wants others to understand this. She is an advocate for those with any disability, in particular autism.
"Dear teachers, embrace your power" are the words Barb typed onto the screen. This was very inspiring to me as a future special educator. We must embrace what we have learned to help our students become all they can be. We must also remember that all of our students are capable of anything, and never to assume less of them.
Thursday, December 5, 2013
Group Difference Forum
I really enjoyed the group difference forum. I felt that we discussed very important topics for our future as educators. Not only did I learn more about my own beliefs on how to deal with these issues, I enjoyed hearing others ideas. I felt that everyone made good points and I will take everything learned from the forum with me into my future classroom.
I didn't really find many points at which I really disagreed with anyone. I felt everyone had good points and that caused me to think more in depth about the topic. I was surprised at some peoples opinion and ways of questioning the audience.
Overall, the group differences was very effective in provided me with insight on how to deal with future issues as an educator. I hope that I was able to challenge others to think on my topic, as I did with everyone else.
Sunday, October 13, 2013
1. How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?
Successful mastery of a lesson through a behavioral view would be that my students were able to complete a task with the desired behavior for the lesson. For example, if I had a student that was struggling to complete their math homework, I would sit with them and verbally supply positive reinforcement through the task. I would say things such as "your are doing a great job" "keep up the good work" "wow I am really impressed with how hard and well you are working" if the student responded to these prompts by completing the task and changing his poor-lazy behavior to hard-working and positive behaviors, the mastery of the lesson would be successful.
From a social cognitive view, I would want my students to engage in social activity to expand their learning and mastery of the topic. For example, I would have my students collaborate to come up with ideas of how they would solve a math problem. If the students were able to provide input and feedback to the problem, as well as support each other, the lesson would be successful.
2. Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
I would supply the student with his own behavior chart, in order to track his own progress or downfall. I would give this student stickers for days of good behavior, and provide him with verbal feedback on days of undesirable behavior. Not only is this in a way behavioral with the positive reinforcement, but the student would be self-regulating his progress.
Successful mastery of a lesson through a behavioral view would be that my students were able to complete a task with the desired behavior for the lesson. For example, if I had a student that was struggling to complete their math homework, I would sit with them and verbally supply positive reinforcement through the task. I would say things such as "your are doing a great job" "keep up the good work" "wow I am really impressed with how hard and well you are working" if the student responded to these prompts by completing the task and changing his poor-lazy behavior to hard-working and positive behaviors, the mastery of the lesson would be successful.
From a social cognitive view, I would want my students to engage in social activity to expand their learning and mastery of the topic. For example, I would have my students collaborate to come up with ideas of how they would solve a math problem. If the students were able to provide input and feedback to the problem, as well as support each other, the lesson would be successful.
2. Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
I would supply the student with his own behavior chart, in order to track his own progress or downfall. I would give this student stickers for days of good behavior, and provide him with verbal feedback on days of undesirable behavior. Not only is this in a way behavioral with the positive reinforcement, but the student would be self-regulating his progress.
Wednesday, September 18, 2013
Creating a learning environment most comfortable for all student's I feel is very important. Although I will group my students heterogeneously, I will make sure there are outlets in the room such as a reading corner, computer working space, a learning rug, etc. By grouping my students heterogeneously, they are given the opportunity to work and interact other students at different levels. The outlets are a way for the student to spend independent time, to work on a certain skill or just to have a cool-down period. I want to provide very comfortable chairs, pillows, any type of item that the student could use to relax and feel safe in these environments.
I am observing a classroom now in which the teacher has a list of rules, numbered 1-5 above the white board. These rules are called "Ms. Brown's Golden Rules". The students know the rules by heart, and if the rule is ever broken the entire class together says the rule. I feel like this is one great example of how to limit certain behaviors in the class. By the entire class knowing the rule and reciting it together, it makes the students come together as a team and support each other to follow these rules. I hope to have this sort of rule strategy in my classroom to set limits on behavior.
As I said before, I will let the students establish goals for themselves at the beginning of the year, and I will push my students to meet their goals throughout the year. I will show the students that I care by giving them choices in decision making, or if the student is having a bad day, I would acknowledge this and let them have their own time in one of the outlets.
In order to decrease asking about the agenda for the day, I may supply this student with a schedule of out day as well as times. This may reduce the questioning about what we are going to do next, or how many minutes until we go outside, etc. I may place the student closer to my desk, where the tissues, extra pencils, paper, etc is located to decrease the amount of times the student is leaving his seat. I will explain to him the importance of privacy and not going through others belongings, expressing how important this is and that it is very rude and hurtful to go through others personal belongings. After this discussion, I will remind the student of this anytime he is wandering and messing with other students things. I will supply the student with passes to leave the room. This may prompt the student to ask the teacher before leaving the room first, because he may desire to hold the pass or feel a sense of importance holding the pass when walking to the bathroom or wherever the student may need to go.
I am observing a classroom now in which the teacher has a list of rules, numbered 1-5 above the white board. These rules are called "Ms. Brown's Golden Rules". The students know the rules by heart, and if the rule is ever broken the entire class together says the rule. I feel like this is one great example of how to limit certain behaviors in the class. By the entire class knowing the rule and reciting it together, it makes the students come together as a team and support each other to follow these rules. I hope to have this sort of rule strategy in my classroom to set limits on behavior.
As I said before, I will let the students establish goals for themselves at the beginning of the year, and I will push my students to meet their goals throughout the year. I will show the students that I care by giving them choices in decision making, or if the student is having a bad day, I would acknowledge this and let them have their own time in one of the outlets.
Early Childhood
Education Case Study
It has been one month since the school year began and most of your 25 kindergarten students know
class procedures, such as the schedule of learning activities, where they are supposed to be for each learning activity, where they are supposed to keep their personal items, and how they are expected to move about the room and the school building in order to ensure a productive learning environment. Then there is Willard. He must ask 20 or more times a day,“Teacher, when can we go outside to play?” In addition, he often does not stay where he should to work on a given learning activity.
Instead, you find him wandering around the room and getting into other children’s personal things. Three times this past week you looked up just in time to see Willard walking out of the classroom without permission. Some of the other children in your classroom community have started
making fun of Willard. Others are beginning to become less engaged in their learning.
In order to decrease asking about the agenda for the day, I may supply this student with a schedule of out day as well as times. This may reduce the questioning about what we are going to do next, or how many minutes until we go outside, etc. I may place the student closer to my desk, where the tissues, extra pencils, paper, etc is located to decrease the amount of times the student is leaving his seat. I will explain to him the importance of privacy and not going through others belongings, expressing how important this is and that it is very rude and hurtful to go through others personal belongings. After this discussion, I will remind the student of this anytime he is wandering and messing with other students things. I will supply the student with passes to leave the room. This may prompt the student to ask the teacher before leaving the room first, because he may desire to hold the pass or feel a sense of importance holding the pass when walking to the bathroom or wherever the student may need to go.
Tuesday, September 17, 2013
After discussing motivation in class, I feel that the motivation theory that best fits me is goal theory. To me, when I have a goal, I perform to the best of my ability to meet requirements and do my best in order to reach my goal. For example, getting into UT was my goal after being deferred my senior year of high school. My freshman year of college was spent at Mississippi State, and I worked my butt off to get the grades necessary for UT to accept me. UT was my goal, and I had one year to prove that I could make the appropriate grades to be accepted into the college.
In special education, once the student is diagnosed with a disability, we have an IEP meeting in which we create goals and objectives for the student. Having these goals can not only motivate the student, but the teacher as well. I believe that I will be a good special education teacher because I will strive to do whatever it takes for my students to reach their goals. I will try my hardest to be a role model, be enthusiastic, show the student that I care while at the same time having positive expectations for my students. I also will teach my students that no matter what, no disability will interfere with their goals, as long as they put forth maximum effort.
In my future classroom, I will discuss with each student what their goals will be for the year. They will have a copy of these goals, and will keep track of their progress weekly. Once the goal is reach, I will provide some sort of reward, such as candy, ice cream, pizza party, as well as verbal praise from me. I believe that if the student keeps track of their own progress, this will also motivate them to keep pushing toward their goals.
In special education, once the student is diagnosed with a disability, we have an IEP meeting in which we create goals and objectives for the student. Having these goals can not only motivate the student, but the teacher as well. I believe that I will be a good special education teacher because I will strive to do whatever it takes for my students to reach their goals. I will try my hardest to be a role model, be enthusiastic, show the student that I care while at the same time having positive expectations for my students. I also will teach my students that no matter what, no disability will interfere with their goals, as long as they put forth maximum effort.
In my future classroom, I will discuss with each student what their goals will be for the year. They will have a copy of these goals, and will keep track of their progress weekly. Once the goal is reach, I will provide some sort of reward, such as candy, ice cream, pizza party, as well as verbal praise from me. I believe that if the student keeps track of their own progress, this will also motivate them to keep pushing toward their goals.
Monday, September 2, 2013
PLE 2
Looking at the diagram on p. 505 in Ormrod’s text, write down an idea for an assessment for each of the five categories. Be sure to explain why you would use the assessment within the context of your lesson.
Informal assessment: informal assessment can be used to make judgements on students learning behavior/characteristics through observing, check lists, running records, interview, etc. I would use this type of assessment in my special education classroom to make note of what my students are understanding in the lesson and also where they may struggle.
Authentic assessment: I love this type of assessment because the student is able to show what they have learned. Students create posters, artwork, create journals, presentations, portfolios, etc. They are able to express what they have learned in a creative way that can also increase critical thinking skills. I would use this type of assessment in my special education classroom so that each student can individually meet their own needs by being creative.
Criterion-refereced assessment: I would use this type of assessment to evaluate if my students have been able to learn certain concepts and skills. From there, the student and I can figure out how to reach their IEP goal.
Paper-pencil assessment: This type of assessment is one they may have to be adjusted to a oral assessment for some students within the special education classroom. But, I would use this type of assessment for essay questions to engage my students in critical thinking skills.
Teacher-developed assessment: I would use this type of assessment in my classroom to ensure that my students are being tested on what I have taught them-not what the book has taught them. In the special education classroom I think it is very important to use this type of assessment so that the teacher can fairly make modifications to the assessment so that it fits the needs of each student.
Informal assessment: informal assessment can be used to make judgements on students learning behavior/characteristics through observing, check lists, running records, interview, etc. I would use this type of assessment in my special education classroom to make note of what my students are understanding in the lesson and also where they may struggle.
Authentic assessment: I love this type of assessment because the student is able to show what they have learned. Students create posters, artwork, create journals, presentations, portfolios, etc. They are able to express what they have learned in a creative way that can also increase critical thinking skills. I would use this type of assessment in my special education classroom so that each student can individually meet their own needs by being creative.
Criterion-refereced assessment: I would use this type of assessment to evaluate if my students have been able to learn certain concepts and skills. From there, the student and I can figure out how to reach their IEP goal.
Paper-pencil assessment: This type of assessment is one they may have to be adjusted to a oral assessment for some students within the special education classroom. But, I would use this type of assessment for essay questions to engage my students in critical thinking skills.
Teacher-developed assessment: I would use this type of assessment in my classroom to ensure that my students are being tested on what I have taught them-not what the book has taught them. In the special education classroom I think it is very important to use this type of assessment so that the teacher can fairly make modifications to the assessment so that it fits the needs of each student.
Monday, August 26, 2013
Post 1: Introduction
Finally, the first week of classes are over with. I am very fortunate to be in such a wonderful education program here at the University of Tennessee. I love all of my new colleges and teachers, and I am eager to get the ball rolling this semester. I previously took Ed Psych 201 (I believe that was the course number), and I really enjoyed the class. I am excited to learn more about the psychology of learners.
From this class, I hope to gain more insight on how to better help my students learn. I think by studying the psychology of a learner, we are better able to provide our students with the highest level of educational teaching. We can provide our students with an environment that is beneficial in all aspects of learning, such as socially, cognitively, physically, etc.
I love the idea of starting a blog to reflect on the class, and I am very excited. Reflection is key to learning!
Finally, the first week of classes are over with. I am very fortunate to be in such a wonderful education program here at the University of Tennessee. I love all of my new colleges and teachers, and I am eager to get the ball rolling this semester. I previously took Ed Psych 201 (I believe that was the course number), and I really enjoyed the class. I am excited to learn more about the psychology of learners.
From this class, I hope to gain more insight on how to better help my students learn. I think by studying the psychology of a learner, we are better able to provide our students with the highest level of educational teaching. We can provide our students with an environment that is beneficial in all aspects of learning, such as socially, cognitively, physically, etc.
I love the idea of starting a blog to reflect on the class, and I am very excited. Reflection is key to learning!
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