Adrienne M.

Now that the dust has settled from the first few weeks of school, I was wondering what is the next challenge. I know each day poses new challenges, but my question pertains to the thing(s) that would keep you up late at night (not including your own homework).

You have set your expectations, the students are aware of their routine, you may have even had a chance to assess how much your students have actually retained from last year. Are the back-to-school jitters gone? I ask this because I hope to be teaching next year; and after reading how nerve-racking the first couple of weeks can be, I wonder when things begin to flow and feel "normal".

Marie Mackrell

I was trying to respond to Terri's post. I just started my third year of teaching and I am currently taking my last two classes. I think once we are no longer taking classes, we will regain a portion of our life back. Right now so much of time is devoted to completing classwork on the weekends. There are many weekends I arrive home Friday night and don't go out all weekend, except to grocery shop. This is not fun. For me, December 14 will come and the classes will be done. I hate to wish time away, but I feel like once the classes are complete I can concentrate on teaching, instead of running to try to catch up. I can also get to know my family again.

darius Coulibaly

Class organization as a behavior strategy tool.
Students must be organized. provide them with few minutes to gather materials needed for class. It will cut down on interruptions and redirections.
provide lessons objective s and activities to be completed by the end of the block.

Darius Coulibaly

Darius Coulibaly

Classroom management

One of the most important lesson i have learned teaching BSP students is that never provide them with an opportunity to argue or debate as they will seize the moment. the longer they argue, the angrier they get, and the conversation escalates to a crisis.
Always lay out the rule and don't talk back, and remain calm and lower your voices. They are confrontational individuals and looking for confrontation, so if you stay calm they will eventually cool ioff, and you will have a civilized conversation.

darius Coulibaly

Darius Coulibaly

In response to the count down from 5 to 1 as a strategy to calm students down. I wonder if that can work at the high school level. I believe it can be effective in elementary school. High school respond better to structured and consistent reward system. When they cross the line , they have to live with the consequences which has been explained to them since the first weeks of school.
Well, it is working so far. But never know, they probably will start a riot one day.

darius Coulibaly

Darius Coulibaly

Differentiation is to me, the most important teaching startegy in special education. Teachers can differentiate in the following areas:Content, process, and product.
In order to successfully differentiate you must know the student's learning styule, level of basic skills, strenghs and weaknesses, behaviroal challlenges, and establish a positive relationship with the child.
When this background work is done, it is easy to differentiate, and really teach effectively.

darius Coulibaly

awesome idea

For any of you that might use or want to use whiteboards for the students, I ran across this idea while searching on a website.

Glossy Kodak photo printing paper works perfect for white boards. It wipes clean, easy to store and cheap to replace!

Liz U.

Comment From Jessica

Just something I wanted to say and see what everyone thinks because maybe I am just looking at it wrong. I often feel like many of the decisions that I hear fall under two categories. "Teachers should do it all" or "It only matters how it looks, not the final outcome".

The "Teachers should do it all" decisions I am talking about are things that I hear like, it doesn't matter if the students are present, working, sleeping, or even if they care. The must learn and the teacher MUST FIND A WAY to teach them the material. I understand that this school of thought has good intensions, but I wonder when the students apathy or accountability is taken into account. I just wonder sometimes what I am doing by giving and giving despite the students role in their academic success. What am I really teaching them if their is never any substaintial consequences in their academic life. After all the work towards graduation, are we setting them up to fail as soon as they step out of the building by not preparing them for life? By saying that they will get access to instruction regardless to attending, paying attention, or, in essence, trying, we are saying that attendance and effort doesn't matter when in fact, according to AYP, attendance is important. I just feel like some of our thinking needs to be modified or go in a new direction.

The "It only matters how it looks, not the final outcome" decisions I am talking about include some of what was talked about above and more. As long as they pass their SOLS and pass then I am a "good teacher". How the students achieve post graduation doesn't seem to impact whether we are doing our job but I feel like this is the ultimate goal of my job as a teacher. Or that we need to push ALL STUDENTS to pass the same tests and get the same diploma when in fact, our instruction must be infintestimally different to meet the differences amongst students. By making the majority of students pass the same tests and get a standard diploma, are we doing whats best for them? Many students are just not showing the ability to pass the amount of SOL tests required if any and where getting a modified diploma. I recently found out that students recieving a Modified diploma count as a "drop" as far as our numbers go so something like that. If that is true, people are going to be pushing students that should not be working towards the same diploma as their peers to achieve the same way and for what - to make our "data" look good.

I am sure that there are complaints either way you look at things so I am glad that I am not making the decisions. I am not trying to be a downer; I just have a hard time matching my reasons for teaching with the guidelines that I percieve measure the quality of my teaching.

Jessica

Misha

Last week I went to a middle school to observe for one of my activities and it was a real eye-opening experience for me.  I feel like a digital immigrant after sitting in on two separate math classes.  I had no idea how technology had progressed in the classroom.  I knew chalkboards weren't the thing anymore.  I thought that marker boards were "in."  I had no idea about the smart board.  It is such an amazing thing it just boggles my mind.  Both classes I observed used the smart board for their lessons.  In one of classes, each student had access to a laptop for a quiz. I certainly can see the benefits of technology, especially in this technological world.  I was wondering what some of you thought as teachers in the classroom.   Are there any downfalls?  For instance, in one of classes it took 10-15 minutes to get everyone loaded on to the right page to begin their quiz.  10-15 minutes that could have been used for something more productive.  I was just curious what people thought of technology in the classroom.

Getting student's attention

Heather Day

I heard this mentioned in class one night, and it is something I use, so I thought I would write about it. When I am trying to get the attention of the class, I will count from 5 down to 1. It always works. As someone mentioned in class, when you start at 1, the students are not always sure what you are counting TO. . . is it 3? is it 5? So, if you start at 5 and go down to 1, they always know how long they have to get settled. If we are cleaning up, I will count from 5 to 1 with more time between the numbers to give them extra time. If I need their attention quickly, I count more rapidly. It even works well if the students are not your regular group, because counting down from 5 is a little more unusual, and these kids will get quiet as they are trying to figure out why they are counting backwards. It's something I have used for 10 years of teaching with a lot of success.

Stephanie Byrne

This blog is in response to the reward systems and quieting students down. Every class I stand outside of my door with a role of tickets. Students are required to say hello to me with a smile on their face and to show me their silent reading book and in return they get a ticket. On my list of consequences posted for poor choices, students lose their ticket after they have been warned once. Every Friday we do drawings from the ticket box and students are able to pick a prize from the prize box. You would be amazed how much ownership and pride these students take in these tickets. Students must also “pay” me with their ticket if they are not prepared for class and have not finished an assignment.

As for quieting students down, I do the “Give me 5” technique. I do a lot of group work in my room and it at times can become a little rowdy. When I need everyone’s attention I simply put my hand in the air and say “Give me 5”. The students do the following things:
1. Put pencils down
2. Put hand up (serves as a signal to those around them)
3. Sit up straight
4. Eyes on speaker
5. Absolutely silent
We practiced this numerous times the first few days of school and now it comes naturally to the students. I also have a poster of the technique on my wall to remind students.

Terri Clements

Maybe now is not the time to write since I'm extremely stressed out, but I was wondering how everyone else is juggling work, school, and home. I'm finding it really difficult to manage my time. The work required in these graduate classes alone can keep me busy all week. I had to work homecoming yesterday...and I'm standing on the dance floor thinking about all the homework I have for the two classes that I'm taking, the lessons that I need to prepare for the week, the case management tasks that I still need to catch up on...and, oh yea...I have 2 children that I feel are getting the short end of the stick right now. I'm planning lessons driving in the car on the way to work. I can't seem to do any of the assignments for these classes during the week....I work all day, have kids with activities and homework to tend to in the evenings and then its 10:30 and I don't have a brain that can function any longer. Now its the weekend and I'm trying to prioritze all the stuff that HAS to get done and the anxiety is building and building.... Am I just completely unorganized or is there not enough time in the day to get it all done?? Has anybody found a happy balance between home, school and work...and if so, please share!

Erin

Responding to Elane and the unsettled students, I have heard and done that in my class. When my students are talking and I want them to be quiet I do not talk and stand there. It takes a minute but then they realize that I am trying to get their attention. I have also seen that senerio modeled in my inclusion classes. It seems to work very well. The students know when they need to be quiet, they just need some help sometimes, by the teacher being quiet. I have noticed that when I stand in front of my class and constantly tell them to be quiet, it goes in one ear and out the other, it just doesnt work!! Another technique is have a point or reward system. One of my inclusion teachers has a chart and when they are good in class the whole class recieves a sticker, when they are bad they recieve an X. After SOL if they have enough stickers they get a game day. The students really like the idea and seem to work for it.

Gae Noble

While working on my classroom management plan for class it occurred to me that it might be a good idea to go over it with my class. Eventhough we went over my class procedures the first week of school, I now think I have a more complete plan. I have 2 new students in my self-contained class, so I think this week will be a good time to review my class procedures for everyone. After getting to know the students better there are some things I need to be more specific about. Is it too late to make changes? Any thoughts?

Kay Portmess

I have a group of five first graders right after they come in for recess. I have only had the group for 3 days, so we are learning how to act with each other. I had one child who constantly raised her hand and I usually go around the table when asking questions. When not raising her hand, she was shouting out when it wasn’t her turn. When asked not to shout out, her last behavior in the half hour session was to take her hands, which were a little sweaty, and squeak them across the table over and over. I decided to quickly go over the classroom procedures again with them. Two were added to my list. One child said “There should be no spitting.” I have not encountered spitting in my room in the four years I have done this job, but just in case we added that rule!!! It made me smile after all the spitting conversations in our night classes. Some one on another post mentioned waiting silently until the children settle down. They will hopefully notice nothing is happening. I shall see when I try it on Monday if it works or not. A second post mentioned it could be a method for the child to receive attention. I had not thought of that even though her behavior is accomplishing the goal of getting attention. I did not feel I serviced these children well on Friday. Hopefully, some new techniques will have a better effect. If anyone has any other suggestions I would be grateful.

Quiet Moment

I am responding to the classroom situation - unsettled students. I witnessed the strategy where the teacher remains quiet and when the student realize that the teacher is not talking or making any movements they stop.

I am co-teaching/learning in the language and Literature (L&L) classroom. The ninth graders in the classroom have so much energy - it takes a couple of minutes to settle them down, but they settle. This particular class is the last class of the day and they are extremely wired when they reach our classroom. The teacher I work with is very patient and uses the "quiet teacher moment" strategy. It works! Surprised, the students realize that the teacher is not talking or moving and they immediately stop and settle down.

Elaine

Erin

The hardest thing that I have had to deal with this week are my active students and designing lesson plans that keep my students focused for 90 minutes. Two of my parents that I have talked to this week have told me that their child is not taking their medicine for their ADHD. I do not know what to do! It is so hard for me to teach my students who are so unfocused! I use different teaching techniques and different activities that allow my students to have fun, but learn at the same time. However some days I feel that no matter how I teach I am not geting through to some of my students!!

Cat Isham

I will probably get myself in trouble for saying this but what the heck.

Why did they make me lead teacher when I am still trying to get these
classes done and get my licensure? I don't know everything. I thought that
the Lead Teacher was someone who had all the answers, like how to use
IGpro without error and was a wizard at IEP on line. I am still trying to learn
both of those.

I feel comfortable with my lessons, lesson planning, behavior management
skills etc.. but the technical aspects, plus overseeing other teachers... etc.

I had to be the "site supervisor" last week, and it was fun, a total rush (I am
an adrenaline junkie) and I loved it, I only had to call the resource officer once!
I appreciate the fact that they trust me enough to put me in charge, but I feel like
such a farce because I don't know everything.

Thoughts?

Cat

Stephanie Byrne

I too am having the question problem with a student. The only difference is the student does not always raise his hand, but rather comes right up to me and asks me even when I am in the middle of teaching! Another teacher who has him tried giving him 4 cards and everytime he asked a question, he had to give her one. Apparently he didn't like this, however, and his mother demanded she stop. My thought is that students aren't always going to like what we put in place for them. We are preparing these students for high school and there is no way this student will be able to do what he is doing now there. According to the teacher the strategy was working, and I think she should be allowed to continue.

Marie Mackrell

I have a wonderful group of kids this year. So far I have not had any discipline problems in any of my self contained classes or inclusion rooms. It is amazing how much you can get accomplished when discipline issues aren't getting in the way. My classes are so peaceful. Hope it lasts!!!!

Marie Mackrell

Stephanie,
Someone told me to try a card or popsicle stick system. They said I should give her a certain amount of cards/sticks and once she no longer has any cards left, she can't ask any questions. Maybe I should give it a try. It is a self contained classroom, so it is pretty obvious when a student needs help.

Marie Mackrell

Hello Everyone...I wondered if you had any advice for a student who constantly raises her hand. She never puts her hand down. I don't want her to feel like she can't raise her hand, but she is really disrupting the flow of the class. When I do call on her most of the time she has a silly comment or it is something relating to a random topic. I have tried several things, but nothing is working. Any ideas??????????

Marie Mackrell

I was trying to reply to Ramona's blog where she referenced VGLA's. I agree I often think it would be easier to do a VGLA portfolio for each child in my entire self-contained class. I will probably do about 5 VGLA's. 5 students will take the SOL test. Planning to prepare these students for the very different types of assessments that they will have to undergo is tricky. I have to make sure each group gets equal time.

off the subject

Liz Uebelhoer

Hi all,
This is off the subject of teaching, but I'm wondering if anyone knows of a good babysitter? As many of you know, I have a newborn (two months) and in order for me to be able to do much of the class assignments, etc. I need someone I can trust to watch him. I only have my sister in law in the area who is home with her children during the day, but she can only babysit on certain days/certain times. So, I thought I would throw the question out there..see what I get in return. I thank you for any input!!

Ramona Benoit

The STOP room
I feel that the STOP room is very beneficial to the students when it is used appropriately. How can you decide if they are wanting to go for a legitimate reason or simply to get out of class? I have a very small Science class of only 3 students and we usually always do all assignments together as a group and help each other out. However, today one of my students asked to go to STOP while I was reading a test outloud to them and taking my time so that everyone was able to follow. There was no loudness, no unusual distractions , or stress related activities going on in the room. According to the guidence counselor and 6th grade SPED teachers this student has completely turned around because the last two years he has done nothing in class but put his head down when he was even at school; however, in my class and the other 7th grade SPED teacher's class he is awake for the most part and will participate in activities! Anyway, he asked to go to STOP right in the middle of the test. I asked him why and he said because it was too loud and confusing for him. So I let him go.
My problem is that last year many of our 7th grade students asked to go to STOP for what seemed to be only to get out of our class and to go and spend time with a teacher that they had the year before who just so happened to be manning the STOP room. Many students would try to go into STOP during this period and at times the room seemed to be a madhouse, with around 5-6 students in there at a time doing whatever they wanted to be doing. I just don't think that it was the best situation for the students. It just so happened that the same teacher was in there today and when the student returned to class mentioned how much he missed that teacher.
I guess I feel that some of the students are taking advantage of the program and "use" it to get out of situations that they just would rather not be in. Is that bad of me to think this? Don't get me wrong I honestly do think that some students need this room and I have seen students who have needed this room. But when and where can we draw the line? Is it ok for me as a teacher to say to a student that I don't think that you need to go to STOP right now, lets talk about it; if it wasn't on their IEP?
Ramona

Jon Hurst

Hello all,
I attended a webinar on the use of smartboards specifically to educate students with autism today. It looked like a great tool. I have not had the opportunity to use a smartboard yet. The presenters said it greatly increased the attention and helped lower negative behaviors when the smartboard was used for interactive instruction. Is there a website to research lessons that work well on smartboards?

Julia Adkins

One other question. I have only one student that insists on sleeping in class. I have tried kicking under his desk, but he falls right back to sleep. I have sent a note to the parents, but have not heard a word back in response to this problem. I have even sent him to the office. He has received demerits, but nothing phases this student. I have tried to call on him in class to get him more involved, but nothing seems to be working. Any ideas?

Julia Adkins

Inclusion classes - aghhhh!!! My coteacher is driving me nuts (although not quite as bad as the first weeks of school). She has no humor, the kids think that she is mean and that she hates them. I still get to do ALL of the paperwork in regards to the sped students. But, she is doing the lesson planning for the inclusion class, but then again, I have no say in what activities she is doing with the students. If the students need a test read to them I get that job too. She doesn't like to share ideas or thoughts or concepts AT ALL. I have shared hand outs and activities with her, but I feel that she takes them grudgingly. How in the world can I connect with her? By the way, I have discovered that it is not just me that she treats this way. I have talked to my dept. chair about it, but so far nothing has come of it.

Julia Adkins

Okay this may be a little late, but now that we are in our 4th week of school I am finally getting around to expressing my thoughts about the first week of work. I have been so overwhelmed, it has been rather sad. At first, I didn't think that I would be able to handle all of the stuff that was being thrown at me (and I'm still not sure if I am actually handling anything). it has been really difficult because I like to be very organized and I feel like I have been flying my the seat of my pants. The only saving grace in all of this has been my students. i have the BEST students. They are all hard workers and seem as if they really want to learn. I know, it's amazing. I had to call off of work on thursday and friday because my youngest daughter was sick. I was so busy with my daughter that i was not able to get much work done and when I went back to work today, I discovered that my students were great for the sub, but they didn't work to the best of their ability and really didn't retain anything that the sub taught to them (the sub was great she followed the lesson plans to a tee). I am feeling guilty that I have let my students down in some way; weather by not being there or by not planning well enough. Will this feeling ever go away if I need to be absent again? Am I being too caring? A control freak? or what?

Jon Hurst

It is now the fourth week of school and my students poor behaviors are escalating even more. It is very frustrating not being able to help him control his emotions. The biggest problem I am having is reaching the other students in my class. I have to spend so much time and energy attending to him that my other students are not getting the attention they deserve. I am still teaching them and staying in compliance with their goals and objectives, but they are the well behaved children. Don't they deserve all the attention. How can one deal with all the issues in a special ed. class at the same time. I guess it takes some time and experience to figure it out.
After leaving school upset every day for the first three weeks I returned with a new attitude today and it helped me (not the student) greatly. I decided this weekend that his behaviors toward me are not personal. He is not directing these behaviors towards me because he hates me. Well maybe he does, but I don't think so. Each time he lashed out at me today I tried to remember it was not personal and tried to think of a way to help him get through whatever he was feeling inside. Again it helped me deal with it more than him. It is going to be a long road and I have developed a great deal of respect for all special ed. teachers. Especially those who have stuck with it for a long time.

I find it ironic that I'm taking all of these classes and yet when I actually get into a real classroom (self-contained) that it is so much more difficult. The strategies that I was taught would more than likely work like a dream in a fantasy classroom, but in reality it is extremely difficult to impliment any of the strategies that have been taught. Is anyone else experiencing this? - Julia Adkins

Kay Portmess

I am also taking the unconventional route to become a special education teacher. As a para educator there is only so much I can do to help the children I work with. I knew I wanted to work in the school system and working in special education seemed to be the most rewarding. I have also received some negative comments and questions about entering into this cohort. People mention the paper work, the difficult parents the difficult children in special education. At times the statements of others make me question if I am doing the right thing and since beginning these classes I have been a little overwhelmed with all I do not know. Putting my focus on the children instead of all the problems associated with special education reminds me I have chosen something I have wanted to do for a long time. The good thing is I am now in the process of accomplishing my goal. I will be taught what I need to know (I hope) and there is help along the way.

Stephanie Byrne

I, like Heather, am a General Education teacher going back to become a Special Education teacher. Like her, I am also getting the feeling that this isn't the "normal" route one takes. When I first began applying for the cohort and telling people about my plans, I quite frankly got a lot of comments that I found disturbing. One person told me that I was crazy and that "Special Education is a lot of paperwork". Well, I understand that to be true, but if we are only seeing kids as "paperwork" well then no wonder they are not being as successful as they could be. Another person asked me if I was sure I wanted to do this and told me that most people are begging to get out of the Special Education classroom and into the General Ed. one, not the opposite way around. After meeting all of you, I know this is untrue.

I realize that Special Education is a lot of work, but these are the students who need people who will work the hardest. If we have people in the field who really don't want to be there, my thought is they should go elsewhere. Another comment I often get when telling people I am getting my masters in Spec. Ed. is that I "will always have a job, no matter where I go". I personally would hope this isn't true (it should be based off of my performace, not my diplomas) and can only hope this isn't the only reason people start teaching Special Eduction.

Dawn Knight

This has been a very stressful start of the year for me. I think I dare say that it is more stressful than my first year of teaching. I began the year by finding out that I was assigned a room smaller than the one I had previuosly even though I have more students and more self-contained students than last year. I am an LD teacher for elementary and currently teach students in grades k-2. All but two of my students have come out of either the preschool program or the DD program. I have 14 students on my caseload. Right now, three are labled LD. The others are OHI, SLI, DD (transfer from another County), and SWD. The DD and SWD students both have Downs and are completely self contained except for 1 hour of academics, lunch, recess, and specials, but need para support to do these things. One of the SLI students that I recieved was not potty trained. And when I say not potty trained, I mean not at all. He had no concept of what to do in the bathroom. After more than 6 clothing changes in two days, we had ask the parent to send him in pullups. We then tried to take him to the bathroom every 30 minutes. This was very difficult since we did not have a bathroom in the classroom. If my para was out of the room providing aid for other students, I had to line up my class, walk next door to the clinic, have them sit on the floor, while I either tried to get the student to use the bathroom or had to change him. He would fight you when you tried to change him and sream don't wipe me. I was somewhat aware of this since his IEP mentioned that he still had problems with potty training and would sometimes throw or smear his feeces when you tried to change him. I unfortuantely assumed that by the time I gor him, he just needed reminded to go to the bathroom and occasionally had an accident. I was obviosly wrong. Potty training was not the only issue. Within three days, he hit two staff members. He was unable to complete tasks without one-on-one support and spent much of the day crying and yelling despite any intgervention that we tried. Thankfully, it did not take long for my adimistration to noticed that I and my para were way over our heads. It was first suggested that we do an FBA and a BIP, until I informed them that both of these were written in May while he was still in pre-school. An IEP meeting was called for this student and the DD student (see comment I made to Jonh Hurst to see background of this student). After a couple of observations, special services determined that an LD classroom was the wrong placement and he was placed (with parent permission of course) in an ID classroom. At the second IEP meeting of the year,itwas determined that the needs of one the DD student warrented the need for a second para in my room. This para has not started yet, but we anxiously awaited their arrivial. I was howver immediately concerned about the thought of having another adult in our already tiny and overcrowed classroom. Fortunately, a kidergarten classroom (with a bathroom!) became available and for the second time in less than a month, I moved classrooms. I am now completely exhausted as I and spent 9 hours moving my stuff down the hall yesterday (I didn't leave last night unitl about 9:00). Hopefully things are starting to work themselves out and I can begin to do some of the homework for these two classes that I have yet to begin.
D. Knight

Heather Day

This school year has been an absolute dream so far. Last year was extremely demanding and a real test for me, so I'm loving this year. I am a general ed teacher going back to be a special education teacher, and I am getting the picture that that is pretty uncommon. I am also elementary, and have always taught 4th and 5th grade classes. This is year 11 for me.

The past 10 years I have taught as the general ed teacher as part of an inclusion class. I have had varying levels of assistance from the special ed teacher, from the beginning where the special ed teacher would just assist with my lessons that I taught completely by myself, to the past 2 years where my special ed teacher and I planned together and co-taught. I like planning together and co-teaching much better. I was also lucky enough to work with a special ed teacher the past 2 years that was really inspiring and actually encouraged me to join this cohort.

I am not teaching any special ed kids this year, :( and not by choice. I'm not really sure why, but I ended up with a SCOPE cluster and very high kids. I only have one student that didn't pass one SOL test, except for a repeater placed in my class on the first day of school. Although the planning and differentiation part of the lessons are much easier and quicker, I miss my special ed kids a lot. Hopefully I will get to work with them again next year.

Stephanie Byrne

Last night was my third Back to School Night, and every year I am amazed at how many parents do not show up. I understand that parents are busy with jobs, kids, and a million other things, but out of 100 students, I only had 8 parents come out last night. These of course were the same 8 parents I met at business night before school started.

This year is the first year our school is forming a community involvement committee and I am really hoping it helps connect the two. Last year, we also attempted to have two literacy nights for our students with several activities planned and not one person showed up...and we even had food! I think it is very important for students to understand that their education doesn't only take place in our building during school hours. Hopefully, we can improve the communication and get more parents out to support school events this year.

Erin Gutzwiller

It is only wendesday and this week has been challenging. One of my students just returned from OSS and now I need to catch him up in his classes, because big surprise he didnt do any work that was sent home with him! On a happy note, my two students that I have taken with me into an inclusion class from a self contained class are doing great! One concern I have is that one of my students should be in inclusion for all 4 of his subjects, but are in just 2 inlcusion classes instead. I am his case manager and want to get him moved into all inclusion becuase I am already getting negative feedback from his teachers about his work. I do understand that I need to do things with a purpose, however I need to collect his work to have proof that he is failing before I move him. I do not understand this process because I do not want to see him fail when all of it could be avoided if I just move him!

Cat Isham

My name is Cat Isham and I work at Courthouse Academy. This is my second year at CA and I feel very blessed because I have 5 of the same students that I had last year. (and two new ones) The reason that this is very lucky for me is that I can build on an existing rapport with my students and because of the trust we have in one another, I feel like sometimes I actually get to teach. I think that trust is one of the most important requirements when teaching this particular type of student.

Each student has 8 courses that they are taking and I
teach each of those classes and follow the curriculum map. This enables the student to flow right into the base school curriculum when he returns to his home school. It is problematic for me, in that, that is a heck of a lot of classes to teach and I am by no means an expert in all of them. I plan 3-4 weeks in advance in a big notebook, each subject is on a "page" in calendar form in the notebook. This helps me keep ahead of the game.

I teach, English 10, 11, 12, Humanities, Biology, Environmental Science, World History, World Geography, US/VA History, US/VA Govt. , Health/PE 9-10, Art 1 and 2, Indiv. Dev, Fund. of Marketing, Algebra 1 prt 1, Algebra 1 prt 2, Geometry and Algebra 2.

I guess I am wondering.. am I going to need to be 'highly qualified" in all of these subjects? If so I guess I will be in classes until I am 80 years old.

Ramona Benoit

My name is Ramona Benoit and I currently teach 7th grade inclusion and self contained Math and Science classes. I teach at the same school that Stephanie does and also have the challenge of the VGLA portfolios. I agree that it seems to be alot of work for the students and pressure if they are having difficulty passing a particular strand. I understand the importance of the binders, I just feel that there is way too much pressure on the students and the teachers to get these binders together. I sometimes feel that there should be a specific teaching position for those students that complete the VGLA. One person in charge of getting them together and working with those students specifically. I guess thats just wishful thinking though :).
So far, however; my year seems to be getting off to a positve start. The behaviors seem to be less negative and more respectful. The students in the inclusion classes that I am in actually seem to want to work and learn, which is a drastic change from the previous 2 years that I have been teaching there. The only challenge, other then the VGLA binders, that I see is that my self contained students seem to be very low this year in both Math and Science. One of my students had difficulty with recognizing the basic operations (+, -, x, divide) on the calculator. This makes it very difficult when I am supposed to be teaching them 7th grad Math curriculum. And preparing them for either the VGLA portfolio or the SOL test. These are students with learning disabilities that prevent them from learning at the same pace and to the same extent of students without learning disabilites. I guess that I just thought that the special education program was to assist these students in doing the best that they can and to help them to progress and build their skills; rather then pressure them into learning like everyone else who doesn't have a disability or else they fail. I still and will never understand why students who have learning disabilities and who are proven to not be on grade level are required to take an SOL.. grade level test as general ed. students do and they are scored the same and averaged in the same as everyone else.
I do agree that they should be tested; but more to measure their progress and to determine which direction they need to be going. If by chance they show success at grade level then by all means include them in the general ed. testing and grouping. If they are then include them but if they do not then keep working at it.
Am I making any sense?

Erin

Hey Misha a teacher that I am working with has a great book about classroom management and we have been trying some things that the book recommends and it seems to be working! I forget the name of the book but Iwill get it for you tomorrow becuase it has been pretty helpful to us, so maybe it could do the same for you!
So far everything has been going well, but I have begun to experience the difficulty in dealing with my case load not completing asignments and me having to follow them extra closly! I have them come to me during directed study and study with them and make sure there homework is complete. I will continue to do that until I see that they can be responsible!! My kids are in inclusion so they need to make sure they keep on top of their work. I have no other ideas!!

Misha

I was also wondering if anyone had any suggestions on resources (books, websites) for classroom management, good transition techniques, simple games, 0etc.  Any idle time in my classroom means trouble.  Thanks!

Misha

Thanks for the suggestions.  This blog has been a great forum for me to learn about teaching.  I was wondering if anyone had suggestions for instruction in a classroom such as mine.  I am not the teacher, but there are 7 students with a combination of MR, mild autism, ADHD and ED.  There are a lot of behavioral problems, as I mentioned before.  We have not a had a teacher for sometime and I have been substituting.  One of my challenges is getting to all of the students throughout the day for meaningful instruction.  There are 2 aids, but it is difficult to convey the lesson plans to them sometimes.  The students are on different grade level, as well.  The ages range from 5-12.  Group instruction is virtually impossible.

Darius Coulibaly

I am a special Ed teacher, BSP at Chancellor Hgh school. I have a good group thus far. It might be that thay are in the honey moon stage. It's the beginning of year, they are all following directions and working hard.

It's my responsibility to maintain the level of performance and positive environment.

I am sure that the honey moon will soon end, and emotions will get high and fly around the room. But that 's what the BSP is designed for, supporting those students and enable them to leran and self-manage those emotional and behavioral challenges.

So, it would be a great year!


Darius Coulibaly

Behavior/Motivation Stategies

Behavior issues are not exclusive to the Glad Program (at risk students). Second/third week of school and some of my Glad students are struggling with self-control in the classroom. They are voicing their disappointment with school - not because of the teachers, but because of their lack of motivation and low self esteem. I have used the reward system, positive reinforcement, and other incentives. Do you have any suggestions?

Back to School

Wow, I am finally in with the assisance of Ms. V.

Riverbend's theme this year is "Riv It Up " and boy my engines are blowing hard. I truly feel like I needed to have started at least three weeks ahead of time. I truly love the Glad Program and looking forward to being creative this year with the students. I have contacted approximately 60 parents via letters, email and telephone already. I believe we are going to do just great this year, we just have to stay in the excelerated lane (smile)

Stephanie Byrne

Last year I taught 14 students who had IEPs, were divided between two inclusion classes, and I had 4 of those 14 complete VGLA portfolios (alternative assessment to the SOL test). This in and of itself was an obstacle, and I stayed after school pretty much everyday with the students when the due dates were drawing close. This year, I teach 1 inclusion class with 11 students with IEPS and will be completing 10 VGLA portfolios. I feel prepared this year as I know what I'm doing from the start, which I did not last year, but I still feel that the work that goes into these portfolios on behalf of the students and the teachers is underestimated. We have been told that it should be no problem and can be completed in class if we are following the curriculum frameworks...haha. I tried to take this approach with my thinking until I gave my first written assignment the other day in a response to a story that I just knew would be perfect for the VGLA portfolios. That is until I remembered that it would take some students 10 minutes to complete, some students would require the other teacher and myself to walk them through every question, some will have redo the assignment, and some students would not complete the assignment at all. I have nothing against the VGLA portfolio, as I think it is a true picture of what a student is capable of, rather than a test they take one day out of the year. We have some students who are completing three VGLA portfolios (math, english, civics) and many of these students are receiving support outside of the classroom. I believe, however, that every student who is completing an assessment of this kind of volume should be getting extra support through resource time, as it can be stressful and overwhelming. It is for me anyway, and I'm not even the one doing all of the work!

Thoughts?

2nd week of school

Jon Hurst

The beginning of the 2nd week of school was much like the entire first week. The same poor behaviors of spitting, pinching, poor table manners and licking. I e-mailed Courtney Seely my Autism Supervisor, Lori Buckingham and Rhonda. We had a meeting on Thursday evening and came up with some ideas about what might be causing the behaviors and found a pattern of when the behaviors started during the day. Every day he escalates between 10 and 10:30 and has done so for the past 4 years. Finally, on Friday afternoon something changed and the poor behaviors went away. I don't know if it was because of something I changed or because we decided to stop and try some fun activities. We actually had fun and learned at the same time. I guess what I am trying to say is don't get bogged down with academic and drills all day long. Allow yourself and the students to have some fun. Also, there are some very good resources in the county that have much more experience than us. If you are haveing trouble and don't know how to handle it contact them and it might make your life much easier.

where to start?

Liz Uebelhoer

This may be an odd question, but I'm wondering for new teachers how do you know where to begin at the beginning of the year? Since I'm currently not teaching I have fears of walking into the classroom the first day and having no idea where to begin. Did your mentor help you create a lesson the first week or do you follow what was done the previous year? I guess a better way to ask would be, who taught you how to teach? Yes, we're all going through the masters classes and learning the fundamentals but putting that into real life is a different scenario. Any comments would be welcome. Thanks!

Reevaluation - Testing - Marie Mackrell

I have a child on my caseload who is up for reevaluation. This is the first student that will have testing done. In the past I have only done a records review. Can anyone give me a little insight as to what to expect? I sent the consent home today for parental permission. Mom is requesting a psychological. I was just curious to see how long the process might take and what your experience has been with the process.

Starting a good school year

M. Villanueva

I think my school year will be great this year. I met all my students in self-contained and inclusion classes and it seems to me that the groups appear to be mature. Although, I know that first impression sometimes never last. I still hope and pray that they will remain as calm - they were all behave during the first day until this week and responsible - pencil (check), notebook (check), highlighters (check) and textbook (check). Also, this school year has been a good start with my collab. teacher. We made few changes in our strategies to aim for higher SOL percentage this year. Because we are professionally married, we vowed to have the time to sit down and do the lesson plans together, teach, implement the rules and succeed together.

Misha

I am not currently a teacher.  I work as a Program Facilitator (a glorified aid) at an alternative education school.  Students come from surrounding public schools because of severe behavioral problems (I hear you Jon!  I have been spit on, kicked, slapped and most recently bit).  Recently, the teacher in my classroom resigned and I have been filling in a little until the school finds a replacement.  I have found it to be extremely challenging.  There are 7 students in the classroom and with varying degrees of abilities and different grade levels.  They all have IEP's, some are VAAP, some have to take the SOL's.  Terri, I understand what you mean about trying to come up with interesting lesson plans that students can do at their seat.  It's been difficult for me to come up with exciting lesson plans.  And when I think I have found something fun to do, the behaviors get in the way.  Group activities or activities that require the kids to move around (which is really what they need) usually end with behaviors.  Anything from a student targeting another student aggressively, climbing on a desk, running around the room, etc.  Also, I am having a difficult time managing the day so that each student has a meaningful instruction.  Having never taught, I am limited in my knowledge.  Does anyone have any suggestions?  There are no general ed. teachers with whom to consult.  It's just so frustrating because these are great kids who have a lot of potential and, for the most part, want to learn.  

Melinda Griffith

I am wondering if anyone has any advice about dealing with a difficult parent? I always stay calm, listen to what they have to say, and do what I can to help, and or alleviate the situation, but what if it seems like nothing is good enough? Any advice or experiences would be appreciated.

Thanks

Terri Clements

The first week back is hectic, but I feel much more confident this year (my second year) than I did as a first year teacher. I know how the Behavior Support Program is supposed to work. I have developed relationships with the other teachers and administration. I know who to go to for what...which was challenging last year as a new teacher. My biggest challenge this school year is in designing individualized lessons for each student. Trying to cover all the core subjects as well as electives is difficult. These students are supposed to be working in their individual area, which eliminates any interesting group or interactive lessons. It's challenging trying to find interesting lessons for them to do, sitting alone at their desk. Reading and comprehension is a struggle for most of my students as well...and if given assignments that are boring, or too difficult, their behavior goes downhill. It would be nice to have more resources for individualized instruction. My other struggle is motivating the students to want to do their best. We offer a lot of support and positive reinforcement in the Behavior Support Program, but at some point the student has to want to do things because it is good for them. That is constantly a source of frustration as a teacher.

Erin Gutzwiller

This first week of teaching has been a long week. It is my first year teaching and after the first week I already see how much paper work I will have! I really enjoy working at the middle school I am at and enjoy my students. Preparing lesson plans that keep my students engaged for 90 minutes is very hard. After about 45 minutes they are done so I constantly am thinking of fun learning activities for them to do half way through class to give them a break. I am ready for week 2 though!

Evelyn Way

Last week, it felt like I was always a day behind. The week of meetings prior to last week took time away from getting my room ready and feeling mentally prepared.
I used some of the tools that were shared though during that week and began my first classes with introductions and having the kids greet each other the way Dan Mulligan had us do in his inservice. I haven't really hit the content yet, that will come this next week.
I have 2 self contained earth science classes, with students with varying disabilities-LD,OHI, ID,BSP. Hopefully, the week will go smoothly & I will feel more caught up.

Jon Hurst

There were many challenges that presented themselves during the first week of school. The two that stood out the most were dealing with inappropriate behaviors/how to handle them and creating lesson plans that kept the children engaged the entire day. I have one student that spit in my face no less than 40 times during the first week, licked his hands and wiped them on me, drops his lunch on the floor intentionally and pinches very hard. I tried everything I could think of as a positive reinforcer to curve these behaviors and had no luck. If anyone has any suggestions please feel free to share them with me. If they work I will be indebted to you forever. Secondly, creating a lesson plan for the first time in my life was very challenging. Block scheduling, no schedule from the Speech and Occupational Therapist and a lack of collaboration with the other special ed teachers in the department created many challenges developing a plan for the first week. I think I finally figured most of it out by Wednesday and will have a good lesson plan in place by Tuesday. Other than that it was a great first week and I look forward to getting back to the spitting on Tuesday.

PS: I was told the spitting would stop if I received the spit with no reaction. Do you know how hard it is not to blink when someone spits in you face? One spitting positive is that it gives my wife and I something amusing to talk about at night.

Marie Mackrell

Hey Melinda,
I agree the first week is so overwhelming. This is my third year teaching and I don't know if I am any more organized at the start of the this year then I was when I first started teaching. It is so hard getting to know your caseload and making sure the school is in compliance. Also, since I am working with sixth graders, the files require a great deal of work. Since we are all rushing to complete many different kinds of tasks, I worry that I might miss something. It would be great to have some type of checks and balance system.

Marie Mackrell

The first week of school is very busy. This year I even tried to go into school a few days ahead of time to get a look at the sixth grade files. We usually are not assigned our caseload until the schedules for the students are determined. We have two sixth grade teams at our school. A special education teacher is assigned to each team. It seems as though once the caseloads are determined it is a mad rush to get the accommodation lists in order. Our school did something different this year. Instead of having the special education teachers walk all over the building trying to get the elective teachers to sign the SE-34/accommodation list, our department head set up a time and location for elective teachers of all grade levels to come to sign the form. It saved a great deal of time for the special education teachers. I would say within a 40 minute time period, I had all the signatures I needed and I didn't have to walk all over the building to find teachers for their signatures. It was a great way to streamline the process and an easy way to conference with the elective teachers about the students they would have in their classrooms.

Kay Portmess

The most challenging part of the first week of school for me has been to remain flexible. I have been placed in four different locations assisting with the Kindergarteners adjusting to school. There was one child in the regular classroom that refused to do ANYTHING and proclaimed “No” loudly to most choices!!! I was in his room for two days and day two was better than day one. Consequences and rewards were put in place. He was able to work knowing how long he had to do something. He has been given a timer and the reward for completing work is sitting at a special table away from the group. Today that worked.

Marie Mackrell

Just wanted to check out Blogger to see if I could access it successfully.

Beginning the school year...

Liz Uebelhoer

I am not currently teaching, but I would think the first week of school would be challenging. For those teaching do you find establishing a routine and getting to know the kids is the most important? Do you dive right into content the first week or review mostly what was taught the previous year? Any advice for when I am teaching would be great!

Melinda Griffith The last three days

Melinda Griffith

I think the first week is the most challenging. There are so many things that I need to get done along with having lesson plans ready. Getting used to a different routine is tough, and of course getting to know my students is also very important. I look at my list of things to do and wonder when I will have enough time to do it all. Any suggestions ahout time management for these first few weeks?

Teachers helping Teachers

The purpose of this site is to provide feedback for fellow students with concerns, questions, or in need of fresh ideas as part of our class. When you begin your posting, type your name first or I will not have any idea who wrote it. Always allow for reader's comments as indicated below this text box. Be creative. I am asking that you contribute five (5) times within the next six (6) weeks as part of the activity grade. Those of you who are not teaching will be able to provide comments based on life experiences. This might be a cool way to engage your students in an online discussion - just like I am. PLEASE - keep it professional.

Now to begin.

So, what has been your biggest challenge so far this school year - the past two days?

Now I know how to use this blog

Mary Lou again - I opened this again and it works. Next time I'll just ask a 4 year old. :)