Post #5: Talk about my strengths, weaknesses and hopes for the future.
I know I am strong in my subject knowledge, and my relationships with my students. I am weak in being consistent in my management and building a relationship with my principal.
In the future, I'd like to tighten up my management. I am content to end my career 25 years from now. I am very happy. I cannot ask for more than I have.
Friday, April 8, 2016
Semester 4 Post #4
Post #4: What types of teaching strategies have you utilized with you ELL student? Of the strategies discussed, which one(s) do you think will implement in the future?
My two main strategies that I use with ELL are visuals and appropriate vocabulary. I will repeat sentences after using grade level appropriate language. I also use body language to emphasize definitions when I'm speaking.
One thing I'd like to do in the future is to link vocabulary to student's background. I think that linking experience to vocab with strengthen their use of that vocab in English.
My two main strategies that I use with ELL are visuals and appropriate vocabulary. I will repeat sentences after using grade level appropriate language. I also use body language to emphasize definitions when I'm speaking.
One thing I'd like to do in the future is to link vocabulary to student's background. I think that linking experience to vocab with strengthen their use of that vocab in English.
Semester 4 Post #3
Post#3: Regular Education Teachers: Do you know which student(s) in your class have IEP’s? Have you received a copy of the IEP’s for your students? How do you support the special education teacher
in meeting the IEP goals?
in meeting the IEP goals?
I know all the students in my class who have IEP's. My SPED teacher brought me a file for each student and a "cheat sheet" with all accommodations.
I support her by focusing on ELA and writing goals. If students have accommodations I make sure they enough time to complete the assignment, a common accommodation, or they write the proper amount of material--1-2 paragraphs instead of the normal 5 I ask for. If she wants to pull students, it often occurs in my class rather than ELA or math.
Semester 4 blog 2
Prompt #2: What is something you want to change about your classroom management? Be specific and use specific example(s) for this change.
One thing I'd like to change about my classroom management for next year is that I would like to be more specific with expectations. I make assumptions that student know what it means to complete assignments. I need to be implicit in what I expect the students to do. If I don't allow for wiggle room, the additional issues, talking, phones, not completing work, will be reduced.
One thing I'd like to change about my classroom management for next year is that I would like to be more specific with expectations. I make assumptions that student know what it means to complete assignments. I need to be implicit in what I expect the students to do. If I don't allow for wiggle room, the additional issues, talking, phones, not completing work, will be reduced.
Semester 4 Prompt 1
Prompt #1: Did you receive training regarding children with Emotional Disturbance? How was it helpful or not? Does your school have an “Emergency Team” for a student with Emotional Disabilities?
I never received training for this with children. Previous job training has helped me develop scenarios for adults with ED. This has been helpful. My own depression and anxiety as well as my sons' issues have helped me develop ideas on how to work with students with ED.
My school does not have an Emergency Team. There is supposed to a crisis team from around the district if a student has an episode but it does not always happened event though SOP states it should. Just this week I had a student try to commit suicide and when I found out and brought him to the office, he was not given a crisis team or any on site counseling. The Social Worker was too busy and they allowed him to go home with a family friend and not his parents. He had fresh wounds on his arms and nothing was done.
I never received training for this with children. Previous job training has helped me develop scenarios for adults with ED. This has been helpful. My own depression and anxiety as well as my sons' issues have helped me develop ideas on how to work with students with ED.
My school does not have an Emergency Team. There is supposed to a crisis team from around the district if a student has an episode but it does not always happened event though SOP states it should. Just this week I had a student try to commit suicide and when I found out and brought him to the office, he was not given a crisis team or any on site counseling. The Social Worker was too busy and they allowed him to go home with a family friend and not his parents. He had fresh wounds on his arms and nothing was done.
Saturday, November 28, 2015
Semester 3 and incentive plans
I do nothing to change my classroom management during the holidays except maintain it at a high level. The kids struggle the week before Thanksgiving as they want the break, their parents are taking them out early and when they get back its a short three week learning time. I am focusing on the Holocaust and that is a subject that keeps them engaged.
The only incentive program I am running is in our Daily Math Minutes program. We spend 15 minutes each day and do math drills on basic 8th grade math units called probes. When the class average is above a score of 90, three times, (points not %) we can move onto the next probe. The Science Teacher and I have our classes in a competition (the math and ELA teachers are invited but they don't want to compete) and my class is the first to complete the first probe if we do it on Monday. I promised a pizza party if they do it. Also, we go down the hall and do cheers in front of the science room when we score higher than them. The spirit is infectious and even the slackers are bringing up their scores to be part of the average!
The only incentive program I am running is in our Daily Math Minutes program. We spend 15 minutes each day and do math drills on basic 8th grade math units called probes. When the class average is above a score of 90, three times, (points not %) we can move onto the next probe. The Science Teacher and I have our classes in a competition (the math and ELA teachers are invited but they don't want to compete) and my class is the first to complete the first probe if we do it on Monday. I promised a pizza party if they do it. Also, we go down the hall and do cheers in front of the science room when we score higher than them. The spirit is infectious and even the slackers are bringing up their scores to be part of the average!
Semester 3 and Active Engagement.
Active engagement is all about movement. Standing at the front and speaking causes boredom and disengagement. If I am moving about the room, asking questions randomly, doing crazy things, and forcing students to wonder, what's he going to do next? then I have engaged them. They are actively listening and learning.
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