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Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education
Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education
Educational implications for ADHD
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I got the honor of being able to interview a great teacher. Her name is Ms. Edith Jeffrey. She is an amazing teacher at a charter school, Vanguard Preparatory School. In addition to being able to interview her, I got the chance to observe her in her setting of her everyday dream of being a teacher. She described her job description as getting to do something wonderful that she gets to teach a wonderful group of kids. She teaches reading, language arts, math, science and history. In their classrooms they have what is called a co-teacher. Because there are so many children with such major disabilities; for example, ADHD, autism, and even psychosis. She plans with her co-teacher in writing lessons, communicating with parents, adapting
Mr. Perry Weissman may be the greatest teacher that I have ever had. He doesn’t teach his students about English like he probably should have, but instead about life. He was 71 years old and had been teaching since the very beginning of my old high school; from the very first class, he showed his wild personality and kindred spirit, and everyone could tell it has lasted all 40 years of teaching. He is a giant health freak and always ate organic food (which probably explains why he has been teaching for so long), no matter what he would always offer some of his healthy food just because he didn’t want anyone to eat junk food. Mr. Weissman changed my life in one day by teaching about life, death, and purpose.
For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.
Interview #1 Catherine Sanders, Farmers Branch Elementary 5th grade (Veteran Teacher) What would you say are the positive aspects about the teaching career? For the truly passionate, it is definitely worth it. I never taught for the money (great riches will never be there).
Last week we had a speaker that talked to us about teaching science. Her names was Ms. Susan Goyins. I have meet Ms. Goyins before; her and my mother used to work together and they were very close friends. When she walked into the room I said to myself, "What a small world".
This essay discusses five veteran teacher responses to ten questions. Interviews were conducted by telephone. Those interviews consist of three, five, ten, fifteen, and twenty year teachers. However, the interview included the teaching styles, how they relate to real world situations that involves education, and their personal educational philosophies. The ten questions and responses will be discussed and evaluated in comprehending if these teachers have the benefit of students’ education in focus or on the back burner. Question number one consisted of their philosophies or views about the education system before they actually worked in a classroom. Also have their views changed when working as a teacher became a reality. Second question specify after working in a classroom setting and gaining some experience, how have they been able begin to incorporate their values with the concept of the school environment? Third question regarded their experiences working as a teacher and the advice they would they a potential teacher as they began their journey of becoming a teacher. Fourth question regarded the methods used to work with students with behavior issues that interrupt the class while they are trying to teach a lesson. Fifth question involved their views about the No Child Left behind including its impact on children’s academic performance. Sixth question concerns how social and economic status has an impact on a child’s learning. Seventh question regards their teaching style when they began teaching and if they have the same teaching style after having years of teaching experience. Eighth question consists of ways that NCLB be improved regarding your classroom experience.
A “Low-Skilled” student: 1. Prior Knowledge: The last student I interviewed was Jaclyn. After observing the class it was clear that Jaclyn was a low-skilled student for the volleyball unit. She often moved away from the ball when it was coming towards her.
I interviewed a teacher from the Philadelphia School District and here is the result from my interview. I am a teacher in the head start program of Philadelphia .I have been with the head start program for 10yrs. I see children younger than kindergarteners with special needs. I see this problem not only with education but behavioral. Children with special problems can learn. You have to know how to deal with children period. Regular children and special educational children all learn. Special educational children know exactly what they’re doing just as well as regular children.
While attending Miami Edison Sr. High school, I had the honor of interviewing my field experience teacher Mr. Armand. He was born in Haiti. He came to America when he was 13. He graduated from Miami Edison Sr. high in 1992. He earned his associated in art degree at Miami Dade College. In 2001 he graduated from Florida International University with his bachelor in art and master degrees. He has taught at Miami Edison for 15 years. He teaches intensive mathematics and college algebra. He only teach 10-12 grader.
she comes up with more ideas to help the students. Also, she gets them involved in school with the story
Gonzales the purpose of the interview that is to understand the responsibilities of teachers and staff and how to better understand the process to select students for the special education program. First, I asked Mr. Gonzalez about the responsibilities of a teacher for the special education program. “How you implement the special education program, in your classroom? Mrs. Gonzalez stated that she and the general teacher share the responsibilities to teach and prepare lessons and activities that will help students with special needs. She mentioned that teachers that work with special need students require a certain level of trainings to identify learning disabilities with the purpose of using the appropriate tools and
“What do you love about teaching?” At this moment when I asked my interviewer that question I realized I didn’t need an answer. I already knew the answer similar teachers like me will respond with. It’s that “I get it” moment! When a student’s light bulb turns on, it’s a feeling like no other. Whether it’s a game, a problem, or an accomplishment of a ‘C ‘grade, it a wonderful feeling. On October 29, 2015 that feeling was shared in figuring out the dream of teaching with an educator I interviewed who I thought would never be a part of my life after high school. In this interview I will tell how interestingly we re-met, the background of this teacher, my thoughts before and after the interview, and finally a reflection on my
The mentor teacher I had was the biggest asset to my education. She had the best
To begin out of the countless professions one has to chose from in the world today I have chosen to become a teacher. I have chosen to become a teacher because I myself am a product of some whom I consider to be the best teachers in the world. As a child in North Carolina I was inspired by a wonderful woman named Mrs. Hollyfield. Mrs. Hollyfield taught me that no star was too far out of reach, if I put my mind to accomplishing my goal I could make it. Mrs. Hollyfield inspired me to be the best I could be at anything I wanted to be. As I have grown I have had other important teachers, some whom I am surrounded by daily whom inspire me to set out to accomplish my dreams. These wonderful inspiring people in my life have led me to the decision of becoming a teacher.
I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.
Teacher Interview summary: I had the pleasure of interviewing the 3rd grade social studies teacher Mr. Columbie. As I observed Mr. Columbie on a weekly basis, I would constantly ask him questions on how he taught social studies in his classroom and what strategies he uses. Mr. Columbie informed me that he teaches social studies in his classroom once a week, but now that the students are preparing for the FSA test he has not been teaching social studies. He explained that the schools main focus is that every teacher is teaching and building students math and reading skills. He also explained to me that he can get in trouble with the principle if he were to teach a full social studies lesson in his classroom. He told me that for social studies he is giving his students reading passages and the students are answering comprehension questions at the end of the reading.