FIELD EXPERT INTERVIEW 2
The field expert was Mrs. Brenda Williamson, who taught various grade levels and subjects for special education. Mrs. Williamson has been teaching for twenty years. Currently Mrs. Williamson is a principal in a private school. Mrs. Williamson was chosen for this interview because after working with her I have learned many strategies to enhance learning and classroom management.
Question: If you had given students 15-20 minutes after your lesson discussion to do their homework and a student puts his head down on his desk, what would you do or say?
Response: “If a student places his or her head down on the desk instead of starting a homework assignment, I would tell the student that (s)he can do the next assignment I prepared instead of the homework assignment, since it was to be done at home. Then I would instruct (s)he to complete the second assignment and turn it in and Mark can turn it in before the class ends.”
My Response: I would not have given the student homework to do in class. Every teacher should have set-up in their room shelves with “I am finished, what now” work. This work should include current work related to the instruction being taught for the week/month.
Question: You have a special needs student with ADHD in your classroom, she is repeatedly disruptive – talking to those around her, getting up to sharpen her pencil a couple times during the class period, and making comments such as, “This is stupid. Who needs to know this stuff anyway?” What would you do?
Response: “If a student is disruptive and says the work is stupid, I mark anecdotal notes on the behavior and make sure the student an...
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... Response: Even though I am not responsible for writing the curriculum, I probably would make some adaptions to the delivery that the curriculum covers so that it is relevant to all students in my class.
Question: How would you initiate a discussion with a student who has not completed their work for two days in a row?
Response: When a student has not turned in assignments for two or any amount of days I show them the gradebook and tell them I don’t want them to fail.”
My Response: I would be very straight forward but professional and ask, do you want a failing grade? More than likely the student will say no. Then I would suggest that they complete their work in a specified period of time.
From this interview, I gleaned that when someone has more experience than you in implementing educational strategies you may just want to use their advice as a jumping off point.
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
When students fail to hand in assignments or when a child acts up in class, lots say it both as a way of punishing for bad behavior or as a way to carry out a few extra minutes of learning time in a packed day.
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
Various advocates have made changes towards Special Education over the past hundred years. These changes have made substantial improvements in Special Education, but could also be seen as challenges. As a preschool teacher in an inclusive classroom, I have personally seen the improvements and setbacks these changes have made for my students with disabilities and their families. In this essay, I will be discussing specifically the changes made in Early Childhood Special Education. There are three changes that I will discuss; changes made to the Individuals with Disabilities Education Act (IDEA), Least Restrictive Environments (LRE) in an early childhood setting, and Early Intervention Programs (EIP).
Parents can annotate the time of their children completed to imply the teacher. If the homework is mechanical repetition, parents can let the children do not have to complete. Parents can write a letter to the teacher, caught in the unfinished job in explaining why the child is not completed, and tactful propose own proposals. Parents should never go to school leaders denounced at the teacher, so the teacher 's enthusiasm for the work will go out, let her slack work, not only detrimental to the child, but also undermines the harmonious relationship between parents and teachers. I believe the parents should not their kids on their homework because that way will lose the original significance of the
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Everytime a kid does his homework, correctly, they are possibly advancing their knowledge and understanding of the subject at hand. Although, Alfie Kohn, author of the book “The Homework Myth” states, “Such policies sacrifice thoughtful instruction in order to achieve predictability, and they manage to do a disservice not only to students but, when imposed from above, to teachers as well” (Suhay). Not all homework will be beneficial. It can harm
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
One of the reasons homework should be banned is because of the unnecessary stress and strain it creates for students. Many students are left pulling their hair out at homework time. Students struggle with homework for different reasons. Some of which are because they do not understand the assigned homework, or they are not being challenged, and quite possibly because they have hit their daily threshold for learning and have no more to give. Furthermore, students who struggle academically will likely require extra assistance to do their homework. Students are therefore tasked with finding a qualified person to assist them with homework. Students are not only under the stress of homework, but now they are under additional stress to find a qualified person that can assist them. Unfortunately, some students may not be able to obtain the help they need with their homework. Consequently and to no fault of their own their grades may be affected inaccurat...
In high school, many students put minimal effort into their assignments and still excelled above their classmates. Studying and completing homework ahead of time was a non-issue for them. Commonly, these students were convinced
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.
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
Second, having homework can help a student learn responsibility. If a student doesn’t get work done in class or is assigned it, it is that students responsibility to write it down in a planner or journal to help them remem...
In today’s time homework is something that most schools find necessary to pile onto their students,
Special education is an incredibly important, but often underappreciated aspect of education. There is a stigma around individuals with disabilities, that leads people to assume those in special education are less capable or smart as their peers in in a strictly traditional classroom setting. That could not be farther from the truth though, and the individuals in special education are just as capable of learning and maturing in to successful adults. As a future teacher, I was not really aware of how little I knew about special education until I enrolled in this course. This course has helped change and shape my views of special education, and helped me gain a better understanding of what exceptional children are and how I can better serve them