This past week, a student was removed from the after-school program where I am a homework tutor. I chose this incident, since I am already getting accustomed to the number of students that are in the program, and now there is one less student. This student, “Rick”, goes to the program with his two sisters, and is often bickering with the younger sister. On the first day that I arrived to tutor, he hit his sister which caused her to cry and led to him being reprimanded by my supervisor. When this happened I was confused, and I felt out of place since I was in a new place. I was sitting at a separate table helping other students, so I also felt useless since I could not stop the incident from happening. I only go tutor on Tuesdays and Wednesdays, …show more content…
I asked them about Rick, and they told me he was no longer going to be coming to the program. My supervisor told me that Rick has ADHD, and was not taking his medication. I believe this event taught me more about the type of students I will be working with in the future when I become a teacher. I am only a homework tutor at the moment, but my classroom will most likely have students who have ADHD or a type of learning disability. I believe I should learn more about how to make the classroom a better place for students with ADHD. I have seen how Rick gets when he does not want to do his homework; he will pretend to no longer speak English or just deny having any homework. I also learned about how much patience my supervisor has and how much work she does in order to maintain the after-school program. She has a huge binder full of what the program will do throughout the schoolyear. In my head, I didn’t think any planning went into the program besides just making sure the children come to the location. My supervisor and I have a good relationship, and I no longer feel out of place in the after-school program. I am the only one helping at the after-school program, so there is a lot of pressure that falls on me from my supervisor. There are now nine children in the program, ten before Rick was removed, that I have to help. The only disadvantage there is at the after-school program, is that I cannot
It was my pleasure to be able to experience children with these disabilities. A day spent at Westgate was aery active one, I always was able to write plenty of notes from my observation. When the English language students were peer mentored with their 4 grade class, they had to write an autobiographical poem. The fourth grade students had to help their first and second grade ELL students write this poem. When the poem is all written out the students will then type up the poem on word and create a PowerPoint. After the poem was finished they would then present the poem in front of the whole class. This activity was pretty challenging for the fourth grade student because they had more reading and writing skills then the first and second graders. Ms. Lewis; the class teacher had to always redirect the ELL students because they did not understand what to do or what some of the questions said on the organizer. The next day I was in I was able to experience working with three students that had learning disabilities in the classroom. The teacher would separate the children in to groups, the learning disability children were paired up with me and they were given different book pages and problems to work on. Since these children were struggling in math I was able to help them comprehend. I was asked plenty of questions on how to do the problems. Usually Ms. Lewis is paired up with these students but today instead of me just observing them she wanted me to be hands on with the students and be able to interact with them. The next day I went I observe the boy with ADHD. It was very interesting to observe him. I was able to see him use assistive technologies to be able to focus. He also was seated on the outside of the desk range right by the teacher’s desk. I believe he was by the teacher’s desk and on the outside so he was
In the case study with Principal Miller, he had to make a decision to change the instruction program or to keep it. There was a group of parents that wanted students grouped by their ability. The other group of parents wanted the instruction to stay the same. Principal Miller was new to the school and had very little knowledge of the school. This leaves some critical issues that Principal Miller has to think about while he made his choice. He needed to make sure that the children were getting the best education that he can provide as the leader in the school. He also needs to think about the other educators in the building and how they would feel about the grouping. If Mr. Miller changes any instruction it needs to be understood by all of the teachers and staff in the building. Mr. Miller should consider all of the parents, keep an open dialogue with them, and report data for and against the change and finally make the decision.
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
This particular class period consisted of around 3 students, but one student was working particularly just by himself with his teachers aid. Even before it started Ms.Metcalf classroom energy felt a bit off, and come to find out that during lunch one of the students had been teasing the other student. The student that had also been causing trouble had out of nowhere stolen paper clips off of Ms.Metcalf. The other student was not able to stay on task, because he still felt upset from the incident that occurred during lunch. This soon became more of a discipline class rather than the student learning about math, and apparently the "bully" had created pointer with the paper clips that could have actually hurt someone. Soon after Ms. Metcalf had to call the assistant principles to step in to discipline the student, and lost a entire day of instructions due to one student misbehavior. After the misbehaving student had left she went over to the emotional distraught student and began discussing that he should never let people 's words if they weren 't nice and that entire lesson became a lesson on
The incident on October twenty first was too for us much to overlook, we all decided that we had to talk to Susan about this. We told her about how we were treated and how we are not getting anything out of this experience, and also that is it still possible to switch placements. Susan with Sheryl Bird went to the Grant Street Neighborhood Center and saw it themselves. The center was empty full with kids but neither of them was doing homework only using computers.
The intervention central organization (n.d.) declares that, “Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation”. Standard 1 of the Florida Leadership Standards defines student success when describes, “Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district”. In this case study, the school and district administrators used behavior, disposition to follow instructions, and peer relations as their indicator for success. As established in the Part II. Policies and Procedures for Students with Disabilities, Section
I had been working with this student for weeks trying to build a friendly relationship with the student. I wanted the student to feel comfortable around me so he would feel safer in the classroom. I could tell that he was really enjoying having me in the classroom because this week he continuously sat by me when he could and asked for my help first over the teacher. He knew that I would help him with his seatwork along with helping him keep his behavior in check due to the previous interactions we have had over the
Today we are addressing Jammie’s inappropriate behavior in class. Jammie has outburst in class which disrupts the class. Jammie will fall to the floor and scream just to avoid answering questions in class. Jammie will do this during quiet time as well when the students are trying to study for the quiz. The other children are trying to learn but with the distraction of Jammie it is hard to pay attention. My theory is that Jammie does not like to be in class after she has lunch, I feel that she is getting exhausted of class and realizes that school is almost out. I feel that Jammie thinks she will not have to participate in class if she sits out in the hallway.
I was placed in a K-3rd grade ESL classroom at Lincoln K-8 in the Peoria 150 district. This classroom is a traditional pull out style ESL classroom/program. My CT, Mrs. Waskow, pulls students out of their gen ed and bilingual classes to work with them in her classroom on reading and phonics skills. During my practicum time, Mrs. Waskow works with multiple groups of various ages. The first group is a small group of four 1st graders who are pulled out of their mainstream classrooms to work with Mrs. Waskow. The second group is her largest group, a group of about 22 1st/2nd grade bilingual students. She has this group for an hour, her longest time with one group. Jacob is a 2nd grade student in the second group. The last group she works with while
Janice said her son was clearly not wanted at that school, so she took the kids’ stuff and enrolled them into a public school where Alex was much more comfortable. Teachers were more comfortable dealing with children with complex needs. We need to work on accepting and including children with Down Syndrome in local schools so that they are given an equal opportunity to advance their education and become successful.... ... middle of paper ...
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
When the end of the day bell rang my SA and I were talking about the situation and another teacher who is pregnant came in and told us that the two kids ended up getting into a physical fight in her class and then ran off. She said the vice-principal had come in and only talked to one of the students and then the student was sent back into the classroom. This made me extremely upset and I had a rough night. I realized that I need to work on leaving my school related issues at school so it doesn 't affect my personal life. I did have a conversation with Jenn afterwards, and she had told me to follow up with the vice principle the next day. However my SA, Lauren, ended up emailing me that night and showed me compassion about the things I have experienced so far; she said "You 've only seen a small sampling of what goes on in a classroom and school (sadly it 's been negative)." The next morning I asked the secretary when it would be a good time to speak to the vice-principal and she told me to talk to him right
Ms. Ambriz has been working for the same school for about twelve years, she sees herself as a strict teacher with strong teacher leadership. At the time she had three rows with two paired desks where the student are can work with each other or by themselves. She like to able to walk around the room and to and that is the best way to do it. When testing she rearranges them into rows of individual desk, she also added the students know they will be testing due to the arrangement and immediately begin to whine about the fact they will be taking a test. She doesn’t like group work when she feels that kids deserve it, she puts them in groups of no more than four. She informed me that the Dallas school district loves to see classrooms arranged in group so the kids can have discussion but she hate it, she know her students don’t have subject related conversations and would rather not have them in group year round just on the rare occasion she lets them work in groups. She finds that with the current arrangement she feels more comfortable and so do the students, students can get have a partner but only when the lesson calls for it. Considering she has been teaching or twelve years, her wall were not as impressive as one might think, she had a bulletin board with school wide information, a poster with rules and consequence and equations that were hand written by her on large paper at ...
This last year has been very difficult and although most of the issues were not school related, they had a major impact on my classes. At the beginning of the year, my Mom left her abusive husband. He was a very controlling person, who if anyone did something he did not like, he would yell and insult the person for hours. While the man was never physically abusive, emotional and verbal abuse can be just as damaging. He was very good at making people, particularly his wife and children, feel like they were worthless. We could not leave the house unless he knew exactly where we would be, who we would be with and exactly how long we would be gone. While this does not seem terrible, it got to the
This week during my internship the pace was a bit slow again. However, I learned a lot during this week. I talked to my supervisor about getting more hours and with his approval I am now doing 10 hours a week. It was great to be able to speak about my hours with my supervisor and that he understood me. During this week I had another one-on-one session with a client. I was instructed to show him a video about teenage strategies that lead to success then ask him questions about the video. I knew that my client was a juvenile, but as I walked into the room, I was surprised to see how young the client was. The client was a twelve-year-old boy that came into the program from sexual boundary issues. As I put the video in I read his file that informed me, he has not been participating