El Planeta Tierra Se Presenta Lesson

I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Expected behavior: Michael must be quiet before he gets into the classroom, hand of self, go straight ahead to his seat and start his assignment.

However, handling and disciplining a special child have no difference in setting up rules and discipline. Considering their culture, and understanding student’s individuality, they are also individual who needs respect and more guidance to make their behaviour acceptable in society. Though they also learn in different ways and in different rate, still it is important to employ various strategies for helping a special child learn how to appropriately behave in the classroom. Such as positioning myself near my student, catching her eye, or gently touching her shoulder is my way of bringing her back to focus and I found out that those are effective strategy, a subtle reminder that I’m aware of her actions. Verbally reminding the student how to act appropriately or inviting him/her to make an appropriate choice is

I did ask many questions to understand the situation and what ideas the teacher had already implemented. This occurred around the thirty second mark. I really tried not to offer advice or suggestions but this teacher did not seem to be aware of various interventions. She had tried standing next to the student or talking with him in class but had not tried a moving his desk, talking to him in the hall or a contract. In addition, she did not understand what a behavior contract is and seemed to have limited experience with interventions in general. I should have gone into more depth explaining this intervention, why it is important while not being overly time consuming for her and how it really does work.

During doing activity student A started to play and chatting to other students. A few times I asked him to stop and concentrate on her sheet but he didn’t listen. It was near lunch time and I told him you should finish and hand it to me. I asked him Would you like to finish it on time or come back on your lunch time. He said “oh no Mrs. F I like to finish it on time I don’t want to lose my play time.” I said “OK then please don’t disturb your classmates and focus on your sheet and if you need help please tell me.

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

Those simple instructions helped the students to get into their daily routine. With the increased discovery and changes in special education, the kids will benefits from newly developed technology in the future. During lunch, the students sat at the table with their peers. I felt like the school needed more set of hands; in other to achieve their desired goals. Ms. Gonzalez was a very happy and hardworking teacher who loved her job. I asked Ms. Gonzalez what motivated her to become a special education teacher. She said that she was motivated by her son. She had a three year old son who was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Conduct Disorder (CD). She said during the initial stage of her son diagnoses, she felt hopeless, frustrated and taught she will not be able to take care of her child. She attended a lot of seminars and training on how to care for a child with such disorder. After series of training, she was able to care for her child and love her child just the way he was. When her child got older, she decided to become a special aid teacher. Her goal was to share her story; as well as educate the parents on how to care for children with disabilities and ways to reduce parental anxiety and frustration while caring for their

She coul motivate him by special sticers or extra points after the lesson if he keeps the rules.

When Mrs. L began to share on Richards behavior when he attend the learning center with her she expressed that his distractions are limited. When he is at the learning center he has less students to become distracted from and he is able to stay focus on assignments. Currently, Richard works with a small group of students that are at close to his learning level. Mrs. L. expressed how it is more easy for Richard to work in a small group, because he is able to keep up with the learning material and use the students as reference to

Ms. Hall told four students, including Ahri Clark to pack their book bags because they were going to sit with another class during the Reading/Language Arts. However, Ahri never went. Ms. Hall asked Ahri why his book bag was still pack and he stated, he did not know. She told him to unpack and he would transition the tomorrow.

He kept walking away from his group. Dr. Schimmoeller kept telling  him to go back to his group. His group leader tried to give him a card and he would not take it, but Dr. Schimmoeller told him to. Just then the snacks came in and Dr. Schimmoeller let him be snack helper since he participated in his group. After that he participated for the rest of the day. Dr. Schimmoeller said that I need to wait until the student behaves then reward. For example, if the student is at the checkout line say "since you have been so good, we will get an ice cream cone." I was reminded that I should not bribe or they will get dependent on the reward system. So do not say "If you are good then you will get ice

In the event that one of us are faced with this situation it is important to understand that we have a duty of care to our learners and teachers alike.

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

As a Paraprofessional there were times when the teacher taught a math lesson that some students had difficulty comprehending the material. When I observed this, I would find alternative ways to solve the problem or explain it in another form. I have shown students that there are problems that can be solved in numerous ways. Problems may possess a pattern, special rules, and formulas that help to preserve memory. I currently work with a student who does not like math. I observed his actions, and noticed instead of attempting to do the math problem at the moment, he would write down the work and wait for the teacher to