Mrs. Baker Observation

Not only are these students are a mixture of different grade levels, but they have a mixture of disabilities such as Emotional Behavior Disorder, ADHD, Specific Learning Disabilities in Math/Reading, Mild Intellectual Development, and Speech Impairment. Although my class is small, I am full of students with varying cognitive abilities, maturity levels, and academic strengths and weaknesses. My job is to enhance their academic support in the subject of need because they cannot be fully supported in a general education classroom setting.

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

My observation this semester is in a self-contained classroom for students with emotional and behavioral disorders. The class is taught by one special education teacher who is assisted by a teaching aide. The desks are spaced out from one another, allowing each student a lot of room to move around. I believe the desks are arranged this way so that the students have limited contact with one another. There are books and games on a shelf that the students are allowed to use during break time. There are also two computers that they may use during breaks or after they have completed their work. In one corner of the room, there are two bean bags and a sign that says quiet zone. The students are taught reading, math, and language arts in this room. They go to an inclusion room for science and social studies. They eat lunch in the cafeteria with the rest of the fifth-grade students. They also leave this room every day to attend related arts with the rest of the student body.

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

After discussions with Mr. Meyer, Craig and I have elected to proceed with his suggestion that I write to each of Allye’s teachers on a weekly basis. Would you please comment on Allison’s behavior in class; is she participating and paying attention? Additionally, would you please provide information as to which tasks Allison will complete in the next week?

Mrs. Kurz’s classroom is a mix of traditional and special education students. They are supporting the democratic guideline of having more adults in the school. She has a co-teacher Ms.Milton who specializes in special education. Both teachers were helping students and giving direction alternatively. Co-teaching allows these teachers to help all students who may need it as well as helping both learning and teaching to happen in the classroom. Many classrooms have this method to help all students get the most out of school as well as to help students with special needs, those who are learning English as a second language, or students who need more help. They also offer a tutoring session from 3:30-6 for any students who may be struggling in classes. Three teachers are there to help with English, math, and other general classes. Mr. Hester also talked about how the counselors help students with their futures’ as they are interested in the whole

Haughn’s classroom was very organized. She had her desk in the front corner near the windows, while the desks were in the middle facing the front of the room. She had a bulletin board near her desk with a calendar to know the date as well as any other important events coming up. Near the windows, there were shelves that had books, games, and activities for the students for inside recess or for assignments for the students. The students had a place when you first walk in to put book bags and coats on to keep the clutter under control. While in the back corner, she had supplies of pens, paper, coloring utensils in a cabinet. Next to the cabinet was the student’s papers in alphabetical order in an

To begin, there nine students including myself that are in Mrs. Klein’s second period class. Over the year, by working with Mrs. Klein, the class worked really hard. To start off the beginning of the year our Oral Reading Fluency, as a class, our beginning of the year score was 591 correct words per minute. Now we are at 848 correct words per minute an increase of 257 words. So

The main purpose for this observation was to see if there was a teacher who visits the classroom to provide inclusion services, how many times a week does the inclusion teacher visit, and what subjects does he/she come for. I came to see that there is an inclusion teacher that visits the classroom. The inclusion teacher visits the classroom twice every two weeks. This inclusion who is a female visits the classroom to take a look at how Mrs. Carroll is teaching her class, and if she’s teaching her students in a learning and teaching way instead of giving the students the answers.

Traumatic brain injuries, physical disabilities and sensory impairment issues can cause difficulties for students in school. However, just because an individual has this type of a disability this doesn’t mean that they are unable to function in a general education classroom. Many times these students have a mild level of impairment. Because of this, the individual only requires a few supports such as a resource teacher or technological resources to be successful at school. An example would be a student with cerebral palsy, arthritis or other physical problems. These students are capable of learning at the same rate as peers. In addition, students may have mild hearing or vision problems, but are still intellectually proficient. These

The teacher who was incharge of the class was Mr. Matt. He was in charge of the preschool children and in his class there were four students who were in ages between five to ten. All, four of the students had intellectual disabilities. And in that class there were two assistant teachers to help Mr. Matt in class work with the students. The four students were very different from one another compared to behaviors and education levels. Mostly they were learning the alphabet, numbers, days of the week, and few other little things that they need to know in their daily lives.

Kissy was to start class on Monday. The school offered a variety of classes, but required the core classes. Kissy decided to take two different technology classes and a phy ed class. She only chose these classes because they were the ones Jacob was in, even though she hates computers and technology. She would much rather write and read for all of her classes. It is all for Jacob.

Mrs. Lawrence had her students’ desks arranged in three rows of grouped tables. The first row is composed of eight tables and chairs, second row is composed of nine tables and chairs, the third row is composed of eleven tables and chairs, and one table is leaned up against the teacher’s desk.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is