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Philosophy of special education
Merits and demerits of special education
Merits and demerits of special education
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1. What was his performance in your classroom like last semester? Manuel’s Performance was very limited when it came to my classroom. He refused to complete his work in groups. His peers would often get very upset with him when he would not participate in the group projects. He did not perform well and he received an “F” last semester. 2. How you describe his interaction with staff & peers? Manuel is very respectful, and not a problem in my classroom at all. However, he is not social and therefore this has hurt his performance in my classroom. I don’t think he likes talking to people he does not know. 3. It appears that lack of work completion may have been a significant issue last semester? When he did turn in / submit work -- what did you see? Did he have the ability to complete the work? …show more content…
I rarely received work from him, and when I did it was not complete. I would talk with Manuel, but I felt like it was going through one ear and out the other. I think he has the ability to complete the work, but he is choosing not to because he either does not understand it, or he does not care. I’m not sure. 4. What do you see as his strengths in your class? I can say I have not seen them in my classroom. I have called his mother, but was only able to get so far with her because she only speaks Spanish. I think he might have some literacy problems. After reading some of his work, I am assuming he has some self-efficacy issues with his ability to read and write. 5. What does he need to improve
When I first entered the classroom I noticed how different this elementary school was from my own. It is the only other elementary school I have been in other than the one I attended. This allowed me to get a better understanding on how every school is unique and different from the next. When I first met Joel I noticed how happy and talkative he is. Right away we had a conversation and he never wanted to stop talking. While we would try to read he would get easily distracted, but not because he did not know the words more since he could not stay focused. I realized this is because he is a kindergartener and has not had too much experience with reading on his own. I can tell that he will be able to get into reading once he focuses more on the
Watching Nick in the classroom allowed me to observe his social interactions, how he handles himself when he is working alone, how he handles working while interacting and how he contributes in class. The class’s first assignment was to find a quiet place and read silently for fifteen minutes. Nick sat alone and couldn’t sit still. This was a warning sign for me because he was the only student that could not sit still. Another red flag came up when I started watching Nick closer while he wandered. He was constantly asking classmates and the teacher questions during a task that should not have required questions. An additional issue came up when he attempted to put his book away. He was trying to push it into an area that was too small. He was not able to understand that in order to put his books back he was going to have to move some other things around. Instead he proceeded to make a small mess and a frustrated classmate helped him fix
He has to wear a hearing aid and I must wear a device around my neck that helps him hear better. My second focus student has no special needs and is an overall good student. My third focus student also has no special needs and is a good student who sometimes needs a little more guidance with instruction. All three of these students chose to write about the debate, reading whether slaves should count as representation or not. My first focus student received a grade of 9/10.
Bart 's difficulties were first noted while at a school playgroup when the parents would receive complaint calls about his behavioral problems. Parents report that at a young age of two, Bart was unable to stay seated for a twenty minute 's short circle class session and ran out of classroom regularly. He disturbed the lessons and was taken out of the classroom. In a parent-teacher conference, per parents, teachers described him as easily distracted and "do whatever he wants". His academic performance was a bit below the class average. Although there was no penalty for not finishing the homework assignments, parents struggled to study with him. Parents describe that he "acts first, thinks later", and has difficulties in managing his energy at school and home that he is always running around.
Mr. De La Cruz was in my McLennan Community College Dual Credit courses. For his class project, he researched
most likely will not succeed because of the environment they are surrounded by. A student has trouble
...ed me that students who may exhibit troubling behaviors in homeroom or other social situations sometimes become model students when classroom time starts. My final question for Antonio was the stereotypical “What do you want to be when you grow up?”. Antonio thought for a second and then said, “A doctor or a lawyer.” His answer delighted me, Antonio is essentially dealing with a double life, but he still has big dreams. Even though he has to make lingual changes on a daily basis and sees his friends not taking their education seriously, Antonio has a goal, an impressive goal at that. All in all, Antonio showed me that there are students who can fight the setbacks in their life and work hard to do well in school. I do not think there exists a “hopeless case” and I feel that every student can work hard to at least perform satisfactory work with the help of teachers.
To build any students confidence in their ability to achieve something academically, many would say giving him praise or rewards (feedback) will help Joe more effectively here, but I feel like offering differentiated instruction and adaptable lessons and assessments for Joe is more effective to reaching his goals. When it comes to creating a supportive setting for Joe, research shows he can "learn best with cohesive and caring learning environments" (Brophy, 2000, page 9). Research also believes that if Joe's teacher coordinates his assignments with instructional objectives, state directions precisely, and focus on what he does accomplish, the amount of completed assignments is maximized" (Wong ,& Wong,
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
Jacob has a lot of difficulty staying focused during math. He needs additional time and support to solve word problems. Jacob needs to be redirected to stay on task often. He needs extra small group support to grasp the different mathematical concepts that we are working on. Jacob also receives modifications/adaptations to do all tests/quizzes. He is allowed to use a calculator, multiplication chart, "cheat sheets" and make test corrections to any grade below 70%. Jacob has improved his basic math fact skills.
Student number one is very talkative and always expresses his opinions (appropriate or not). He is also very eager get work done and has shown he is very interested in what we are doing. He has told me that he likes to work on cars and said it would be very cool to incorporate them into his project. He told me his future goals include going to a college in Texas for certification to work on cars. He is actually from Texas but his family moved here for work. He is Hispanic and stays particularly close with his culture. He has played many sports in school. My second day of working with him, he mentioned that if anyone complements him, they must touch the article of clothing they complemented or he will be cursed. At first I wasn’t sure I believed him, but his teacher seemed pretty serious when telling me to be aware of that. I also learned, as a tenth grader he, is expecting his first child this year and the reason why he is at the center is because of aggression issues.
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
attention in the class. I and his father discussed the problem with our son. Also, I explained to
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
Student A is a 15 year old, eighth grader who struggles with reading comprehension as well as staying engaged and focused in classroom lessons/readings. Student A comes from a Hispanic home where both mother and father speak only Spanish. He speaks very fluently English and has recently struggled to improve his Spanish speaking skills. Although his family came from Cuba, Student A was born and raised in Miami. He speaks primarily in English with friends and in school. Student A uses Spanish only with his family and at home. According to the Interest Inventory, Student A does not enjoy reading and prefers to play Xbox, be with friends, or play baseball. Student A is very passionate about baseball and is always up to date on games, scores, and player information. He expressed that learning about baseball was something that was of interest to him.