Change in Course

1.  I have several students who just tune me out.  Some lay their head down and others just sat with their knees up and stared.

2.The same way I do now.  I don't believe in corporal punishment of children.

3.  I use praise, stickers, stamps as rewards.  Mostly praise.

4. Yes we have cliques at times.  This year especially.  You can see who thinks they are in charge and when it changes.

5. Yes, this was a new school and most of these children are new to the area.  But, even if they weren't new, the whole school is new.

6.  Manners and dancing.

7.  Manners

8. Most favorable - reading   Least favorable - Math

9.  Popcorn and a movie

10.  Rural/suburban

1. I have had students who have resisted by acting out physically or tuning out emotionally. The lesson has to be related to the student's current level of learning.

2. I would have each student working on his/her personal goals in a way that will best serve him/her in the future.

3. I have used both tangible and verbal incentives. Again incentives have to be meaningful to each individual child.

4. I have taught students with severe/profound disabilities. They generally have seemed more comfortable with other disabled peers.  However, I have seen a great deal of compassion among the non-disabled peers.

5. Yes, I think all students share a desire to learn and be respected.

6. I would like for my students to be able to be self-advocates.

7. Students need a sense of "self". The need to know how to make the best of whatever their situation.

8. My students have had a unique curriculum. I think they have most enjoyed community based instruction and least enjoyed any task that to too far above or below their ability level.

9. The most motovational tool would be putting the Appropriate in Free and Appropriate Public Education.

10. I am now teaching in a pre-school, but my background is special education.

1.   In what ways do you find your students most resistant to either you or the lesson(s) being taught?

My students use to groan when I would reach for my math text. I decided that I would change that. I made it a rule that if they needed to make noise about math it needed to be a good noise. So, as a group they decided to cheer (whether they were happy or not) about math. It changed the tone of the class.

Also, if I am distracted, the students know it and they perform at a less than acceptable level because they know I am distracted and not paying attention to them 100%.

2.   If you had complete discretion over your classroom and teaching methods, how would you conduct your class?

I think I have a great working environment. I can deviate from the curriculum if I ask the principal for permission. Usually I have to explain why and how I will “catch up” once we are finished with the new lesson.

3.   What incentives, if any, do students need to participate in class and stay focused? (Tangible and/or non-tangible)  What have you used?

I created a reward system with small incentive charts on their desks. Certain tasks, papers, etc. are worth a sticker on their chart. Once they have a chart filled they exchange it for a bird stamp and then they get a second chart. Once they have two bird stamps this allows them into the treasure box (things from the dollar store). It takes a good while to get into that box so it works well. Also, for those who drag their feet about finishing work, all I have to say to that student is that this paper, finished, is their "ticket to recess". This usually convinces them to get their act together. Other wise, it is working with a clip board on the bench watching the other play at recess.

4.   How do your students interact with their peers?  Are there cliques?  

I have only 11 students in my class. There are cliques, however I don’t see much of that, they are confined to the playground. I do see brother/sister like behavior. This class as looped with me for the last two years and most of them were together since they began school 4 years ago. So, more often then not, they act like brothers and sisters driving each other crazy (and they take their teacher with them some days)!

5.   Is there any commonality that you find all students share, whether it's their behavior, interests, difficulties, etc.?

The population of our school is 53% military. This factor and deployment alone caused the children to react to each other the same. They have empathy when a parent deploys and they rejoice when one returns.

6.   If you could teach anything to your students, what would it be?  (reasonably and what is realistically feasible)

I would like to show them things they can’t imagine, things in the past. Either thing from my childhood; black and white tv’s, or things from 100 years ago, a one room school with 40 children and one teacher, or to show them how slaver was created or why tolerance is important. Explaining the civil war and slavery doesn’t make any sense to them (and it’s good that they don’t see any difference between black and white) however I don’t think children get enough history. So, maybe when time travel is perfected . . .

On a reasonable note, I would like them to improve their background knowledge. I think early exposure to all types of ideas and activities are an important experience for building background knowledge.

7.   What do you think your students need most, aside from a basic education?

I think children need to know more about the past. The mistakes we have made and the ways we tried to fix them. I think exploration is also a good tool for learning.

8.   Which subjects are generally the most and least favorable to your students?

This year and last year (I looped with this group) they could not think in their heads. Anything they thought or read would come out their mouth. It almost drove me crazy, until I learned that they LOVED to draw. It was the ONLY time they were quiet. We did a lot of art last year. This year they are dragging their feet about writing. They do not like it. I have tried several different strategies and graphic organizers to get them to understand writing, and they just don’t seem to have grasped it yet.

9.   What COULD be the best motivational tool for your students to do better?

Again, if they are given time to draw, then they will finish work; they will follow directions and pay attention during a lesson. I am in a masters program and one idea we have been discussing is student involvement in assessment. In other words, do students know what is required of them to move to the next level of achievement and can they voice that requirement? I thought I was doing a good job of this until I realized that I kept telling my students to use their best handwriting. One student wrote on the paper, “I don’t know if this is my best, but it took a long time.” This was an eye opener for me. So the next day we had a lesson on student defied BEST handwriting. As a class they drfined 5 rules for “best handwriting”. So, now when I say use your best handwriting or cursive, they understand and they own the ideas they are working on achieving. So, I guess student involvement in creating motivation is a tool that works well in my classroom.

10.   What type of area do you teach in?  

I teach in Washington state, in a private school, near Ft. Lewis and McChord AFB. 53% of our school/parent/child population is career military. It is a private Christian school supported by the Episcopal church that occupies the same facility we teach at. There are many families who receive financial aid and others who have parents or family paying for their educational costs.

These were very thought provoking questions. May I ask what you are using them for in your research? I am using this site and blog as part of my master program. We are supposed to research blogs and document our experience. Good luck with your research as well.