Synthesis of My Experience
5 Observations/Interviews
Interview with an Instructional Assistant
Administration and special education supervisor determines roles and responsibilities
- Roles
Pre-teach, Re-teach, small group instruction, interventions
Isn't with the same students/grade level the entire day
Focus on student strengths
- Responsibilities
Assist any gaps in the classroom (whole or selected student)
Teamwork skills
- Communication
E-mail, on the spot in the classroom
- Discipline
Mrs. Bleser isn't a major disciplinarian (Focuses on re-directing)
The IA's who don't at all- don't last long
Observation of Reading Lesson in Inclusive Setting
18 Students, 2 students with disabilities, Ms. Trezevant
Students had to determine attributes of living things and group similarities
- Differentiated Instruction
Extra encouragement and interactions to keep students on task, offered rewards, gave choices. Visual: Presented on promethean board and modeled the activity. Auditory: Speaking through a microphone. Kinesthetic: Cutting out pictures, glueing them on sentence strips, writing the attributes. Think, Pair, Share what the thinking processes were with grouping attributes, encouraged peer collaboration.
- Roles of the Teacher
Reminds students of the noise level (emphasizes respect)
Managing the classroom
Deciding student completion and mastery of common attributes
Clearly explain directions
Reduces student anxiety with independent reading by re-wording directions
Modify by giving student choice to use index cards instead of formal lined paper
Proximity and light contact with students with disabilities to encourage them
Being well prepared
Observation of Math Lesson in Inclusive Setting
21 students, 2 with 504 plans, 2 with IEP's; Mrs. March
Students had to represent place value using expanded form, word form, and standard form
- Differentiated Instruction
Manipulatives, dry-erase boards, and paper strips
Preferred seating with having all students with educational plans at the same table next to the teacher
Teacher provided a place value chart for students who have graphic organizers on their IEP's and opened the option to the class
Extra praise for students who struggle
- Role of Teacher
The IA monitored all students and tried not to hover over students with disabilities
Valued class participation
Got the students to discover the different forms and practicing in groups rather than lecturing
Observation of Math Lesson in Pullout Setting
Students practiced place value using money
- Differentiated Instruction
Teacher modeled the opening activity that assessed knowledge of comparing numbers using >,<, and =
Teacher used oral and visual instructions
Teacher modeled every activity within the lesson
Answers were reviewed as a class after completion to check for understanding and miscues
Accommodated with counting by ones and tens
The teacher modified homework from 5 questions to 2 questions
- Instructional vs. Inclusive
The students read at a second grade level
One student has borderline dyslexia and the others have minor computation difficulties
Observation IEP Meeting
Review what strategies worked over the summer and the degree of student behavior
- Participants and Their Roles
Advocate: Support system and legal aid for parent
Special Educator: Case manager and creates goals for student
School Nurse: Records any changes in medical history
School Psychologist: Works with the students' anxiety outside of the classroom
Behavior Interventionist: Record suggestions to help student impulsive behavior
Physical Therapist: Suggest fidget tools, pulls student out weekly for 30 minutes
IEP Supervisor: Assistant principal who facilitates meeting
General Educator: Provides student work samples
- What Worked
Positive collaboration and focused on student strengths
Agreed on attainable and appropriate goals
Mother suggested ways to help reduce child's anxiety
Educators were more than willing to implement new strategies
- What Didn't Work
Advocate argued with some suggestions from the behavioral interventionist
The mother feels the picking behavior is solely anxiety-the special educator could disagree; believing that the behavior is mostly work avoidance
Common Threads
UDL
Don't single out students in an inclusive setting
Provide the option of assistive technologies and accommodations for all students
Constructivist theory to promote discovery and reduce lecturing
Parent involvement is sometimes a difficult task
Classroom rules should be set at the beginning of the year
Team collaboration is important with making decisions for the well-being of students
In My Future Classroom
When working with general educators, communication builds strong relationships over time to pick up teacher routines and preferences. Set expectations so that the IA isn't pushed to do too much and trusted to do a good job
Be well prepared with lessons and have additional activities for students who finish early.
Show interest in students to build respect in the classroom- this will lead to minor disruptions
Always plan to re-teach lessons
Modify homework so that students and parents aren't overwhelmed. If students understand a concept, 2-5 practice problems are effective
Reduce anxiety of students by reviewing the objective and letting them know what the lesson will entail
Communication with parents is key. Maintaing parent involvement through newsletters, phone calls home, and actively updating online grading system will show parents that you care for their children and gain their support and assistance
Being flexible and open to suggestions is important as a future educator. I hope to take into consideration my team members' suggestions and try new instructional strategies.
I will make time for collaboration during private lunch periods or after school hours
Having a good sense of judgement to determine if behavior is work avoidance or for attention.