When working with special education teachers, I find it difficult. I do not get to discuss things with her much, as we have different schedules. While I could discuss students with her at certain times, the school does not give us a prep period, and wants us to coach the seniors to graduation. However, with coaching, we are not given certain requirements. We are supposed to coach seniors, and it's not a clear process. Basically, we (the school) want them to graduate, so we coach students that we do not necessarily even have for our own classes. So, the school definitely keeps the teachers busy.
It is difficult to figure out how we should help the students, as some students talk about how their IEPs allow them to have help for tests and quizzes and even pre-tests. Then other students ask for help, and they cannot receive help for those. Also, since it is an online program, each teacher has a different policy for what they do for things such as unlocking tests. It is also difficult to talk to her (the resource teacher), because she also teaches Spanish and is also constantly busy, just like everyone else. I have difficulties knowing all of the students IEP's, especially since I help in the computer lab, when all of those students are not even my students. I definitely can work more closely with the Resource (Special Ed) teacher.
However, on a side note, I helped some of the student in the PRIDE program, which is the special education students who had behavioral problems due to their mental disabilities. That has been a good and enlightening experience. Despite the "behavioral problems," these students were really nice students, and very well behaved in my opinion. It was good to tutor them on a Friday, and in the future, hopefully I will tutor them some more.
Friday, November 29, 2013
Non-Numbered Blog #2
For technology in the classroom, I have a lot of strengths and weaknesses. The principal and others let me know from the beginning that I would have a lot of "technology" in the classroom, such as SMART boards. I also have fancy calculators which I don't completely know how to use. So, there is definitely the technology. Also, my strength is that I was well trained in the SMART board usage part way through this semester, which was quite helpful. I was given troubleshooting techniques and miscellaneous training in the seminar by an expert in the SMART board technologies.
I also have a lot of weaknesses, however. I have not had the students use the netbooks enough. Occasionally, they have used netbooks. However, having a solid curriculum would be excellent for allowing the students to be on the netbooks for their classes, so that I could differentiate instruction better. However, this is difficult, as these students also do not like using the computers as much. They like face-to-face teachers better. However, since I am there in a small class, then I can help them individually. The students have a hard time using online technology; however, the TNT classroom (or 21st Century Classroom) is meant to use lots of technology. Thus, it is difficult to help these students.
I wanted to switch with one of the teachers in the lab; however, I do not know if I should ask the administration if we could switch places. The other teacher seems to be good at creating things. She is not even a certified math teacher (closer to English), but they threw her into teaching Algebra 1, Algebra 2, Geometry, and Income Management. She feels like she would be better suited for the basics (in the TNT Math Classroom), as she is really an English person, and since she is really creative. Basically, I was told that I could figure out how to work the TNT Classroom. While many people would love this freedom, I find it really difficult. It is also difficult as there is not a pre-algebra class at Desert Winds (which seems to be the purpose of my class; however, many of these students are also in another math class concurrently).
I need to meet with Kelly Cota again, who was the TNT Math Teacher from last year. Some things he knows; however, he really does not know, as the vision was not (and is not still completely) there for the program. I need to talk to him about differentiating instruction for these students.
I also have a lot of weaknesses, however. I have not had the students use the netbooks enough. Occasionally, they have used netbooks. However, having a solid curriculum would be excellent for allowing the students to be on the netbooks for their classes, so that I could differentiate instruction better. However, this is difficult, as these students also do not like using the computers as much. They like face-to-face teachers better. However, since I am there in a small class, then I can help them individually. The students have a hard time using online technology; however, the TNT classroom (or 21st Century Classroom) is meant to use lots of technology. Thus, it is difficult to help these students.
I wanted to switch with one of the teachers in the lab; however, I do not know if I should ask the administration if we could switch places. The other teacher seems to be good at creating things. She is not even a certified math teacher (closer to English), but they threw her into teaching Algebra 1, Algebra 2, Geometry, and Income Management. She feels like she would be better suited for the basics (in the TNT Math Classroom), as she is really an English person, and since she is really creative. Basically, I was told that I could figure out how to work the TNT Classroom. While many people would love this freedom, I find it really difficult. It is also difficult as there is not a pre-algebra class at Desert Winds (which seems to be the purpose of my class; however, many of these students are also in another math class concurrently).
I need to meet with Kelly Cota again, who was the TNT Math Teacher from last year. Some things he knows; however, he really does not know, as the vision was not (and is not still completely) there for the program. I need to talk to him about differentiating instruction for these students.
Non-Numbered Blog #1
Teaching my students in reading is not a strength. In my opinion, that is not my subject area. I do not need to do this, but the reading teacher does. Perhaps I could help the students by reading them the question a couple of times. I know some students at Desert Winds struggle in reading. Perhaps I could recommend students to the Read 180 program or the next level up. We have two reading teachers at Desert Winds. Thus, I would definitely say this is a weakness, as I simply do not know how to teach these students those skills, for the most part.
For the common core standards, I have tried to implement elements of this into my teaching. Despite the students knowing the answers, I ask them, why. This is an extremely important question, as the common core standards and the PARCC expect students to know these answers. However, I know the majority of Desert Winds is unlikely ready for common core. In the other classes, there are online classes that have common core implemented, which is excellent. However, I am unsure of how to implement them in my classes. It is really good to look at the standards. Unfortunately, however, I am very unfamiliar with curriculum at all, let alone with the common core. Also, I do not know how to bring these students from a lower level (such as pre-algebra) up to the common core level. I also get different answers as to what to teach the students. My principal says to teach them the basics, and then at the professional development days for the TNT Program, they say to teach to the AIMS. Thus, I do not have a clear direction for these students. However, our school is testing the students in math, and they are putting all of the low-level students now in math. However, I also have many who ONLY need to pass the AIMS to graduate, which is difficult. It is really difficult to figure out how to differentiate instruction.
I absolutely need support in how to help these students. Also, I need support in what to do to help the students I have who are in the computer lab, other than sitting down to help them or teach them in the middle of the computer lab. Both of these ideas have been suggested; however, both are near impossible to do, realistically. I also need someone to tell me how these students can "exit" my class, as this is also extremely confusing.
For the common core standards, I have tried to implement elements of this into my teaching. Despite the students knowing the answers, I ask them, why. This is an extremely important question, as the common core standards and the PARCC expect students to know these answers. However, I know the majority of Desert Winds is unlikely ready for common core. In the other classes, there are online classes that have common core implemented, which is excellent. However, I am unsure of how to implement them in my classes. It is really good to look at the standards. Unfortunately, however, I am very unfamiliar with curriculum at all, let alone with the common core. Also, I do not know how to bring these students from a lower level (such as pre-algebra) up to the common core level. I also get different answers as to what to teach the students. My principal says to teach them the basics, and then at the professional development days for the TNT Program, they say to teach to the AIMS. Thus, I do not have a clear direction for these students. However, our school is testing the students in math, and they are putting all of the low-level students now in math. However, I also have many who ONLY need to pass the AIMS to graduate, which is difficult. It is really difficult to figure out how to differentiate instruction.
I absolutely need support in how to help these students. Also, I need support in what to do to help the students I have who are in the computer lab, other than sitting down to help them or teach them in the middle of the computer lab. Both of these ideas have been suggested; however, both are near impossible to do, realistically. I also need someone to tell me how these students can "exit" my class, as this is also extremely confusing.
Blog #6
I pulled up an article called "Differentiated Instruction, Flexibility Make Multi-Age Classes Work." The URL of this article is http://www.educationworld.com/a_curr/profdev/profdev184.shtml.
This article seemed to be more geared towards elementary school students; however, I think it has a lot of application at the high school level as well. Specifically, for me, I have to teach students at all kinds of skill levels. The goal of this program is to help all kinds of different students at different levels. It's a class designed to test their ability levels, and figure out where they need help. I have all grade levels, between 9 and 12th graders in various classes. They are variously assorted in the classes. One way the professionals thought about this was to separate the concrete learners from the abstract learners. They used a lot of retesting and regrouping throughout the year. It is a very unique concept, and for me, I think I may put higher level students with other higher level students. Same with the lower level students. I really have to figure out how to implement this into the classroom, especially for the second semester.
My classroom management has been fairly good this semester. I have struggled in the big computer labs for when other teachers leave. I have to watch a lab of between 25 (on a small day) to 35 students each day for the last 2 hours of the day. It is really frustrating, as they expect me to teach my students while we are in the lab. This is near impossible, and the school does not even try to fix this. Many students talk and pull out their cell phones, while students are supposed to work and be quiet in the class. I have to write many referrals, and on this previous Monday, I had to write on the upwards of 15, unfortunately. They were being obnoxious and loud.
In my smaller classes (my maximum in those is 15), the hardest part for me is motivating students. A good majority of them are pretty quiet and do their work. There are some who are not motivated, and will talk while I am talking. I have one student who always wants to leave my class, who I may have to put on a contract (he does not care about being in school, because this is a trend in each of his classes).
Also, in one of my classes, students pull out cell phones. I have had to remind them not to. I think something in that class was I was not strict enough early on in the semester. Also, in one other class, I have a student who has an exception for a cell phone, since her mother is not well at all (the office confirmed this). In the rest of my classes, I feel like I was strict enough about cell phones, because whenever they try (which is rare, except for new students), I tell them that it is not allowed.
In the big computer lab, one of my successes is that I am pulling them out in the hallway, despite being the only teacher at times. Despite it just being me, the office staff expect me to pull the students out due to FERPA. I usually get more communication from them; however, students are sometimes unwilling to meet in the hallway, when which I need to write referrals. It is really difficult when I am the only teacher in there. The paraprofessional leaves between 4 and 5, and I am expected to stay in there by myself until 5:20, and the students are obnoxious sometimes. I have been really strict, because I absolutely must for there to be order in there. They are all on computers, and more than half of the students log off at least 20 minutes early, because they simply don't care. Also, the two teachers on record are both scheduled to leave at 3:30, leaving me with a math and an English class, which is absurd.
This article seemed to be more geared towards elementary school students; however, I think it has a lot of application at the high school level as well. Specifically, for me, I have to teach students at all kinds of skill levels. The goal of this program is to help all kinds of different students at different levels. It's a class designed to test their ability levels, and figure out where they need help. I have all grade levels, between 9 and 12th graders in various classes. They are variously assorted in the classes. One way the professionals thought about this was to separate the concrete learners from the abstract learners. They used a lot of retesting and regrouping throughout the year. It is a very unique concept, and for me, I think I may put higher level students with other higher level students. Same with the lower level students. I really have to figure out how to implement this into the classroom, especially for the second semester.
My classroom management has been fairly good this semester. I have struggled in the big computer labs for when other teachers leave. I have to watch a lab of between 25 (on a small day) to 35 students each day for the last 2 hours of the day. It is really frustrating, as they expect me to teach my students while we are in the lab. This is near impossible, and the school does not even try to fix this. Many students talk and pull out their cell phones, while students are supposed to work and be quiet in the class. I have to write many referrals, and on this previous Monday, I had to write on the upwards of 15, unfortunately. They were being obnoxious and loud.
In my smaller classes (my maximum in those is 15), the hardest part for me is motivating students. A good majority of them are pretty quiet and do their work. There are some who are not motivated, and will talk while I am talking. I have one student who always wants to leave my class, who I may have to put on a contract (he does not care about being in school, because this is a trend in each of his classes).
Also, in one of my classes, students pull out cell phones. I have had to remind them not to. I think something in that class was I was not strict enough early on in the semester. Also, in one other class, I have a student who has an exception for a cell phone, since her mother is not well at all (the office confirmed this). In the rest of my classes, I feel like I was strict enough about cell phones, because whenever they try (which is rare, except for new students), I tell them that it is not allowed.
In the big computer lab, one of my successes is that I am pulling them out in the hallway, despite being the only teacher at times. Despite it just being me, the office staff expect me to pull the students out due to FERPA. I usually get more communication from them; however, students are sometimes unwilling to meet in the hallway, when which I need to write referrals. It is really difficult when I am the only teacher in there. The paraprofessional leaves between 4 and 5, and I am expected to stay in there by myself until 5:20, and the students are obnoxious sometimes. I have been really strict, because I absolutely must for there to be order in there. They are all on computers, and more than half of the students log off at least 20 minutes early, because they simply don't care. Also, the two teachers on record are both scheduled to leave at 3:30, leaving me with a math and an English class, which is absurd.
Blog #5
For my use of assessment in the classroom, I would rate myself as a #3. I could do a lot better. Although I have used pre-assessments, I really have not figured out a way to differentiate instruction for as little as 2 or as big as 15 students. It has been frustrating, as I have not had much direction in the way of curriculum. I could definitely do better. I am planning to create pre-assessments for each section, and create a pre-assessment for the class completely. I have remedial math students. However, from experience, some of these students are at the pre-algebra level or below, and some are into the second year algebra. It's difficult to differentiate and do these pre-assessments. I am planning to create my own, and be able to show some type of improvement for these students. I have used it to figure out, to a degree, which of the old standards the students need help on; however, I have had trouble in using this data effectively.
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