> BIG PEOPLE WORDS
> A group of kindergartners were trying very hard to become accustomed
> to the first grade.
> The biggest hurdle they faced was that the teacher insisted on NO baby
> talk!
> You need to use 'Big People' words,' she was always reminding them.
> She asked John what he had done over the weekend?
> 'I went to visit my Nana'.
> No, you went to visit your GRANDMOTHER. Use 'Big People' words!'
> She then asked Mitchell what he had done 'I took a ride on a choo-choo'.
> She said. 'No, you took a ride on a TRAIN. You must remember to use
> 'Big People' words'.
> She then asked little Alex what he had done?
> 'I read a book' he replied.
> That's WONDERFUL!' the teacher said.
> 'What book did you read?'
>
> ( I love this...)
>
> Alex thought real hard about it, then puffed out his chest with great
> pride, and said, 'Winnie the SHIT'
Wednesday, November 24, 2010
Saturday, November 13, 2010
Disabilities
Peer Reflection
“As I was reading, I found myself really getting into the article. I found myself really wanting to hug all the children in the world, who just want to be in a normal classroom with their peers, and they can’t because they have a disability, and people don’t think they can do it.” – Sarah T.
Everything that she said in her refection really had me nodding my head in agreement. It’s the same situation with me. In first grade I wasn’t at the same reading level as everyone else, it took me a lot longer to read a passage and comprehend it. I was taken to the Johnston school system for a tutor with an I.E.P. for years I was tutored every day after school with all my homework. It wasn’t till about eighth grade when I was reevaluated and was taken off an I.E.P... This was devastating because applying to High schools was right around the corner. I didn’t know how I was going to be able to get in a good school when it took me so long to get through a test because I’d have to read it over and over to understand it. My parents and I fought for three long months to get a 405, which is like an I.E.P, just different ways of help.
I was accepted into LaSalle Academy but had to go through a transition program over the summer. I was the top of my class going though the program. I went through the school with no use from my 504. I received all A’s and B’s, I was so proud when I got honor roll every year. But as I progressed in school I could see others with disabilities giving up and not achieving their potential. I know many people with problems and I tell them my story and how I did great working hard. They should be doing the same; i helped a lot of people and surprising they graduated.
Just like Sarah used “[Community] requires a willingness to see people as they are-different perhaps in their minds and in their bodies, but not different in their spirits or in their willingness and ability to contribute to the mosaic of society. It requires the "helper" to have the humility to listen for what the person says he or she needs. Also, the "helper" must see that the interaction "helps" both ways. (p. 12)”
“As I was reading, I found myself really getting into the article. I found myself really wanting to hug all the children in the world, who just want to be in a normal classroom with their peers, and they can’t because they have a disability, and people don’t think they can do it.” – Sarah T.
Everything that she said in her refection really had me nodding my head in agreement. It’s the same situation with me. In first grade I wasn’t at the same reading level as everyone else, it took me a lot longer to read a passage and comprehend it. I was taken to the Johnston school system for a tutor with an I.E.P. for years I was tutored every day after school with all my homework. It wasn’t till about eighth grade when I was reevaluated and was taken off an I.E.P... This was devastating because applying to High schools was right around the corner. I didn’t know how I was going to be able to get in a good school when it took me so long to get through a test because I’d have to read it over and over to understand it. My parents and I fought for three long months to get a 405, which is like an I.E.P, just different ways of help.
I was accepted into LaSalle Academy but had to go through a transition program over the summer. I was the top of my class going though the program. I went through the school with no use from my 504. I received all A’s and B’s, I was so proud when I got honor roll every year. But as I progressed in school I could see others with disabilities giving up and not achieving their potential. I know many people with problems and I tell them my story and how I did great working hard. They should be doing the same; i helped a lot of people and surprising they graduated.
Just like Sarah used “[Community] requires a willingness to see people as they are-different perhaps in their minds and in their bodies, but not different in their spirits or in their willingness and ability to contribute to the mosaic of society. It requires the "helper" to have the humility to listen for what the person says he or she needs. Also, the "helper" must see that the interaction "helps" both ways. (p. 12)”
Sunday, November 7, 2010
Promising Practice
Promising Practice reflection
When I walked in I didn’t know what to expect from a convention because I’ve never gone to one. It was calming when I walked in though and saw Prof Bogad Smiling and excited that we were there; so I felt a little but more at ease. My first group I went to was the Collaborate students with Welfare. I was really looking forward to it because I was just asked to intern with DCYF so I thought this was perfect for me to go to. We talked about the six different aspects of it, emotional, visible, chronological, life experience, peer and cultural. All of these had something very alike in connection. The biggest connection was that it’s a transition, a new change that the kids are going through. It’s out of the norm for them to be taken out of their home and family, and placed with foster parents in a new home, school and environment out of their element. So as teachers we need to be more open to the change. We came up with a list of ways to help. Meetings with DCYF, talk to the foster parents, bee sensitive, help with the behavioral problems they might have, and have a lot of communication with the kids. These things might seem obvious to do but they are over looked and I realized that when we were talking about it. I really enjoyed this seminar because thought it was influential for my future.
After lunch I went to a problem solving seminar with Lindsey, Becka, and Jess. This one was another one I wanted to go to because I am the absolute worst at math and problem solving. I thought it would be more about how to teach it better but it was more of less saying that there are different ways to get the same answer to a problem...well duh! But its okay I was nice still to go to.
So here is a way to solve word problems a much better break down!
http://www.homeschoolmath.net/teaching/teach-solve-word-problems.php
and the do’s and don’t of solving word problems…
http://www.homeschoolmath.net/teaching/problem_solving.php
When I walked in I didn’t know what to expect from a convention because I’ve never gone to one. It was calming when I walked in though and saw Prof Bogad Smiling and excited that we were there; so I felt a little but more at ease. My first group I went to was the Collaborate students with Welfare. I was really looking forward to it because I was just asked to intern with DCYF so I thought this was perfect for me to go to. We talked about the six different aspects of it, emotional, visible, chronological, life experience, peer and cultural. All of these had something very alike in connection. The biggest connection was that it’s a transition, a new change that the kids are going through. It’s out of the norm for them to be taken out of their home and family, and placed with foster parents in a new home, school and environment out of their element. So as teachers we need to be more open to the change. We came up with a list of ways to help. Meetings with DCYF, talk to the foster parents, bee sensitive, help with the behavioral problems they might have, and have a lot of communication with the kids. These things might seem obvious to do but they are over looked and I realized that when we were talking about it. I really enjoyed this seminar because thought it was influential for my future.
After lunch I went to a problem solving seminar with Lindsey, Becka, and Jess. This one was another one I wanted to go to because I am the absolute worst at math and problem solving. I thought it would be more about how to teach it better but it was more of less saying that there are different ways to get the same answer to a problem...well duh! But its okay I was nice still to go to.
So here is a way to solve word problems a much better break down!
http://www.homeschoolmath.net/teaching/teach-solve-word-problems.php
and the do’s and don’t of solving word problems…
http://www.homeschoolmath.net/teaching/problem_solving.php
Wednesday, November 3, 2010
Oakes.
Quotes:
This quote makes me think of kids with ADHD; having a good day verses having a bad day. Now a good day for someone with ADHD is usually calm and relaxing. It’s a big problem when one can’t focus on a task at hand because without focus they won’t be motivated to do any work for school. A bad day is when one can’t focus and is all over their place. Usually disorganized and unattached to what is in front of them. It reminds me of the movie “UP” when the dog was talking then yells “squirrel.”
“Tracking leads to substantial difference in the day to day learning experience students have at school”
“…top track classes spend more class time on learning activities and less on discipline, socializing or class routine...”It really makes me wonder if a classroom has to be disciplined and on task. I find the better classes are those who incorporate outside resources, life stories, to help explain a topic. In high school a teacher never did what was on the syllabus and would let the students run the class. I feel like they learn more that way rather than a straight lecture about a topic. “Pacing students more in charge of their owned evaluation.”
“…while students in higher-ability classes seem to be much more involved in their class work.”This quote reminds me of high school again and how there are different levels of learning and you were placed in that level according to your SAT scores. Im not sure if other schools are like that that but i think it’s much more influential because everyone’s learning style is at the same level. Causing the class to be slower or faster in the learning process. This also corresponds with the quote “…and most striking difference among them might be in the speed at which they master sequentially presented skills.”
“Rich get richer and the poor get poorer”Just had to put this quote because I hate this saying so much even though sadly it’s true.
Subscribe to:
Posts (Atom)