The first focus I took going into the week was to learn about my students. I introduced myself to each of them individually on the first day and spent the week learning more about them and letting them know things about me, especially interests we share like playing music or liking basketball and video games. I also spent a lot of time asking questions about the resources used in the classroom to teach. There is a new ELA program (Read180, Making Meaning) and a new Math program (Go Math!) to accompany a slew of new technological resources (Smart boards, Smart Response, Kickboard, Dreambox, and several others). I'm still processing how this more basal-oriented style of teaching will go along with my more organic lesson planning style, but I've already adapted some Making Meaning lessons to go along with skills we are teaching in Read180 in order to start experimenting with a small group model for literacy instruction. One thing that has helped me acclimate to the new Math resources is that my new students are basically in the same place as my former students (division), so I have some lessons and strategies that I can use right away.
I've also begun wrestling with the idea of a self-contained BD classroom. So far, I've found that the "disabling condition" for our students does not seem to be their particular emotional or behavioral issues, but rather the model that places them all in the same classroom. I know that I have a lot more to learn about students with BD, but I do know that I prefer the small group model of instruction, which leads me to believe that either a smaller class size, near-exclusive small group work, and preferably inclusion would all be more effective models than the environment that Newark currently considers the "model" for BD. Thankfully, my mentor is open to questions and suggestions, and Ms. O'Neill has stated repeatedly that she is willing to try any ideas I come up with that might aid in the instruction of our students.
I know this placement is very different from my last one, but I have already discovered that I will enjoy learning here just as much. I do find some of the days long and some of the moments draining (such as watching students restrained), but all the adults in the room care deeply for our students and handle the kids and themselves professionally and respectfully. I look forward to learning more from our aides- Ms. Spears, Ms. Washington, and Ms. Armstrong- as well as from Ms. O'Neill as I continue getting to know my students and how to best use the resources available at Peshine to make myself a better teacher and make a positive difference in the lives of my students.
Pictures say a thousand words!! Especially the juxtaposition of your students' smiling faces and school work and the picture of them being restrained on the floor. I admire your perspective on your new placement. I think you definitely will learn a lot. None of the students in my classroom have been officially classified with BD, but one is probably on his way and three others have an either an IEP or a student action plan that could fall under that umbrella. The teachers said the beginning of the year was nearly impossible. With kids refusing to enter the classroom. They said they really thought about quitting, but obviously whatever they did worked because you for the most part wouldn't think they had those problems now. However, a few of these students just refuse to do work, and there is not much the teachers can do about it as they seem unaffected by incentives. I think if they had good aides it might make a difference.
ReplyDeleteThis placement is going to really help you grow as a teacher, Evan. In your being, you have a really caring heart paired with a mind brilliant in its assessment and analysis. I think the school is lucky to have you.
ReplyDeleteAs teachers, before we can teach students, we have to find a way to connect with them. Remember that before they care what you know, they have to know that you care. This is easier with some students than others, and it can be a really taxing process at its worst...but it's rarely if ever impossible. It just takes time...and sometimes a different environment.
As you described at Seminar, the self-contained classroom setting is definitely not best practice for a group of BD students. In an ideal world, they'd progress so much better with a personal aid and within an inclusive setting. Since you must make do with the setting you have, I'm really interested in what creative ways you and your mentor will meet the needs of your students.
Evan,
ReplyDeleteWow. That picture is quite powerful. Im not sure how I feel about that...as a parent. Understanding of course, that there is a need for mechanisms to be in place that will stop students from hurting each other, it seems a bit harsh. I still have yet to come to grips with the whole classification of "BD". Arent all children, at one point or another, behavioally challenged? Isn't it a right of passage or something? I look at these pictures and I see bright eyes and happy smiles. Its so sad that they are being segregated....very reflective of systemic incarceration trends and societal implications.