Week 8 Post - Parents

Before I watched the film to connect with parents I thought that you need work that the child has done over the coarse of the year so far. Not only good work, but work that shows progression throughout the year. Also, to expect that no matter what you present them they may have the idea that their child is perfect and I'm the one causing them to make the mistakes. I cannot let this affect me and how I continue to conduct the conference. ANother thing to always remember is that everyone has a different background whether it's social or economical and that could aid into how a child was raised and howthe parents may act.

After the short film where the teacher Jim St. Clair allowed us to view an interview with a parent more techniques were observed. The child in the film had problems with aggression and Jim pinpointed that right away. He did not say how "bad" the child was but said that there were issues but the class has worked out a mediator process and the student had been using it whenever they had a problem. Jim also showed work that was done in the classroom and not necessarily brought home to see other things that their child has learned. He showed a private journal that the students had written and books they had created to show different styles of creativity. Showing a development in children's work is also important because it not only shows that what you're doing is working but that the child understands it. Also, praise the good things their child has done mention all the things that they are doing great in and say after the things that they need to work on.

APA citation :
Kirk, S., Gallagher, J, Coleman, M., & Anastasiow, N. (2009). Educating Exceptional Children (12th ed.). Kentucky: Cengage Learning. Retrieved October 22, 2009, from http://college.cengage.com/education/kirk/educating/12e/resources/video_cases.html

Quiz 7

Pod Cast:

What kind of activity is this?

It's a creative activity. We have to dig deep into our imaginations, which many of us haven't done in a long time, and pull out a story. We were told to take random pictures and just make it up, be a kid, and fool around. However, this took a lot of people out of their comfort zone. I HATE to hear myself on tape, but I love making things up so its a win win, and please there isn't anyone out their who really likes how their voice sounds when it is recorded.

How does is challenge you?

Like I said, we've got to think. It is not written in our textbook it's made up and something that is not found in our textbook. There is no right or wrong answer and for a group of kids who have been raised that there always is presents a challenge.

What background knowledge are you using to complete this activity?

Background knowledge? Well I guess every single story I've heard. What makes a good story? A conflict and a resolution, most of the time a happy ending. Also, knowing how to record my voice on my computer already and being able to work it out so if I don't want my face shown then I don't need it shown.

What kind of activity is this?

This was an application activity. We had to take something that we have learned and apply it to something different, in this case it was pictures. This a a good learning technique because it takes you away from basic words and allows you to apply what you've learned to something that will maybe help you remember better.

How does it challenge you?

It tests your skills on how well you absorb material from different sections of the text and if you are able to think back in look up information in the textbook. it explores how you use your resources whether it's the textbook or working with another student.

What background knowledge are you using to complete this activity?

The background knowledge that we are using is what we have already read the past few weeks in the chapters. Also, what you have experience in your life being in a classroom with students with special needs. We were to remember what types of characteristics that specific students may have had.

How much do you like this Blackboard compared to the other?

Well, seeing as this Blackboard did exactly what my hand and brain wanted it to do I'd say I love it. Not to say the other Blackboard isn't useful because you can store far more information on it the the Blackboard we used for this activity. But to draw what you're thinking, I'd say I like this Blackboard much better.

She Stoops To Conquer

Act 1:

P1 Line 11 - follies

P2 Line 30 - discretion

P3 Line 74 - pewter platter

P4 Line 91 - superfluous

Line 6 - squire

Act 2:

P15 Line - militia

P16 Line 39 attentive

P16 Line 52 - quarreling

P17 Line 70 - extravagant

P18 - impudent

Act 3:

P38 Line 40 - swaggering

P40 Line 101 - endeavoring

P42 Line 158 - garnets

P44 Line 195 - earnest

P50 Line 356 - prerogatives

Act 4:

P51 Line 8 - constance

P51 Line 14 - elopement

P52 Line 43 - rogue

P53 Line 64 - prudently

P54 Line 88 - entreaty

Act 5:

P66 Line 15 - peremptory

P68 Line 54 - impudence

P72 Line 46 - rebuke

P74 Line 80 - thicket

P81 Line 111 - dissimulation

P82 Line 141 - contrivances

Characters with music:

Hardcastle - "Love For A Child" by Jason Mraz

Mrs. Hardcastle - "Pretend" by The Bens

Kate Hardcastle - "All The Pretty Faces" by The Killers

Tony Lumpkin - "Wasted and Ready" by Ben Kweller

Constance Neville - "I Want To Hold Your Hand" by The Beatles

Marlow - "What Would You Say?" by Dave Matthews Band

Hastings - "Are You Gonna Be My Girl?" by Jet

Pictures:

What kind of activity is this?

This a a creativity and comprehension activity. We were to test or comprehensive skills and figure out the meaning of an old time English play. It also test our creative skills because we had to figure out how we could relate it to children today. For example by taking current music and applying it to each character helps students understand their personality and what they are all about.

How did it challenge you?

Understanding what each character was saying was slightly difficult. However, with the use of technology today after reading the play and taking notes I just typed the title of the play in Google and read another synopsis of the play.

Who is our "audience" and what do they like? What kind of music, images, sounds?

Our audience is students today. The type of music liked today varies so selecting music for this activity also varies. Just selecting music that is popular on the radio can create a problem because not everyone likes what is on the radio, so you have to throw some classics in there, a little pop music, some rap, some good old fashion rock 'n roll, and just try to hit every mood out there. As for images mixing in black and white and color images gives you both the classic feel and the current day feel. Again, variety because not everyone is the same.

Learn&Serve: Week 4

Week 4

Today was, interesting. Yes, we'll go with the term interesting.

Another student was added to the 8th grade class since the last time I had visited. I now am with the 8th graders twice, they do a cultural events type class now as well. As I've described before they are to pick an article out of the newspaper and answer the basic who, what, where, when, and why and then branch out a bit. Simple, real simple and they can even do the same article and work together. To me it's an easy A but it was a recipe for disaster.

Lets call the students Pat* and Joe* for sake of confidentiality. Joe* is the newest addition to the 8th grade and the two sat next to each other and started to work on the same article. The Pat* took Joe*s paper and ripped it. Mr. C was not having it today and just waved his hand and said Pat* moved to the back. Pat* raised his voice and started saying things like "This is f****** messed up!" "What are you making me move?!" and other statements along those lines. Like I said Mr. C was not having it and told Pat* if you don't want to move we'll get Miss Barns, who is the principal. When Mr. C when to get Miss Barns Pat* flipped out again and was saying "I'm not going to move, this is bull." he wrote on Joe's* newspaper and stood up and through it around. I was by myself and I had no idea what to do and I tried to get him to settle down and explain that we could fix this but nothing I said was responsive. Mr. C and Miss Barns came back and they tried to get Pat* to come, but he wouldn't so Miss Barns said well we'll just call the cops. Pat* lashed out and told them to call them, this is when Mr. C motioned Joe* and myself to follow him. We went to the computer lab and just told Joe* to sit on the computers. He actually ended up getting a lecture from what I assumed to be a fellow teacher but I don't think at the Alternative school. I never got his name and Mr. C didn't seem to know it either. Anyways, he gave him a lecture about marijuana and told him not to waste his life, gave him details about friends he has who have destroyed their lives. He told Joe* that he has the ability to be better then him, myself, and Mr. C. He has everything available to him and he just needs to work hard for it. I hope it got into his head, he seemed to be paying attention to every word but I don't know if it was out of respect or if it was because Joe* cared.

In the 10th grade we had them follow along with a power point and fill in a matching note sheet. By using technology we can grab the students attention more, especially since these children have a hard time focusing to begin with. We got through the note sheet and there was still time to spare so one of the students put on a Michael Jackson DVD and just started dancing. It's interesting how much they let the students use the televisions and the computers, even the teachers computer. At my high school teachers would get in trouble if we were using the classroom phone. It shows that in some ways the teachers really do trust these kids, but in other aspects not as much.

Joe* came back for his real class, Pat* did not. We learned that the police never came, Pat's* stepfather came and picked him up. Joe* was to look up 5 definitions in the text book and had 40 minuets to do so and I sat with him and helped him muse the glossary and the index. However, the 10th graders came back into the classroom because they had no work in their other class and watched the Michael Jackson DVD again. Joe* was really distracted and didn't get his work done and Mr. C didn't seem to care and this really bothered me. Joe* just got up and said he didn't want to do it anymore. I'm starting to cope with the not doing work aspect of this school. I've already got used to the fact that their is no structure, but it is very hard under the situation. I don't feel like the students are being taught to much and when they do get back into the real high school setting they are going to be far to behind.

The text says that one of the most disturbing thing to a teacher is a child who is disruptive to the classroom procedures. (Page: 193) You could see this was true through Mr. C's actions. At the first sign of disruption Mr. C asked Pat* to move to the back and when he didn't and created an outburst again, the principal was called and then the police were threatened to be called. In a setting like Niagara Falls Alternative I was informed that using the police as one of the first calls of action is a smart thing to do because these students can get violent. So how you react to a child's outburst in the classroom should be influenced on the environment and the type of behavioral issue the child has.

Hours Completed: 2

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009).Educating Exceptional Children (12th ed.). Boston, NY: Houghton Mifflin Company.

"Lovers, keep on the road your on. Runners, until the race is run. Soldiers, you've got to soldier on, sometimes even right is wrong. They are turning my head out, to see what I'm all about. Keeping my head down, to see what it feels like now. But I have no doubt. One day, were gonna get out."

Lovers In Japan - Coldplay

When they perform this song they release butterflies into the audience. I just thought I'd share.

Learn&Serve: Week 3

Original Post Date: Sunday October 11, 2009
Learn&Serve

Week 3

I arrived at Niagara Falls Alternative High School to find Mr. Castiglione dressed in jeans and a t-shirt, he smiled and said "Today, we're going on a field trip." Exciting I thought and he informed me that we were going on a dig in a privy that the science teacher created. He then apologized to me because he forgot to tell me last week. I would not have wore dress clothes if I knew we were digging so I was a little disappointed. However, I did had flip-flops in my bag and traded my heels for those, smart move.

The dig was held just around the corner from the school where an old hotel used to stand. There were two giant holes in the ground and all the kids were deep in there digging. The other teachers from the school we're also there so this gave me a chance to get to know them and build relationships. The kids were having so much fun, the bottles they dug up were amazing, some still fully intact. You could see that they preferred this over the classroom any day.

The field trip worked their science, english, and social studies skills. I'm not sure how math was involved but I'm sure somehow it was. The history aspect was that they were uncovering artifacts from the ground and learning about the history of Niagara Falls. Once the artifacts were cleaned, which would be done in science class the students would research the artifact they found and write about it in english class. It was truly an educational field trip and far better then learning in the classroom.

If going on a field trip isn't available another adaption from the traditional siting and lecturing which does not work for these children is using some sort of technology. "A computer can be especially useful learning tool for a student with a behavior disorder because it provides an objective, neutral response to the child's sometimes provoking or challenging behavior." (Page: 210) By having the students look up information on the computer or create a power point of some sort you are involving the child in the educating process. They have the option to find the material as it suits them and teach their peers. As good of a theory I believe this to be I do not think it would work in Niagara Falls Alternative. I don't think it would actually ever get completed, but it is worth a shot.

The kids found a piece of a piano in one of the holes. It was unbelievable. For the next hour they were determined to get another part of the piano and sure enough they did. These kids worked together and helped each other out. it was a complete turn around from last week when they were calling each other fat and stupid. Another student found a piece of a hand gun. he informed me that it was a 22 something or another I just agreed with him, I had no idea.

Channel 2,4, and 7 came to film the kids digging, the Buffalo News came as well. I'll scan the pictures that were in the paper when I get back to school. The kids loved this. They got to be interviewed and these students already love attention so it was nice to get them a more positive form. They really changed their attitudes when the camera were on them. You could see that they understand their attitudes when the rest of the world would be watching them. Every single one of them is a good student, just misunderstood and need a different environment to learn. Oh, and the channel 4 guy filmed me doing the '4' sign, yeah I'm famous now.

I thought a lot about what we discussed in class that teachers need to change the way they teach because students are getting bored with the same methods we were taught in. This field trip was a perfect example of how changing the way we teach can help students learn more. Especially with students who need that extra push just like my students. It's ironic how much of a live lesson I received. I wish that I could have gotten dirtier and deep in the hole with them, Mr. Castiglione promised that next time he'd remember to call me. He felt so bad. This school is brilliant, these kids and myself are learning so much more then they would ever learn from a textbook. We are all learning how to communicate with different types of people in and outside the classroom which is not something you are usually taught in a normal high school setting.

Obama has a plan for education and changing the system and this activity made me think of his plan. In his plan "Education to Innovate" Obama discusses different ways to get the students learning in other ways then just sitting in the classroom.

Hours Completed : 2

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009).Educating Exceptional Children (12th ed.). Boston, NY: Houghton Mifflin Company.

Learn&Serve: Week 1&2

Original Post Date: Wednesday October 7, 2009Learn&Serve"The notion of educating every child to achieve his or her greatest potential is a relatively new idea." (Page: 37) As I've learned, this includes even those children who want to yell and scream and fight until they get their way.

WEEK 1

Niagara Falls Alternative, what's your immediate thought? MIne, was fear. I was to be placed in Niagara Falls Alternative High school grades 7,8,9,10,11,12 and I've heard horror stories about the school! People saying oh you're going to get stabbed those kids fight all the time, make sure you aren't left in the room.

Education was cancelled that day so I had plenty of time to prepare myself for Learn and Serve. I got picked up and the driver asked me where I was headed and when I told him he chuckled and said, "Have fun, I've heard crazy stories about that place." Nervousness wafted over me again, "Awesome," I thought.

Niagara Falls Alternative is extremely small. There are teachers for the core subjects math, english, science, and history. When I approached the office nobody was in there and I called out hello and nobody answered. An african american boy turned the corner and asked who I was looking for and I replied anyone and he yelled out a name and an office lady appeared. She was by far the nicest secretary I have ever met. At my past two Learn And Serves they had all been so nasty. She actually asked my name, my major and had a real conversation with me. I felt like she was treating me like a an adult, like a teacher coming to work.

It turns out the classroom I was in was right across from the office, i knocked and went in. Mr. Castiglione was in the room conversing with two students, a boy and a girl. He said it was the 9th grade. It was definitely strange being in a classroom with only two students.

I was only with them for 5 minutes and everyone was just chatting because the work for the day had been finished. After they left Mr. Castiglione and I got acquainted. He explained how the school works, the surrounding schools buy slots and when a student is acting up and is to much to handle in a regular school setting they get sent over to the alternative school until they are better behaved. He told me that the school didn't have many students yet because the year was just starting. He told me not to be alarmed by anything the students said and it was better to just joke around with them because honestly there is not very many ways to change them you just need to help them get back into the school system though. He said he has a pretty good ear and if something is past the line then he'd step in and if I'm offended in anyway to immediately tell him. He also told me that I had nothing to worry about, the most that will happen is loud outbursts. He truly did ease my fears. He also told me that I am more then welcome to teach a lesson, so I've got to get to work on planning something. As the website preaches Niagara Falls Alternative is not only for the students that get kicked out of the surrounding schools. According to the website Niagara Falls Alternative is, "For both special and alternative education students." Mr. Castiglione told me that most of these students were sent here because of outburst in previous classrooms and mostly due to the fact they do not know how to act in the classroom. The homes and environment that many of these children have grown up in are very unfortunate. According to the text, "Parents and professionals looking for the reasons that some children have externalizing disorders need to examine an array of potential influences that include the individual's biological makeup and cognitive ability, along with family factors and his or her relationship to society. (Page:191) Basically saying that genetics is a partial cause for behavior issues, but your environment can strongly impact them. Although I am making an assumption I think that due to the environment these children are raised in strong increase the behavior issues they have.

The 10th grade class was the biggest class of the 2 1/2 I'm in (I say half because I come into a class). There is roughly 7 students and they were working on drawing a comic strip about mummification. I walked around and tried to help the kids stay focused but it was really difficult, they get off topic constantly. They all seemed to get their work done.

The final class I'm in is the 8th grade, there is one student. He refused to introduce himself to me and always had a comeback when Mr. Castiglione was talking to him. Mr. Castiglione however also had a comeback. The student did one worksheet and was finished for the day, Mr. Castiglione informed me that it was because it is hard to teach a full lesson with one student and once they start filling in things would change.

I truly regret my assumption of that school and those students. I absolutely love it and if I could I'd be willing to do my TA there, I feel that way I's truly be making a difference.

Hours Completed: 2

WEEK 2

Since when I came in the two 9th graders were already finished with their work I just joined in the conversation and made myself seem likable and understanding and almost like a friend but still with the authority aspect.

Usually we have a break between the 9th graders and the 10th graders but instead the one 8th grader came in, he missed the day before or something. He was assigned to read a newspaper article and answer a few questions on it. After a minute he instantly said "I don't want to do this." Mr. Castiglione ignored him, but looked up and gave him that look. I walked over and decided to work with him, why not right? He was extremely difficult to work with. he was impatient said he just didn't get it when I knew it was because he didn't even glance at the article. I read it over fast and had him read to me parts that could answer the questions. The text refrences this behavior in students. The text argues that when it comes to behavioral issues. They question if the bad grades in school add to their behavioral issue. The text argues that although it is an interesting idea the evidence does not support it. (Page: 192) The text says that the aggressive behavior that gets these students in trouble is observable before they enter school. I'll have to learn more about teaching children who don't like to be taught without actually giving them the answers. it is extremely frustrating.

The 10th graders had a test and their strategies were so strange. They were allowed to talk during the test! It was interesting they would carry on conversations, however they never mentioned questions about the test. They know that's not allowed and they also just don't like to be quiet it seems. Two of the students raised their voices at each other calling one fat, the other ugly. Mr. Castiglione just told them they need to settle down.

The 8th grader came back for his regularly scheduled class and we worked on a worksheet together reading allowed from the text book. Then the three of us sat down and Mr. Castiglione had him talk about the article we read which led to a lesson on the branches of government.

Mr. Castiglione is really good with the students. He's rather young maybe early 30s and the students respect him as a big brother type it seems. Mr. Castiglione tells me yelling doesn't work with these kids because they aren't scared of you. They've been through more then either one of us will see in our lives and they are only 15 years old. He says to get through them you need to let them trust you, because then they will respect you.

Hours Completed : 2

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009).Educating Exceptional Children (12th ed.). Boston, NY: Houghton Mifflin Company.

Sunday September 27, 2009

Power Point/Dilemma

If Kevin was willing I would invite him to explain to the class what his learning disability was and explain to the students why it is he needs these extensions. However, if Kevin wasn't willing to be open about his situation I would design an activity that minimizes everyones time in order to show an example of what Kevin goes through on a daily bases. In my opinion this is a very awkward situation for both myself and Kevin. Having a learning disability is a very personal issue and it is not something people are always willing to discuss. I think that I would immediately ignore the whole situation because I was not sure to handle it. The fact that I personally believe it is a private matter will hinder in how I approach the situation. The idea of "fair" for a child with a learning disability is preforming academically the same as a child without a learning disability. For this to happen, exceptions may be required and in order for everything to be "fair" those exceptions should be available for them.

Wednesday September 13

Entry Number One

Having a child with exceptional needs is a hard thing for every parent. Most parents do not prepare for it to happen but still welcome the child in with open arms. By having a good home environment the child becomes more at ease and able to adapt around others. Most parents go on treating their child just like any other child with a few modifications. From experiences I have seen siblings of children with special needs treat them just like they would any other brother and sister. To the sibling, lovecovers up any difference that that their sibling may have.

For a child to be considered “exceptional” they must be classified under one of these themes:

- visual impairment

- speech and language impairment

- auditory impairment

- deaf and/or blind

- autism

- developmental disabilities

- multiple disabilities

- orthopedic impairment

- specific learning disabilities

- emotional/behavior disorder

- traumatic brain injury

- multi-sensory impairment

- serious health impairments

However, a gifted child is also classified as “exceptional” which is something I don’t think many people know. What exactly is gifted anyways? According to the National Association for Gifted Children’s (NAGC) website in response to that question is that, “The quick response is that there is, as yet, no universally agreed upon answer to this question. Giftedness, intelligence, and talent are fluid concepts and may look different in different contexts and cultures.” So I guess that can be a reason why only the classifications listed for a child to be considered “exceptional” and not so much the concept of being gifted.

Number Two :)

I dare you to go into a school and not find a single good teacher. General education in our country is phenomenal and it is something our government is extremely proud of, however as this class discusses general education is not for everyone but education is. The reason that our countryprovides special education programs is because they know that it is needed in order to ensure that each and every child gets a proper education. Teaching a child with special needs requires a lot of time, energy, patience, and understanding. Due to this it takes a certain type of person to handle situations and not everyone is qualified or has the time with a full classroom hence the need for special education classrooms.Special education classrooms are not designed to separate those with special needs to punish them but to give them the attention they greatly deserve.

Individualized Education Programs are legal documents that state exactly what services your child will receive in special education. The document is required by law to include the classification of your child, placement, services, academic and behavioral goals, the percent of time they will be spending in a general education classroom, and also progress reports for the parents from both the teachers and the therapists. By providing an almost set of guidelines for what is expected of both the general education teacher and the special education teacher. It allows for more concrete planning to be able to ensure the parents of the fact that they are getting their child exactly what they need.

Sunday September, 13

I know, I'm a little late

We're supposed to blog after every class, but class was 3 days ago and here I am posting about class. I'm horrible.

For an 8:30 am class I have so much fun. Sure I'm tired but who couldn't think that running around taking pictures isn't exciting? Or making a fool of yourself doing yoga? I know I look like a fool, I can't balance on my foot to save my life I'm pretty sure.

As for the quiz, the format today really helped relieve some stress. Personally I think that reading when you know you have a quiz defeats the act of reading. I don't think that I'm reading to learn what is in the book, but only looking for key things that are on the test. But I guess I've always been like that, even in high school. I guess I'm not a fan of extremely structured tests (which this wasn't). Like standardized testing, I could go on for hours about how the SAT's aren't standardized at all. But I wouldn't dare bore you.

All in all, I'm so excited to see what this class will bring.

September 10, 2009

Blogger? Huh?

So a blog is all the rage huh? Well, I guess I'll test my technology skills and keep this updated in more ways then just what I've been learning about in education.