Learn&Serve: Week 8

Week 8

(This Photo Is from The Dig. It is one of the 611 students who are not in my L&S regularly. It plays part to my entry later on.)

I don't think I can express how boring the first half of my Learn and Serve was. It's not to say that I didn't want to do anything, there was just nobody there to do anything with. As I stated in Week 7 a lot of the students went back into the mainstream schools to be with there friends and get another chance at behaving in the classroom. Joe* was moved up, which like I said doesn't make much sense to me really. How can you be moved up when really your aren't doing the work you have to do. I don't get it.

We had about four students in the 10th grade. One of them was extremely bummed that he did not get to go back to the high school. He told me that he missed his friends and playing basket ball at the gym with them. I talked with him a bit after the power point presentation was finished and we were just doing a little classwork about working hard to get a meeting to get back into the high school. The students have meetings with the administrators and the teachers of both schools to determine if they are ready to go back. His was not scheduled for another few weeks or so. Another student was added to the class but he didn't show up that day, or all week for that matter. That student is on a role to get back into the mainstream classroom.

Since we no longer have Joe* in the afternoons Mr. C decided that it would be a good idea to give another teacher a break and bring down the 611 students and hang out with them for a bit. The 611 students are those students with disabilities, not just those who get sent to Niagara Falls Alternative for bad behavior. Think of classifying them with Intellectual and Developmental Disabilities (IDD) which includes mental retardation plus other conditions of mental and physical impairment for which the child is likely to need lifelong help from a variety of health, social, and educational agencies. (Page: 146) These kids were awesome. We fooled around on Google Earth and just talked about things they like to do. Mr. C likes to joke around with them and they really appreciate him and respect him. Mr. C likes to go down there at least once a day and fool around with them and give them a hard time ( in a joking sense of course) the teachers always say he gets them all riled up and they don't stop talking about him. It was nice to be introduced to another branch of students that Niagara Falls Alternative is a school for. If I have the opportunity I'm going to see if I'm able to sit in one of their classes and see how a day (or a class period) is for them.

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 7

Week 7

Today was another relitivly easy day. Patrick* is still not back, I don't think I'll ever see him again actually but I'm not that sure. We didn't do current events with Joe* today, rather he had a health lesson instead. The heath lessons are one on one with the Health/Gym teacher and it's basically reading from the textbook and discussion. I'm not sure about tests or actual work or anything.

A lot of the 10th graders are being placed back into the high school next week so they all came in rather excited and happy to be going back. You can tell who is and who isn't going back just by looking at the smiles on their faces. I guess maybe this place really does shape them up and show them that they don't actually want to be here they want to be back in the high school with their friends and be a normal tenth grader.

I really got the kids going today. One of them asked for help and Mr. C said, "Why don't you ask Jerilyn for help?" and the student was so taken back by my name, which a lot of people are it's a weird one. He asked if that was my real name and I joked around with him asking if he was making fun of my name. he was taken back by my comment not sure if I was being sarcastic or serious and it was fun joking around with him. Then we did some work on different religions. These kids are smart and it's real upsetting that they aren't guided better and it breaks my heart that they just don't want to do the work to have a better life then their parents have.

Joe* is also moving up to the 9th grade next week. I'm not sure how that works but I told him good for him because I think he's about 15 or so. When I was in 9th grade I was 13 so it's really interesting and sad to see this. My learn and serve last semester had a 12 year old 5th grader. He was a smart kid he just didn't like doing his work. It really breaks my heart.

It's interesting that it hasn't been that long since some behavioral issues have caused impact in schools. It's even more interesting that in some students behavioral issues go unnoticed as long as until they are in college. Last semester in Human Development our professor brought in a former student of his he wasn't classified with ADHD until he was in college.

The text says, "As we become aware of the power of ecological and social factors to influence children's development, treatment also included changing and improving their social and educational environment." (Page: 184) Niagara Falls Alternative is an example of changing the educational environment but not so much as the social aspect I think. Since they are in a classroom with students that have the same behavioral issues as them they tend to butt heads and lash out more. I'm not sure how there attitudes are improving if they continue to lash out and don't learn how to act appropriately in the classroom.

Being at Niagara Falls Allternitive makes me want to teach here. I feel like I can make a difference in these kids lives, but I also feel like I could become extremely discoraged because there are kids that just don't like to do the work and just don't care.

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: Dig Photos

Learn and Serve Day 3

Dig Photos

Learn&Serve: Week 5&6

Week 5 & 6

I'm combining Week 5 and 6 together because not a lot of students showed up either day and both days were relatively similar.

Patrick* was suspended and it wasn't for the newspaper incident it was something completely different. Mr. Castiglione left it at that and I felt as if it wasn't my place to inquire more, but he was gone both Day 5 and Day 6. In the "Current Events" class that consists of only Patrick* and Joe* on a regular day we did not do any type of current events. On Day 5 Joe* went to the gym to play basket ball and on Day 6 he watched television because he didn't feel like doing any work. Personally, that bothered me. I do not think that letting them do whatever they want for a period is helping them. I know for a fact that they do not have this class everyday either. So what are they supposed to do when they go back into the mainstream school? They don't have the option of doing whatever they feel like that day. Then in Joe's* actual global class all he had to do was a few definitions again. I don't feel like this is helping them. Mr. Castiglione says that it is hard with one student to have a traditional class and I understand that but I still feel as if there is something more that can be done.

On both Day 5 and Day 6 there were only 4 10th graders. Again, people were susspended. They worked on a power point where they had to follow along with what was going on and fill in answers on a worksheet. Some students fell asleep while others with a lot of pushing sorta answered the question. They were bribed with candy which I guess works but again what is going to happen when they get back into the mainstream district. These students do go back and then I feel like they just turn right around and come back to the Alterative school. Maybe I don't see it but I don't feel like they're being taught how to act in a classroom. It seems like the teachers just let majority of there bad behavior go. And when it comes to academics I wonder if the students will develop Learned Helplessness. Learned Helplessness is the belief that nothing they can do can stop bad things from happening. (Gallagher & Anastasiow: Pg. 199) These students could think when they are back in the mainstream school district and do poorly on something there is nothing to do to fix it. They could think they are "dumb," or "stupid" and act out there anger. When really it could be possible that because they aren't pushed especially in the Alternative School, or taught methods on how to aid to their needs they'll get further and further discouraged.

Hours Completed : 4

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

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.