Sherri
Moore
January 16, 2012
Disability, Ability and Responsibility
My understanding of inclusion prior to reading module one is that I took it literally to mean including everyone in the classroom but I didn’t appreciate the breadth of which inclusion was considered. I attended a private school, a Catholic school and a public school on two continents while growing up and I do not recall ever hearing the word inclusion uttered in the hallways or classrooms. In fact I can only recall about four people with obvious learning difficulties or disabilities that I ‘was aware of.’ Now I reflect back to the ‘70’s and can’t help but wonder if I just didn’t notice or were the students with disabilities segregated to special needs schools?
January 16, 2012
Disability, Ability and Responsibility
My understanding of inclusion prior to reading module one is that I took it literally to mean including everyone in the classroom but I didn’t appreciate the breadth of which inclusion was considered. I attended a private school, a Catholic school and a public school on two continents while growing up and I do not recall ever hearing the word inclusion uttered in the hallways or classrooms. In fact I can only recall about four people with obvious learning difficulties or disabilities that I ‘was aware of.’ Now I reflect back to the ‘70’s and can’t help but wonder if I just didn’t notice or were the students with disabilities segregated to special needs schools?
I remember a friend in grade 4 who had a lisp
which made her very self-conscious.
Being big boned and tall for her age caused her more insecurity to
participate in class even though she was very bright. As for me I grew up with a hearing impairment
and had to sit at the front of the class for years. With time it made me uncomfortable,
especially during math when I wanted to hide from the teacher for fear he’d
call upon me for the answer. However when I reached grade 9 and could choose my
own seat, I was thrilled. I was fifteen
and what mattered most was sitting with my friends away from the ‘stage.
Requiring special accommodations can benefit a
student academically yet affect their social development, depending on their
special need, as was my experience.
When I am in a classroom or anywhere for that matter, I want to reach
out and be of assistance, without taking away from that person’s independence
and pride. It is about helping them
learn to help themselves. As mentioned in module one, teachers and the school
body as a whole have a responsibility to do all they can in providing the
necessary accommodations for all
students to experience a collaborative and successful learning environment.
This is easier said than done since people naturally have their own perspective
and draw upon their cultural background, belief systems and onus of
responsibility in determining what is best for the child.
My
two practicum experiences were each quite different. The first one was in a
private school with small class sizes where students took an entrance exam to
qualify for admittance. I recall one
grade 5 student crying at the drop of a hat over the smallest thing. One day
she was sobbing because she couldn’t find her math test to take home to be
signed. I was trying to calm her down by talking gently to her. My partner teacher asked her directly what
was wrong and when she told him he said to stop crying and did she remember her
grade? She did, she got 98%. He then told her to write the grade down in her
agenda and have her parents sign that instead. She stopped crying immediately
and walked off. I stood there impressed because I believe this approach is what
she needed.
My
second practicum last semester was in a small public middle-to-low income
inquiry based school in a grade 1 and 2 multi-age classroom where inclusion was very evident. My practicum teacher
adapted her lessons to meet the student who had an IPP and was afraid of closed
doors and dark rooms. One day he asked to be the last one in the line out the gym
so he could turn off the light by himself. It was a moment of victory for all
of us and the patience and respect given his needs helped him overcome them
when he felt he was ready. There’s a saying in Spanish, ‘poco-a-poco’ and it means
little-by-little. Another little boy in grade 2 was coded with high functioning
Autism. He was happy in class so long as he could take small breaks on the computer,
play with the bucket of old cellphones or go for a walk. Part way through the semester we gave him 4
bathroom passes to use daily because he’d be gone a long time, washing and
re-washing his hands. This type of
scaffolding provided him with autonomy in making choices in a comfortable way
and we got down to three passes when I left.
Working
in classrooms with children who had been formerly diagnosed was a new
experience for me. My goal is to strengthen my knowledge of effective
strategies that accommodate students in a way that works for each of them. From what I’ve seen in classrooms so far is
that inclusion starts with an empowering, respectful attitude. In reference to the
pathognomonic-interventionist study in module one which was very interesting,
success of student learning is about the attitude of both the students,
parents, school and community.
With
the pressure to meet the curriculum in addition to addressing personal learning styles, teachers
can feel overwhelmed in accomplishing all that is expected of them. A teacher told me once, “As a educator you
will always feel like you’re behind, but remember this, every day students go
home having learned something, and so do you.”
I
enjoyed completing the Survey on Rate Your Personal and Teacher Efficacy and
found the statements definitely thought-provoking. I want to continue ‘keeping faith with
myself.’ I think it is attributed to
close contact with teacher mentors and teacher friends. Along the way I have learned that in honoring
each child for who they are, I can then teach who I am; our emotional wellbeing
should be mutually considered. To me teaching is personal, the
ability to make a difference to student learning regardless of what is going on
outside of the classroom may not easy because what goes on outside is ‘life’
and it naturally infuses what goes on inside.
I
would like to share a quote with you that I appreciate and believe resonates
well with my teaching philosophy.
“Schools are like airport hubs,” says Dr. Mel Levine, author of A Mind at a Time, “student passengers
arrive from many different backgrounds and take off for widely divergent
destinations. Their particular takeoffs
into adulthood will demand different flight plans. Fortified with our understanding of
neurodevelopmental functions and differences, we can affirm a new mind-based
humanism within a society that values, respects, and preserves all kinds of
minds, beginning during early childhood and continuing through our entire life
spans. No mind should have to beg to
differ.”
Sherri Moore : MODULE 2: CASE 1. Joan Martinez Initial Response. Feb 1/12
One of Mr.
Levy’s most popular teachers is Leila Siddiky, 23, a Teach for America
participant who was told during her training that she should work hard not to
come across as a friend to her students, or let details of her personal life
seep into lessons. It was advice she never took seriously. “I would let it go
in one ear and out the other,” she said. “I was like, that’s not going to work
with me.” Instead, she has brought her
students leftover cake from her birthday party and spiced up lessons on
immigration with tales of her own family’s journey from Bangladesh, on the
theory that “the key is to get the kids to like you.”
In wrapping up, I would like to add that Joan’s desire to make learning a positive experience for all involved in her move up to 8th grade would lend itself well to Leila Siddiky’s theory, that if the students like you then they are more likely to participate in their learning. This in turn makes school an enjoyable, growing experience for everyone, the teacher included. You have to be yourself and adjust accordingly. if Joan is as informed as possible and feels competent and comfortable enough with the grade 8 curriculum and the needs of her student’s IEP’s beforehand then success is definitely possible. Not only will Joan Martinez have made herself more adaptable and valuable as an educator, she will have also modeled to her students (and herself) that challenges are opportunities for growth.
Sherri
Moore February 29, 2012
Resources:
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga: Wiley & Sons.
Levine, M. (2002). A Mind at a Time. New York: Simon &
Schuster.
MODULE 1: CASE 1: CHRISTOPHER MELROSE
A happy and outgoing Grade 6 student by the name of Christopher Melrose has been diagnosed with a mild learning disability. He is struggling to keep up, especially in Mathematics and Language. His mother, Ms. Mary Melrose does not want to comply with the school’s recommendation that her son receive individual help outside of the daily classroom from a special education teacher.
A happy and outgoing Grade 6 student by the name of Christopher Melrose has been diagnosed with a mild learning disability. He is struggling to keep up, especially in Mathematics and Language. His mother, Ms. Mary Melrose does not want to comply with the school’s recommendation that her son receive individual help outside of the daily classroom from a special education teacher.
Prior
to suggesting Christopher be moved part of the day for specialized help the
school should ask themselves: Were
supplementary aids and services provided? Were they sufficient? It’s important
to consider if the teacher is onboard with accepting and providing various
strategies to meet his needs first and foremost.. The teacher also contributes to the assessment process
by determining Christopher’s strengths and weaknesses. All of this adds to the
factors outlining the school’s request to seek additional help for Christopher
to best meet the curriculum
demands and to not continue to fall behind his peers.
Since
the teacher is the pivotal and
important source of data for understanding the needs of Christopher, including
observational documentation like classroom work, tests and behaviour, it is
crucial to find out what
accommodations have been made by the teacher already to address Christopher’s
mild learning disability. What is
suggested is that the school provide Ms. Melrose with evidence to support their
recommendation. For example:
“Specific reason for the
referral, examples of classroom work, attempted classroom interventions, possible classroom accommodations needed, classroom support and parental input."(Burns. E)
It’s
my understanding that possibly Ms. Melrose wants Christopher (who is happy and
enthusiastic) to remain fully immersed in his class due to the sensitivity of
his age, at a time when social and personal development (i.e) self-confidence and
peer acceptance is of key importance.
Factors that can be taken into account to determine options for
Christopher would include the teacher developing a rapport with him by working
with Christopher to help him understand how his disability affects his
involvement and progress. Also, by giving Christopher a voice, it provides him
with the opportunity to take responsibility,(i.e.) owenrship for his learning
and adopt and hone strategies (tools) that personally suit him. If Christopher is investing in the
decision-making process and understands what is going on and why, then it’s
getting him onboard.
Another
option to consider is having a special education teacher come into the classroom
to work with Christopher and others in his class who may be struggling, by
using the same curriculum only tiering it to accommodate each of them. Sitting with a fellow classmate who is
willing to work with Christopher if she/he is doing well in Mathematics and
Language themselves may be a possibility (i.e.) learning centers or small pods.
Removing a child from a regular classroom I believe would be in their best
interests if the student has tremendous difficulty focusing because of the
distraction of others in the class, or if the severity of the disability
prevents him/her from successfully learning even with help in class. From my exposure and experience working
with children in the class with special needs, I recognize the benefit
of being open and flexible (and creative!) to adjusting the lesson as you go
because from one day to the next students' moods and abilities to focus can
shift. A student with an attention deficit disorder for example can be fine in class
working one moment but the next period may require some downtime in a quiet
place. Providing children with flexible options helps.
Keeping
the peace can help with ongoing dialogue (and documentation) between the
teacher(s), Ms. Melrose and Christopher, including continued assessment. A teacher’s AND parent’s position, attitude
and input are detrimental to a child’s academic and emotional success.
Recognizing this in turn contributes to helping build a cohesive support network for our student Christopher,
by providing consistency at home and school, after-all you want him to remain
happy and enthusiastic about school.
“Special education is about
specifically designed instruction to enable regular classroom participation to
the maximum extent possible. If removal is necessary it is recommended that it
be in the least restrictive alternative setting.” (Burn.E.)
Resources:
Burn.E.
(2007). The Essential Special Education
Guide for the Regular Education Teacher.
USA: Charles C Thomas Publisher Ltd.
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
Sherri Moore : MODULE 2: CASE 1. Joan Martinez Initial Response. Feb 1/12
The facts
in this case are that Joan Martinez, a fairly new teacher with three years teaching experience in grade 3 is being asked to move to a middle school
setting and teach in unfamiliar territory to an 8th grade
class. In addition she will be expected
to work with several students in her class who are on IEP’s. Adding to this already
challenging situation is Joan’s fear and uncertainty in being able to create a
positive learning environment.
The dilemma in this case is that Joan
is questioning her level of confidence and competence in being able to adapt to
such a large gap academically and personally.
By becoming familiar with the 8th grade curriculum and
receiving some mentor-ship over the summer break if possible from 8th
grade teachers she will gain insight into the expectations of her new
role. Most importantly is that Joan
replaces her anxiety with knowledge, including establishing a support network
within Atlas Middle School so that she doesn’t feel alone. Like the captain of
a ship, Joan needs to feel comfortable behind the helm and be able to navigate
in all kinds of weather as she guides her students through their tasks and
roles on-board.
The principles of classroom
management remain the same for the most part with respect to the classroom
layout and set routine at the onset of the new school year. It’s my belief that
an effective classroom management plan should be implemented at the start of
the academic year, on the very first day in fact, to build community (or sense
of family if you will) by involving students.
For example discussing classroom guidelines, etiquette and establishing
a daily routine that places some of the responsibilities on the students by
having them working in pairs or small groups and taking on some of the daily
tasks like attendance and peer tutoring which gives Joan the teacher more time
to work with the students with higher needs.
Another important aspect to
consider are the core values such as trustworthiness, respect, dignity and compassion.
Being grade 8 students they should understand and honor accountability and
autonomy. At the same time Joan can help create smoother sailing by being clear
in her expectations of them from a behavioral and academic perspective. Joan needs to take tips from other middle
school teachers about adjusting her style of teaching from grade 3 to grade. By being aware of her student’s developmental
stage and needs she will hopefully be able to predict and divert issues before
they happen. In addition to
establishing relationships in a cohesive classroom, Joan's role of teacher
is being able to observe and document the classroom environment and the
transitions and interactions among the students as they progress from one
lesson to the next in an efficient manner.
Making allowances for exceptional
students’ needs to be considered when working with a diverse group of students
is necessary in same cases. In the same token, I believe those students who
receive exception, are in turn expected to compensate in another way to save
their pride and to make it fair for everyone.
Part of creating that sense of
community in the classroom is acknowledging every student’s contribution and
responsibility to learning and that includes respecting each-other's areas of
strength and potential areas for growth; that no-one is above another no matter
their ability or disability. Examples
would include modeling the behavior you are expecting, demonstrate strategies
that help students problem-solve, develop memory-recall and be able to relate
lessons to everyday real-life situations. In doing so Joan is strengthening the
connection between her and her students as well as with one another. As a result she should then be able
to provide feedback with the students on their progress including an
opportunity to speak about any concerns they may have, including asking for
assistance. Teaching Middle School means knowing yourself and your limits very
well and being able to develop effective communicative strategies.
When it comes to teaching in Middle
School, Jason Levy, the principal of principal of Intermediate School 339 in
the Bronx, USA adds, “You have to have a
huge sense of humor and a small ego. There are some people who are born to do
it and some who learn to do it, and there are some people who really shouldn’t
do it. Yet the preparation for these jobs is often inadequate.”
In wrapping up, I would like to add that Joan’s desire to make learning a positive experience for all involved in her move up to 8th grade would lend itself well to Leila Siddiky’s theory, that if the students like you then they are more likely to participate in their learning. This in turn makes school an enjoyable, growing experience for everyone, the teacher included. You have to be yourself and adjust accordingly. if Joan is as informed as possible and feels competent and comfortable enough with the grade 8 curriculum and the needs of her student’s IEP’s beforehand then success is definitely possible. Not only will Joan Martinez have made herself more adaptable and valuable as an educator, she will have also modeled to her students (and herself) that challenges are opportunities for growth.
Resources:
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
Gootman, E. (2007). http://www.nytimes.com/2007/03/17/education/17middle.html?pagewanted=all
Assignment 4: Module
2: Case Study 2: David Jackson Feb/2/2012
David Jackson
has been teaching high school mathematics and science for eleven years. Part way through his school year, two twin
brothers, John and Ben Alexander, both diagnosed with a mild learning
disability were placed in his grade 11 Applied Math class. Through observation and basic assessment, David’s
teaching strategies and style of teaching appear not to be conducive with the
brother’s needs. He is realizing therefore
that he needs to adjust himself accordingly and teach in a way that motivates
and connects with the boys without losing the rest of the class.
Some of David’s options might
include seeking additional mentorship and advice from fellow staff members,
researching online and in books and also getting to know his capabilities,
strengths and weaknesses from the perspective of the teacher and also the
student to figure out how they can connect (i.e.) ‘calibrate instruction to
learning.’ I personally don’t think it’s necessary for the boys to be moved out
of their classroom considering they are diagnosed as having a ‘mild
’disability. Inclusion would be more
beneficial, especially to them socially. If the boys remain in the classroom it
provides David with the opportunity to ‘encourage independent learning and risk
taking’ by modeling this with his whole class as a supportive and encouraging
way to demonstrate to John and Ben how it can be achieved.
In speaking with the special
education teacher, David could explain how he is feeling and what his concerns
are. I would hope he has contacted the parents (since they know their sons
best) and he is able to work closely with them providing additional support and
information for himself as the teacher and home. David can also meet with the
boys’ other core subject teachers to discuss effective teaching strategies and
perhaps even the previous math and science teacher? (I did this myself in
Bolivia and found it helpful).
David could ask the special
education specialist to give him as much background information as they can on
the boys so that David can adjust his instructional methods accordingly. We
often hear how important it is for teachers to get to know their students; just
as important as it is for the students to get to know and feel comfortable with
their educator. To ‘encourage moral
responsibility through preserving dignity and enhancing self-respect’ as
mentioned in Module 2. Honoring each child and their unique personalities and learning styles shows this respect and dignity; which is further outlined in the
Alberta Teaching Quality Standard where it addresses ‘students’ different
learning styles, ways they learn and about teachers being able to create multiple
paths to learning for individuals and groups of students’ with diverse needs.
Also, by maintaining an open and
frequent dialogue with the special education teacher and other subject
teachers, David can assess what is working and what isn’t and gauge the
instructions through a flexible process. What may work for one may not work for
another; daily observation, assessment and feedback between each of the
brothers and the teacher as well as the special education teacher is
necessary. If the brothers can remain in
their class with their friends and even receive help from them through working
beside a peer for extra support, or after-school support from friends or
teachers it’s my belief they stand to gain more, personally and academically.
Teachers who work at breaking
down the curriculum into a series of articulate lesson objectives make the
steps more attainable for all students, including exceptional children, as
would be the case with John and Ben.
This would involve bridging the old with the new and teaching students
how to develop strong active problem solving and reasoning skills in a ‘meaningful’
way. Also, by fostering the idea of inquiry based learning through curiosity
and investigation and using a carefully planned foundation of learning
objectives, student learning can become more engaging and rewarding for them, this
should include technology as an additional modality.
Meaningful learning can take
place if David stays informed during daily observation, assessment, including
the boys doing self-checklists, and providing feedback to each of them and an
open-door policy for them with their teachers and special education
specialists.
Resources:
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
February 15, 2012
Assignment
5: Module 3. Case Study 1: Monisha Khan
Teaching
Grade 9 Geography Monisha Khan enjoys her job and feels confident about her
career choice, despite some difficulty with creating engaging lesson plans on a
daily basis, and maintaining effective behavior expectations. What is causing
her some concern in particular is one of her students, Brian Jordan who is
falling behind due to a learning disability he’s been diagnosed with. Monisha
wants to accommodate him but worries that the other students may find this
unfair.
Monisha’s options as a teacher
would be to teach to the whole and hope that Brian will somehow catch up, (no
doubt she’s still worried about how she’s going to manage getting those daily
plans done as it is, never mind accommodating or modifying the curriculum)…I
think this is an area that Monisha should seriously consider so that her time
management doesn’t become a huge stress factor.
It could cause her not to have the time or energy to address her
students’ individual needs, like David’s, despite being caring and
compassionate as she is, Monisha needs to find effective strategies for
organization.
Monisha can sit down with
Brian and have a discussion with him to find out what his thoughts and concerns
are, or she can teach by universal design and universal assess where-by the
class as a whole is taught with consideration in mind for their unique learning
styles. It’s about how a teacher communicates and presents the ‘criteria
learning goals such as knowledge, skill, or concept’ (Jordan, A. p198) and in
ways that students can respond and show what they know. This can be done by the teacher and the
students through use of technology (email, PowerPoint, documents, website
creations, graphic art, video documentation), also presented orally, written,
scribed, and/or artistically. By
adapting the classroom instruction, for example: learning pairs, independent
learning, authentic feedback and praise, grouping students, and adapting
questions provides the opportunity for the most effective pathway for teaching
and learning to take place.
There may be times when
accommodations for exceptional students may seem unfair to those without
disabilities, and I say ‘seem ‘because if the teacher has not created an open
classroom where communication is strong then misunderstanding due to lack of
information can occur. If the class as a whole is aware of diversified
learning, appreciates the teacher’s intent using universal design and universal
access in order to be fair, then the whole class will be on-board together as a
cohesive team, striving to do each do their best to achieve their goals.
Attitude is huge here. If
there is a case whereby a student with disabilities appears to being having it
easier than the rest of the class (ie) workload, due to the accommodations then
the teacher needs to reassess the student’s progress in order to ensure that
the accommodations are being applied in an appropriate and fair way - again
having that open dialogue really helps.
When it comes to maintaining a
sense of equity and fairness in our classes, we as educators should be
considering each child’s unique learning style and take into account their
particular interests, strengths and weaknesses.
By Grade 9 students in Monisha’s class should be comfortable in voicing
their thoughts about what works best for them for learning and responding. Establishing community within the classroom which
evokes respect for self and others, sitting in the best place possible in order
to learn and taking small breaks when necessary (to stay focused), and
understanding through class discussion that each one of them learns at a
different pace and in a different way and that the teacher will do her or his
best to accommodate them.
Students who require additional
support such as braille, a scribe, special education specialists, a full-time
learning aid for hearing impaired or physically challenged students should be
entitled to differentiated instruction in order to provide them with the
necessary tools for learning to take place and in a just way. Creating an open communicative, caring,
compassionate, respectful and accountable classroom that takes into account
learning by universal design and access, means educators are doing their utmost
best to help make learning accessible in all ways possible for everyone.
Resources:
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
“Teachers are designers. An essential act of
our profession is the crafting of curriculum and learning experiences to meet
specified purposes. We are also
designers of assessments to diagnose student needs to guide our teaching and to
enable us, our students, and others (parents and administrators) to determine
whether we have achieved our goals.” (Wiggins, G & McTighe, J,
2006)
In
the position of a new teacher, Monisha is required to adhere to the Interim
KSAs to ‘guide her teaching which
includes professional development with collaboration from her supervisors and
evaluators.’ Monisha therefore is
not alone. However, regardless of how new she is at teaching, she has an
obligation to fulfill, as sighted in the Teacher Quality Standard of Alberta
that expects their teachers to, ‘understand the need to vary their plans to
accommodate individuals and groups of students,’ ’students’ needs for physical,
social, cultural and psychological security, ’to apply a variety of management
strategies that are in keeping with the situation, and that provide for minimal
disruptions to students’ learning’ ’the importance of respecting students’ human
dignity, how to establish with different students, professional relationships
that are characterized by mutual respect, trust and harmony.’ (Teacher Quality
Standard. 1997)
Of course, hopefully
there won’t be many, if any complaints from Monisha’s students if community is
developed at the beginning of the first semester. (In
this image I am teaching the students with my puppet, Susannah Mayo who is
their new Spanish speaking ‘much older’ classmate from Bolivia). The Grade
9 students should know what the expectations are of them so that plans can be made,
with accommodations and modalities taken into account, with their individual
input. It is about ‘ownership for one’s learning’. By this grade level, students should be aware
of their strengths and weaknesses and respecting what is necessary to help them
learn in a challenging and stimulating environment. In communicating openly and honestly on a
daily basis as a team, Monisha lets the class know that the goal is
to accommodate these needs into how learning takes place and how it’s measured. As a professional, in the role of an educator,
it is part of Monisha’s responsibility to ensure that accommodations and
modalities are provided. This form of connection between students demonstrates
that they are all in this together, in a supportive environment with many ways
of expressing their response to learning, and understanding and respecting that
no one is better than the other, that being different is in fact the norm, (and
not the other way around).
As outlined in the Alberta
Teaching Quality Standard under letter D:
“Teachers know there are many approaches to teaching and learning. Teachers appreciate individual differences
and believe all students can learn, albeit at different rates and in different
ways. They recognize students’’
different learning styles and the different ways they learn, and accommodate these
differences in individuals and groups of students including students with
special learning.” In addition, mentioned under letter F: “They work with
students to establish classroom routines that enhance and increase students’
involvement in meaningful learning activities.
They organize facilities, materials, equipment and space to provide
students equitable opportunities to learn, and to provide for students ‘safety.” Students
should be treated equally in the classroom, but respect that they may each require
special accommodations in reaching their goals.
Another question teachers should
ask themselves is ‘how realistic is teaching for understanding in a world of
content standards and high-stakes tests? “Understanding by design means a way of
purposefully and carefully thinking about the nature of any design that has
understanding as the goal – a conceptual framework with many entry points, (a
part I really like)a design template, various tools and methods, and an
accompanying set of design standards.” Providing teachers with such tools
enables them to design or redesign any curriculum so that understanding for
students is more likely to happen. However, from an educator’s viewpoint, we must
keep in mind when we teach that, “teaching for understanding must successfully
predict potential misunderstandings and rough spots in learning if it is to be
effective. Large units need to incorporate lessons and assessments that
anticipate, evoke, and overcome the most likely student misconceptions.” This
includes being able to answer the ‘why? ‘and ‘so what?’ questions often asked
by older students, like Monisha’s 9th grade class, including Brian.
Being more thoughtful and specific when planning our units is what good design
is about; the access part thus follows - hopefully.
Hence I believe the following is
relevant to supporting my beliefs: I came
across a news article that I just have to share. It’s about a remarkable young man
(pictured here) who possesses an incredibly positive attitude, brilliant mind,
and very supportive family. What makes Monshe
Kai so interesting is the fact that he’s a fourteen year old Thai author of the
book, ‘We Can,’ who entered College
and graduated at age eleven with an Associate's
Degree Summa Cum Laude (and a
happy childhood). “His thoughts on what was probably the single biggest key
element to his tremendous successes is that when he chooses an endeavor –
whether it’s scuba diving, martial arts, or of course math and physics
classes - he puts his ‘’whole heart’’
into it. Then he follows through with
adequate time, planning and effort’’ – sounds like healthy ingredients for a rewarding
educational experience. I think this article is relative to this paper because
it demonstrates the importance of one’s belief in their own self, having a
supportive environment and the available right resources. I can’t help but
think of the movie, The Karate Kid and the power of positive thought and
perseverance!
Sherri
Moore
Considered
Response: Assignment 5 Monisha Khan
There’s a cliché I’ve lived by
for years, it being that ‘every child
should be set up for success,’ therefore this particular case study was one
of personal interest to me because we, as educators will have children with
various learning needs in our classroom and so we should allow for clear
understanding of our students’ needs, and be flexible and adaptable, as we
would a house guest requiring an extra pillow for a better rest. I’ve
experienced this need for adjustment from the perspective of being a student
myself, including one with a learning disability. I know personally how
important it is to have a teacher who is aware and cares about her or his
students as unique individuals and not one single entity to teach at. I also enjoyed reading Module 3 and learning
more about Understanding by Design and Access from a professional standpoint,
during further research for this considered response. In addition, I agree with
the author, that the whole class, with their diversified needs and learning
styles, deserves to be challenged so that true inquiry of, and for purposeful
learning and understanding can take place.
This
brings to my attention the question of asking ourselves, “What must our planning
involve in order to have an intellectual impact on all students? Those being
the less experienced, the highly capable, but possibly unmotivated; or the less
able but highly motivated and those with diversified interests and styles of
learning? (Wiggins, G, McTighe, J, 2006)
When I think of this
type of engagement being able to happen I think about attitude; the emotional
well-being of the teacher and their pupils, and the desire to want to be there.
Some students’ physiological and psychological development can impede their
school experience if not properly understood and addressed.
I would like
to take a quote from one of my favourite books, A Mind at a Time, by Dr. Mel Levine regarding his take on
accommodations. He quotes,
‘Accommodations are practices used to work around a kid’s area of weakness, but
they don’t purport to fix it. They
resemble the detours we take when road construction blocks a highway. A student may need such alternative routes so
he can go where he needs to while we’re working on his basic problem, such as
trouble with working active memory for example.
Accommodations circumvent the problem or breakdown point, enabling a
student to keep on learning and feeling reasonably good about him/herself
without risking humiliation.’ (Levine, M. 2009)
TAB student Brianne
Gruber adds an important point regarding accommodation and modification in her
initial response where she states, “The key here is for Monisha to ensure that
the accommodation is truly an accommodation, and not a modification. These are
two very different notions. An accommodation deals with the method by which a
lesson is delivered, the way a student is assessed or how they are able to
exhibit what they have learned. It is important to know that an accommodation
does not alter the quantity or difficulty level of the curriculum or work
load.”
The dialogue between school and
home should be consistent with the student’s collaboration and responsibility
for their own learning. Some students take on too many extra-curricular
activities because the parents want them to be well versed in the arts or
sports but this can come at a price.
Having strong communication between all involved about what is best for
the student will ensure better success overall at home and at school because
there is cohesive and stable consistency in place. I think of a tripod that
holds a camera in place for taking the right picture during difficult lighting -
the parents, the school and the student are the three tripod legs providing
such stability for the best successful experience possible.
I
particularly liked what another fellow TAB participant Laura Hodgson had to say
about “allowing students to show their mastery of the subject matter in
different ways. Also, that instead of
lecturing to the students, Monisha could include them in the discovery process,
including taking learning outdoors, when possible.”
Questions teachers need to ask
themselves in the classroom is “To what end is my teaching directed? What are
the big ideas and important skills to be developed during the learning? Do the
students understand what the learning targets are? To what extent does the
evidence of learning from the lesson (e.g. the leaf-print collage, the
creative-writing stories, the completed word searches) reflect worthwhile
content standards? What understandings will emerge from all this and endure?”
(Wiggins, G & McTighe, J. 2006. p 10)
The opportunity to really learn
through working with, playing with, investigating and using far exceeds just
teaching to the students. When learning becomes purposeful in a meaningful and
engaged manner, then key ideas and points of connection take place, outside of
just teaching the material, testing and hoping for the best. Students who do well in school on tests don’t
necessarily have a deep understanding of what they’ve learnt. They may be great
at memorizing but can they really show critical thinking strategies through
documentation to support their answers?
If teachers are able to think
about what ‘understanding’ is, how to design for it and how to find evidence of
it in student work then it is helping them realize that understanding has a variety
of facets to it, or better put by professionals, “it is not a single goal but a
family of interrelated abilities such as content mastery and understanding.”
This is keeping in mind with the fact that ‘knowing’ does not imply
understanding. When one says that they understood, it is necessary that they be
able to provide evidence of how they transferred their learning into knowing by
applying the knowledge and the skill into realistic tasks and settings. When
teachers believe a student understands (beyond recall), we think of them as
‘getting it!’ and as I’ve mentioned before, we are the guide on the side, not the
sage on the stage; we’re the coach who help students ‘come to an understanding
‘of what they’re learning. Reading
through this book, Understanding by Design (which I borrowed from my practicum
school) I am some-what overwhelmed by the wealth of knowledge woven throughout
its 354 in-depth packed pages. I get excited reading how we can work at
reaching all our students, and applying effective classroom management
techniques, which in turn equals a happier teacher – a good thing.
In
wrapping up my considered response to Monisha Khan’s case study, I have come to
the UNDERSTANDING that in order to be successful at engaging students in
learning, we need to be very clear about our educational purpose, not only how we teach for understanding or what
materials and activities we choose to use, but that we need to know what specific understandings we are
striving for and what such understandings will look like in practice; the specified
results in order to focus on the content as well as the methods and the
activities to achieve such results. We really do need to know our curriculum,
our students and ourselves so that challenging, stimulating and purposeful
achievement of learning can happen in a variety of accommodating, creative and
meaningful ways.
Are you familiar with the term,
‘maximal transferability?’ It means ‘the effective use of stuff not merely the
learning of stuff.’ Quoted in 1929 by
scholar Whitehead who states “Let the main ideas which are introduced into a
child’s education be few and important, and let them be thrown every
combination possible. The child should
make them his own, and should understand their application here and now…
Pedants sneer at an education which is useful.
But if an education is not useful, what is it? Is it a talent to be
hidden away in a napkin? ... Of course education should be useful… It is useful
because understanding is useful.” (Wiggins, G & McTighe, J. 2006. p 293)
As
educators we have the opportunity to make a difference in the lives of others; as
simply stated by Albert Camus, “I know of only one duty and that is to love.”
Bibliography
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
Levine, M. (2002). A Mind at a Time. New York, Simon &
Schuster
Professional Standards Branch
(2007). Teaching Quality Standard
Applicable to the Provision of Basic Education in Alberta, Government of
Alberta
Wiggins, G. and McTighe, J.
(2006). Understanding by Design – Expanded
2nd Edition, Merrill Education. New Jersey, Pearson Education Inc.
Assignment
6: Module 3: Case 2: Tracey Wong
Tracey Wong,
a grade 12 student diagnosed with ADHD has been informed that she will not be
able to receive the accommodation of writing her final grade 12 exams in the
resource room where she is used to doing her tests quietly on her own. This is because the resource room is under
renovation. Tracey is concerned that having to write her finals in the
gymnasium along with all her peers will result in lower test scores. These final marks are imperative to the
success of her acceptance into college or university upon graduation.
The dilemma in this case is that
Tracey is worrying about the gymnasium being able to provide her with the right
(quiet) environment required to remain focused during the exams. However, in my
opinion I didn’t see this as a dilemma that needed to even exist. In my opinion it shouldn’t have gotten that
far as to cause Tracey additional concern in light of her learning disability,
which only adds further stress. I think
the onus is on the school administration to organize an alternate quiet
location for Tracey to do her exams. Surely there is a spare classroom during
the exam when the grade twelve students are all in the gym?
As noted on page 198 of our Inclusive Education book, there are
a couple of excerpts stating that ‘there should be consistency’ for students with
learning disabilities and that assessments or changes basically ‘should not
occur out of the blue,’ and it also talks about the ultimate goal for students
with learning disabilities which states that the student is able to ‘progress
to the point of independence when the accommodations may be needed only
intermittently or not at all.’ That said it is important to keep in mind that
this case is regarding a high stakes testing situation whereby Tracey’s ability
to feel at ease during the very stressful exam period is of utmost importance.
The school’s responsibility is to ensure that Tracey is set up for success and
not failure.
The options that Tracey and her
parents have would first and foremost be to talk to Tracey’s teacher, her
primary educator in school. They could consider
another room in the school where the test can be taken with a proctor
officially monitoring her. I’m thinking that surely there are other students in
her grade requiring similar accommodations? If not, there must be an empty,
quiet room that Tracey will find suitable for her to do her finals? Again, I
don’t believe it need come to this point of parental involvement; the
administration can resolve this issue on their own. It is Tracey’s right as a
student diagnosed with a particular disability requiring alternate assistance
to have her needs met the best way
possible, it is not out of accordance for the school.
Stated under letter F of the
Teacher Quality Standard guide, teachers are expected to ‘organize facilities, materials,
equipment and space to provide students equitable opportunities to learn, and
to provide for students’ safety.’ ‘to establish learning environments wherein
students feel physically, psychologically, socially and culturally secure.’ ‘to
make their classrooms and schools stimulating learning environments,’ ‘to
establish routines that enhance and increase students’ involvement.’
The types of issues that need to
be addressed at the meeting between Tracey, her parents, and the school
administration is to determine what options are available prior to resorting to
Tracey taking the tests in the gymnasium and risking her losing focus and
becoming emotionally uncomfortable with the situation. My belief is the teacher and school
administration’s responsibility rests in setting students up for success in the
safest way possible. ‘IF’ it actually comes down to parental involvement with
Tracey, then Tracey’s teacher and the school should naturally want the testing
to be done fairly. Schools are like parents, their desire should be to do their
utmost best for their charges, it should be a community effort here.
If I was Tracey’s teacher I would
want her to be allowed to write her exams in an alternative location because it’s
consistent with the accommodation that Tracey was being provided. It should weigh more importantly on the
school than the renovations going on in the resource room. Students with
learning disabilities and ADHD for example, require consistency in order to
help them with their comfort level and ability to stay focused. I am thinking about Tracey being able to write
in the principal’s office or the counsellor or nurse’s office if necessary. I honestly believe there is always a Plan B,
my belief is, ‘where there’s a will, there’s usually a way’ – depending on how
badly you want it.
It is proven that if a child is
feeling emotionally uncomfortable or unstable due to their environment or
background then their learning is unfortunately hindered – it’s an example of
‘cause and effect’. The school would be
doing Tracey and other students in her situation an injustice and more than
likely contradicting their Mission Statement, of which most of them center
around providing students with a ‘safe and equitable environment in which the
best learning can take place’….
Should Tracey HAVE to write her
final exams in the gymnasium then she should be able to use noise cancelling
devices, sit at the front of the gymnasium with a tri-fold screen behind her
and be given breathing and focusing techniques to help her with her
discomfort. Her teacher can discuss with Tracey about how the school can help her; listen to her input.
Inevitably, upon graduation Tracey
will be leaving the comfort of her school and may want to consider secondary
education to further her career; therefore she will have to learn how to adapt
to working around others, often times not under accommodating circumstances.
Setting Tracey up for success should start in school before she graduates, with
teaching her how to be independent and to work around her disability. Counsellors, teachers and her family can help
guide her towards figuring out how to adapt and function in the real (and very noisy)
world as an adult. I think she will find
her place because I believe there is something for everyone, if they have the
willingness and fortitude to try.
Step 1: What is known? Gather referral information:
Mrs. Janes’ impressions of both
the student's strengths and difficulties or concerns:
Step 2: What might be happening and why by generating hypotheses:
What might be happening is the fact that Mrs. Janes does not have much experience in working with diverse students such as Salim, which naturally makes the whole AL process more difficult, but not impossible. “What to do and how to cope with Salim right now,” are Mrs. Jane’s words. What worries me is that she is thinking about how to handle or best manage this refugee boy instead of proactively thinking who is this child? What are his needs? How can I best teach him? I don’t know, I could be wrong here, I just didn’t know what to really make of Mrs. Janes’use of the word cope, I guess I don’t like it, I would expect a better approach from a teacher who is clearly faced with yet another diverse student. It doesn’t necessarily have to be negative, it could be due in part to lack of knowledge more than anything. We know so little about what is really going on here that it is easy to make bigger assumptions then need be. I would like to add though what is great though is the fact that Mrs. Janes is seeking professional support from a fellow colleague who can empathize with her. It shows her willingness to want to learn how to best to work with Salim and hopefully, quickly provide him with a safe, nurturing and positive learning environment with the opportunity to make some new caring friends.
Better communication is required if possible beforehand. A proper meeting between the principal and the mother and Salim needs to be conducted, assessments performed and the appropriate level determined for Salim. If he’s got no English language or has suffered some type of traumatic experience (possibly resulting in the spinning of the chair behavior) then it would be Salim’s best interest to receive proper assessment. The teacher can then be informed with the family history and Salim’s results and he or she can then better provide Salim with the modifications or accommodations required to meet his needs. For example, if Salim suffered some trauma which involved men and violence, then having a male teacher may not be suitable, or having a female put her arm around him may go against his ethnic beliefs. Getting to know your student and what they like and dislike helps establish a more comfortable relationship between educator and student and lends itself to creating a harmonious community within the classroom. I worked with a female grade nine student from Ethiopia whose teacher, I was told broke her arm. I can’t begin to fathom this type of violence, especially not when the student’s well-being is in entrusted in the hands of her school.
The other consideration is the fact that Salim’s original home country did not value education as we do therefore he may not have attended school at all, or did so sporadically due to his home situation, and, or political unrest. What his school may have valued as sound curriculum could very well differ from ours.
Create a list of possible contributing factors:
1. Salim swinging around in the chair indicates ‘perseveration’ (Uncontrollable repetition of a particular response, such as a word, phrase, or gesture, despite the absence or cessation of a stimulus, usually caused by brain injury or other organic disorder.) Salim’s behavior is indicative of someone who may have suffered from trauma (war torn country of origin), or some sort of brain injury.
2.Salim could possibly understand English just fine and is really more shy than anything else, or a boy who doesn’t feeling like confining himself to the rules of the classroom. I am not generally a shy person but I certainly felt awkward when I was in Salim’s shoes being introduced to my fifth grade class on my first day at school upon arriving to Canada from Africa. I was dressed differently (I wore a dress not the cool jeans Westerner students were in) and I had a funny accent. I didn’t know how to behave and so looked down as a way of trying to avoid all the eyes staring at me. My teacher told the children that they must be nice to me…it wasn’t the best advice as it seemed to only spur kids on more. You feel like you’re being put on display and the kids are very curious. I felt overwhelmed by the attention which included derogatory questions and remarks. I didn’t know how to handle this at the time. I understand that children knew so little about where I was coming from, as much as I did about them and my new home. I think some sort of set-up where-by having one student be my buddy for a few days would’ve been nice to help me feel more comfortable and adapt easier to the school routine, including understanding recess games and even slang, so I could fit in quicker. What was nice was my family lived with other South African families for a couple of months while we bought a car, settled in and found a house to rent. It had blue aluminum siding and red fluffy carpet. My house in Africa was brick with tile floors. There are so many considerations to take into account when a new student enters your class. Get to know as much as you can about each other is a great start.
3. Salim does not understand English
4. Salim doesn’t know about the expected classroom behaviour because he doesn’t understand how the school system works because he hardly attended school or his school system was not like the North American system.
5. Salim is upset about being uprooted from his homeland, living in a motel with only his mother and possibly leaving behind his dad, grandparents, friends and the only life he knew, be it good or bad, it was familiar.
6. Salim is shy. It would be good for Salim and his mom to receive the Welcome Wagon support offered new arrivals to Calgary, for example, as did my family when we first arrived. Teaching us about the Canadian culture, places to grocery shop, bank, buy a car, meet fellow South African immigrants who had arrived a while before so could empathize with what we were experiencing.
7. Salim doesn’t know what to expect because he is new to the school and their refugee status is under review while he and his mother stay in a motel.
Step 3: What you need to find out by checking hypotheses with more information:
Further diagnosing of Salim’s physical, psychological and sociological wellbeing should be considered in order to gain as much insight into where Salim is at by this point. This includes understanding the mom’s background, does she speak English herself, in order to determine what kind of support there is at home for Salim with is homework, etc. Is there stress counselling being provided for them in adapting to their new environment and what went on back home to cause them to claim refugee status? Was it political unrest? Economic situation? Husband abandonment? A single mom wanting a better future for her child?
Step 4: What you think is happening by arriving at tentative judgements:
As mentioned previously, most likely factors and additional information needed are an interpreter if Salim does not speak English very well, if at all, this includes providing a support network for both Salim and his mother, who is alone by the sounds of it, during this traumatic move in their lives. Providing a supportive, nurturing environment for Salim and his mother to live (a host family like I had) and a school that understands as much as they can about Salim will be very beneficial in aiding this little family with the fundamental tools towards a happier and better life.
Step 5: What you say, by reporting your findings:
I think in order for Salim to have a shot at settling in as quickly as possible, Mrs. Janes will need to be gathering as much background information as possible from Salim’s mother, along with the support of the local immigration center and school board. Using an interpreter if necessary in the classroom to assist Mrs. Janes in communicating with Salim so that both parties understand one another and a relationship of trust and clear communication can be established. I also think that the more support Mrs. Janes can receive from her colleagues regarding how to go about working with a refugee child, the more comfortable and effective Mrs. Janes will feel in her very important role.
I believe that even though you are new to a foreign country and that it is necessary to adhere to your new home’s rules and societal mores, one need not lose sense of their own personal identity and that includes their personal values and beliefs. Honouring a child for who they are and where they come from is important if a teacher is to build a sense of community within her classroom of diverse learners and multi-level needs.
“As teachers understand student learning more fully, they are better able to adapt their teaching to student needs and to create opportunities for student success.” (Jordan, A. 2009)
Sherri Moore 14/03/2012
Assignment
7. Module 4. Visual Case Study
Goal: To apply the Assessment for Learning (AL) in steps 1 -5.
Salim, (whose name
I looked up and found to be of Arabic origin and ironically means ‘safe’) is a
refugee who is new to the area and is staying in a nearby motel with his mother.
We do not know if he speaks or
understands English, if he attended school before, or anything more about his
family other than he has a mom and they’re staying in a motel awaiting their
refugee status. Salim is introduced to
his new fourth grade female teacher, Mrs. Janes by the female principal of his
new school. I noticed the class sizes
are a wonderful size of approximately 16 students. Unfortunately Mrs. Janes is in the middle of
a class lesson at 8:40 a.m. so is unable to sit down quietly one-on-one with
Salim. Mrs. Janes didn’t introduce Salim to the rest
of the class but instead led him to an empty desk (the furthest away from the
front board) with two girls and two boys. Salim was introduced to them, given a
paper to work on (no directions) and a box of crayons to share with Patrick. Mrs. Janes then walked away to attend
individually to her other students. Salim looked at her, began colouring or
drawing for a minute and then impulsively got up and went to a computer chair
near him and began swinging around on it. We have to wonder, what is causing
him to do this? It could a variety of factors.
In
replaying both videos over I made note of additional information I gathered:
Salim acknowledges
the principal and Mrs. Janes at the door, as though he understands what is
being said to him in English. The word
‘hope’ is written on the hallway bulletin board right by Mrs. Jane’s classroom
door. There is a religious cross on the wall inside the classroom facing Salim. There is a book on Canada behind Salim on the
shelf. The class is comprised of
approximately 18 students of multi-cultural backgrounds and gender. There are 3
white middle aged female educators. Salim is wearing a shirt with surfboard
images on the back not conducive to the environment you imagine he was living
in before, possibly the clothes were donated. Although Salim’s head is down he
does look toward the desk he is to sit in as he walks in with Mrs. Janes who
has her arm around him, this doesn’t seem to bother him. In Islamic cultures
this would not be acceptable. (I worked in an Islamic school in Calgary and
male students did not and would not touch female teachers or let themselves be
touched.) Salim then looks around the class prior to starting his picture,
appearing somewhat adverse to what is going on. He then moves over to the big
chair and swings clock-wise on it in a perseverate manner as though drawing
comfort from this repetitive behavior.
Concerns:
At the start
of Video 1, I questioned the private discussion taking place between the
principal and Mrs. Janes in front of the class. Salim was not introduced to the
whole class, leaving most of the students very curious about who he was and
what to make of him. Mrs. Janes may have wanted to spare Salim further
attention, seeing his body language as that of someone who is either shy or
uncomfortable, (head down, no eye contact or verbal response). The part in the
first video showing Salim spinning in the chair is a concern as it demonstrates
a disconnect between Salim and his previous school experience, if any. In the
second video there is an Easter rabbit decoration on the wall which indicates
that school is already in the final semester (assuming it’s a school north of
the equator) leading me to believe that Salim will be even further behind,
trying to catch up in such a short period of time. He may have to be held back,
depending on his assessments by the school. (possibly psychological diagnosing
included if trauma is involved).
There
is no mention of Salim’s dad and the possibilities can be endless regarding
Salim’s background, therefore getting the answers straight from the mother with
the aide of an interpreter if necessary, is crucial in order to assess where
Salim is at and help him settle in safely and comfortably. An IEP may be
necessary once these assessments have been completed and the appropriate
interventions put in place. Taking Salim’s cultural upbringing, his family and
their values into consideration will help address his specific personal and
academic needs towards a successful and content educational experience.
Strengths:
Mrs. Janes
knows that Salim is about nine or ten years of age, that he is a refugee boy
from another country and presumably understands some English, judging by the
fact that the principal spoke English to Salim and didn’t mention this as an
issue to Mrs. Janes. I believe had it
been a serious language barrier, the principal would’ve pointed this out right
away. Salim nods his head in apparent understanding of the teacher’s question
indicating to me that he understands some English. He appears to be able to
stand quietly while the principal and teacher talk despite the fact that he’s
visible to the whole class of students. The principal has her arm reassuringly
around his shoulders.
In the second video I noticed that Mrs. Evans responds optimistically to
Mrs. Janes question about any tips she can give her regarding Salim, of which
Mrs. Evans responds with a positive “absolutely’’.” Mrs. Evans comes across
comfortable and confident and does not imply a sense of hopelessness upon
hearing about Mrs. Jane’s new student, Salim.
I get the impression that the principal and these two teachers like
their jobs and want to help their students succeed. I am thinking that Mrs.
Janes lacks experience, thus confidence and skill in knowing how best to help
Salim while still addressing the needs of other students requiring extra
support in her class. She clearly needs to speak with Salim’s mother to get
Salim’s background information in order to understand who her new student is,
where he comes from, what his needs are and the best approach to take for him.
What might be happening is the fact that Mrs. Janes does not have much experience in working with diverse students such as Salim, which naturally makes the whole AL process more difficult, but not impossible. “What to do and how to cope with Salim right now,” are Mrs. Jane’s words. What worries me is that she is thinking about how to handle or best manage this refugee boy instead of proactively thinking who is this child? What are his needs? How can I best teach him? I don’t know, I could be wrong here, I just didn’t know what to really make of Mrs. Janes’use of the word cope, I guess I don’t like it, I would expect a better approach from a teacher who is clearly faced with yet another diverse student. It doesn’t necessarily have to be negative, it could be due in part to lack of knowledge more than anything. We know so little about what is really going on here that it is easy to make bigger assumptions then need be. I would like to add though what is great though is the fact that Mrs. Janes is seeking professional support from a fellow colleague who can empathize with her. It shows her willingness to want to learn how to best to work with Salim and hopefully, quickly provide him with a safe, nurturing and positive learning environment with the opportunity to make some new caring friends.
Better communication is required if possible beforehand. A proper meeting between the principal and the mother and Salim needs to be conducted, assessments performed and the appropriate level determined for Salim. If he’s got no English language or has suffered some type of traumatic experience (possibly resulting in the spinning of the chair behavior) then it would be Salim’s best interest to receive proper assessment. The teacher can then be informed with the family history and Salim’s results and he or she can then better provide Salim with the modifications or accommodations required to meet his needs. For example, if Salim suffered some trauma which involved men and violence, then having a male teacher may not be suitable, or having a female put her arm around him may go against his ethnic beliefs. Getting to know your student and what they like and dislike helps establish a more comfortable relationship between educator and student and lends itself to creating a harmonious community within the classroom. I worked with a female grade nine student from Ethiopia whose teacher, I was told broke her arm. I can’t begin to fathom this type of violence, especially not when the student’s well-being is in entrusted in the hands of her school.
The other consideration is the fact that Salim’s original home country did not value education as we do therefore he may not have attended school at all, or did so sporadically due to his home situation, and, or political unrest. What his school may have valued as sound curriculum could very well differ from ours.
Create a list of possible contributing factors:
1. Salim swinging around in the chair indicates ‘perseveration’ (Uncontrollable repetition of a particular response, such as a word, phrase, or gesture, despite the absence or cessation of a stimulus, usually caused by brain injury or other organic disorder.) Salim’s behavior is indicative of someone who may have suffered from trauma (war torn country of origin), or some sort of brain injury.
2.Salim could possibly understand English just fine and is really more shy than anything else, or a boy who doesn’t feeling like confining himself to the rules of the classroom. I am not generally a shy person but I certainly felt awkward when I was in Salim’s shoes being introduced to my fifth grade class on my first day at school upon arriving to Canada from Africa. I was dressed differently (I wore a dress not the cool jeans Westerner students were in) and I had a funny accent. I didn’t know how to behave and so looked down as a way of trying to avoid all the eyes staring at me. My teacher told the children that they must be nice to me…it wasn’t the best advice as it seemed to only spur kids on more. You feel like you’re being put on display and the kids are very curious. I felt overwhelmed by the attention which included derogatory questions and remarks. I didn’t know how to handle this at the time. I understand that children knew so little about where I was coming from, as much as I did about them and my new home. I think some sort of set-up where-by having one student be my buddy for a few days would’ve been nice to help me feel more comfortable and adapt easier to the school routine, including understanding recess games and even slang, so I could fit in quicker. What was nice was my family lived with other South African families for a couple of months while we bought a car, settled in and found a house to rent. It had blue aluminum siding and red fluffy carpet. My house in Africa was brick with tile floors. There are so many considerations to take into account when a new student enters your class. Get to know as much as you can about each other is a great start.
3. Salim does not understand English
4. Salim doesn’t know about the expected classroom behaviour because he doesn’t understand how the school system works because he hardly attended school or his school system was not like the North American system.
5. Salim is upset about being uprooted from his homeland, living in a motel with only his mother and possibly leaving behind his dad, grandparents, friends and the only life he knew, be it good or bad, it was familiar.
6. Salim is shy. It would be good for Salim and his mom to receive the Welcome Wagon support offered new arrivals to Calgary, for example, as did my family when we first arrived. Teaching us about the Canadian culture, places to grocery shop, bank, buy a car, meet fellow South African immigrants who had arrived a while before so could empathize with what we were experiencing.
7. Salim doesn’t know what to expect because he is new to the school and their refugee status is under review while he and his mother stay in a motel.
Step 3: What you need to find out by checking hypotheses with more information:
Further diagnosing of Salim’s physical, psychological and sociological wellbeing should be considered in order to gain as much insight into where Salim is at by this point. This includes understanding the mom’s background, does she speak English herself, in order to determine what kind of support there is at home for Salim with is homework, etc. Is there stress counselling being provided for them in adapting to their new environment and what went on back home to cause them to claim refugee status? Was it political unrest? Economic situation? Husband abandonment? A single mom wanting a better future for her child?
Step 4: What you think is happening by arriving at tentative judgements:
As mentioned previously, most likely factors and additional information needed are an interpreter if Salim does not speak English very well, if at all, this includes providing a support network for both Salim and his mother, who is alone by the sounds of it, during this traumatic move in their lives. Providing a supportive, nurturing environment for Salim and his mother to live (a host family like I had) and a school that understands as much as they can about Salim will be very beneficial in aiding this little family with the fundamental tools towards a happier and better life.
Step 5: What you say, by reporting your findings:
I think in order for Salim to have a shot at settling in as quickly as possible, Mrs. Janes will need to be gathering as much background information as possible from Salim’s mother, along with the support of the local immigration center and school board. Using an interpreter if necessary in the classroom to assist Mrs. Janes in communicating with Salim so that both parties understand one another and a relationship of trust and clear communication can be established. I also think that the more support Mrs. Janes can receive from her colleagues regarding how to go about working with a refugee child, the more comfortable and effective Mrs. Janes will feel in her very important role.
I believe that even though you are new to a foreign country and that it is necessary to adhere to your new home’s rules and societal mores, one need not lose sense of their own personal identity and that includes their personal values and beliefs. Honouring a child for who they are and where they come from is important if a teacher is to build a sense of community within her classroom of diverse learners and multi-level needs.
“As teachers understand student learning more fully, they are better able to adapt their teaching to student needs and to create opportunities for student success.” (Jordan, A. 2009)
Resource:
Jordan, A. (2009). Introduction
to Inclusive Education. Mississauga, Wiley & Sons.
Videos of Salim’s case and Mrs.
Janes conversation with Mrs. Evans
Sherri
Moore’s Assignment 8: Module 5: Visual Case Study of Tammy
Whenever you do anything, ask
yourself whether it is merely because of what other people may think about you,
or whether you are following discriminative wisdom.
Paramabansa Yogananda
Paramabansa Yogananda
Step 1: What we know:
A high achievement, independent school whose aim is to prepare all its students for college and university has a student
in grade 11 who is struggling to meet its academic expectations. Her name is
Tammy and she demonstrates high proficiency in spoken language and composition
but low scores in writing, reading and math. She is also behind on two of her
written assignments and says she takes a lot longer than others to complete her
work despite staying up late. During one
of her classes, Tammy is seen sketching an animal (beautifully) instead of
having her book open and paying attention. Tammy defends herself stating that
“Sometimes drawing helps me to listen.” Her teacher disregards her comments
telling her he knows she wants to
attend College or University and therefore has to hit this one.’ This is the
assumption of the teacher based on Tammy’s parents ‘wishes. They expect her to
attend University upon graduation and thus are willing to increase her tutoring
classes from three to five times a week in addition to her existing out-of-school activities of music, leadership camp,
and public speaking. Where is
Tammy’s heart in the matter? It’s in Art and Drama where she clearly exemplifies her talents and passion, and her father’s opinion? “Just doodling and a
waste of time.”
2:
What might be happening and why: Generating hypotheses
The
possible contributing factors or hypotheses about Tammy's difficulties:
1.
Tammy’s
own interests are not being taken into account enough. If her parents were
around enough and interested enough in what Tammy thought, felt, worried about
and wanted out of her future, they might understand their daughter better,
including her unique learning style and challenges regarding her gifted side
and challenged side.
2. Tammy’s teachers all have different
expectations of her, the male teacher expects her to perhaps consider an
alternate school with a more applied course, the other expects her at lunch and
after-school (where does Tammy get social time I wonder, let alone a break to
do what she loves so dearly?) Yet her drama teacher speaks highly of Tammy’s
performance in her Drama class/set design.
3. Tammy has too much on her plate and
her parents won’t let her drop any of the out-of-school activities, she may
also be missing out on social interactions with friends.
4. Her parents expect her to attend
University, end of story; the pressure and overall academic demand is hindering
Tammy’s success.
5. Tammy isn’t doing any kind of physical
activities like sports or drama that would help her gain confidence, health,
strength, social interactions, and help goal setting and be fun!
6.
Tammy
stays up late trying to get her work done after her other activities after
school and there is no free time for her to do what she really wants, hence she
draws during class, although she also states that it helps her to concentrate. I have heard about this before when
researching on whether kids should be doodling during class. I found out that
kids do concentrate better and focus when able to keep their hands busy and be
able to sit still during the lecture, story or lesson. Unfortunately in Tammy’s
case she didn’t have her book open nor was she following along. Personally I
found that particular class irrelevant to the real world. I wondered why would
Tammy be engaged? It was dry and perhaps confusing to Tammy in the manner in
which the teacher was presenting his theories. The white coat was also
threatening as was his approach towards her in front of the class, drawing
attention to her and physical from an almost confrontational standpoint – just
my thoughts. Also in the team meeting (video 2) he didn’t talk to Tammy but
spoke about her as though she wasn’t really there – a disconnection.
Darkness may reign in a cave for thousands of years, but bring
in the light, and the darkness vanishes as though it had never been. Similarly, no matter what your defects, they
are yours no longer when you bring in the light of your passion, your goodness.
Paramabansa
Yogananda
Step
3: What you need to find out: Check hypotheses: Gather more info
1.
What
does Tammy think? Does she realize she is different not disabled?
2.
Do
all of these teachers truly understand what Tammy’s needs are?
3.
Tammy’s
testing was done 18 months ago? Why is it not current and ongoing?
4.
What
is Tammy’s background? Home life? Is English the family’s first language?
5.
Is
the theory course which Tammy finds difficult one she can switch out of into
other that is more accommodating (and interesting) to her?
6.
Tammy
needs to be tested to determine whether she is indeed GLD (gifted/learning
disabled) then the appropriate actions can be taken to ensure her success (and
joy at being in school) and no worry about disappointing her parents who have
apparently unrealistic expectations of their daughter
7.
Are
Tammy’s parents immigrants who worked hard to make it in USA and they
themselves come from working families in Asia and didn’t have the opportunity
(due to education or economics) to attend post-secondary school?
8.
The
parents need to be brought in for a formal meeting with the principal and the
teachers to be made aware of Tammy’s exact situation and academic standing in
school. The parents need to listen to each of her teachers and to take into
consideration the necessary testing to determine whether Tammy falls under GLD.
The parents also need to work with the school to come up with realistic
solutions that will provide Tammy with the necessary tools to accomplish the
school’s academic standards OR the possibility of moving Tammy to another
school that would work around her special needs. Bottom line for me is this:
The parents have to get more involved in knowing who their daughter is and
listening and respecting her concerns, her desires and her overall happiness.
She is her own person and despite being polite and optimistic, her talents are
not being used to the best of Tammy’s advantage. She belongs in a Fine
Arts/Music school.
**On a personal note, my
niece with her corporate lawyer father and corporate leadership
coach mother (both with Masters Degrees) automatically expected her to follow
in their footsteps. After private schools, and once in University, my niece had other ideas. She dropped
out of McGill where her parents had wanted her to attend and switched over to
commercial make-up artistry at a college in Montreal. She is now flourishing
and excelling and both her parents are glad she's so happy. They rest assured as well I believe knowing she will succeed
financially, which had been an initial concern, as is the old belief about ending up a poor artist if you follow that career path.
Generally parents mean
well for their children, however in the end they need to respect their children to follow
their heart, even if it isn’t what they think is best. It's not the parents’ life
to live, and for some, it can take them time to come
around, especially when we consider how things have changed over generations. One needs to be open to change.
In Tammy’s case I wish
she could have an open communication between her parents. There is no mention
of her mother’s supportive voice in all of this other than she works. It’s
therefore my assumption that cultural perspectives need to be considered.
By providing the following accommodations (as offered by the BC Ministry
of Education) during tests and assignments Tracy should be able to complete her
assignments with less stress and the sense of always being behind:
1. Well, well,
what do you know...encouraging doodling, drawing, or use of a small squeeze
ball will help a student focus while listening or waiting
2.
Extended time for tasks requiring written output
3.
Help with organization and planning
4.
Provision of in-class notes (i.e.) photocopied
5.
Spelling – no penalty for IN-CLASS assignments or
tests
6.
Use of calculator
7.
Use of audio tape for responses (or equivalent)
8.
Use of computer for spell-check
9.
Use of scribe (on request)
10. Supervised
breaks
11. Use of
reader or electronic technology to read
12. Use of
personal music player during seatwork to aid in concentration
13. Reduce
number or length of assignments, reduce need for work shown in math
14. Preferential
seating to avoid distraction from peers
15. Prepare
Tammy for transitional phases – as GLD students do not change easily
I went online and did
some research on what it means to be gifted/learning disabled and came across an
interesting Canadian website forum designed for parents with such children. I
have included a few excerpts that I believe may be relevant to Tammy’s case,
that being one of issues around organization.
1.“Our daughter has a
great number of challenges - one being organization. I think this is common
with gifted kids but I am not 100%. We suspect she has a learning disability
but haven't figured it out yet. I have read about NLD and we are seeing a
specialist to see what they think. The only reasons I really want to know what
she is all about is so that I am better able to set realistic expectations
for her, advocate better for her, and help her to be the best that
"SHE" can be.” I
like this parent!
2.“I'm a parent
volunteer with a group in Vancouver B.C. who advocates for kids that are both
gifted and learning disabled. Our website is: http://www.gldadvocacy.info/
For parents involved in the discussion here on this thread about GLD a 58 page insightful PDF book download from our website may be useful. It is written by one of our founders, Corrine Bees - a specialist educator in B.C. for kids who are GLD. Download it from here:
http://members.shaw.ca/gldadvocacy/GiftedLDHandbook2008.pdf
Other online resources that I'm aware of that may be helpful:
For parents involved in the discussion here on this thread about GLD a 58 page insightful PDF book download from our website may be useful. It is written by one of our founders, Corrine Bees - a specialist educator in B.C. for kids who are GLD. Download it from here:
http://members.shaw.ca/gldadvocacy/GiftedLDHandbook2008.pdf
Other online resources that I'm aware of that may be helpful:
Of course more resources
are out there. Best wishes to you and your child.”
So what is GLD? I found
this out by checking out the online PDF 58 page book,(link is above) which
includes the GOLD Program offered at the Prince Whales School:
“The giftedness may mask the learning
disability and the learning disability may mask the giftedness.”
Gifted/Learning Disabled
(GLD) means someone can have high skills in one area and low skills in another.
Students who are diagnosed as GLD require teachers who understand about GLD and
are able to provide accommodations to testing, assignments and classroom layout
and adjust their learning styles (in how they approach their student) in such a
way as to help meet the student’s needs and interests. It is also about
focusing on the student’s strengths (gifted area) while working on the weak
areas (the disability). It is not about putting all one’s energy into the weak
areas and neglecting or negating the student’s strengths.
“A child who is
gifted/learning disabled is simply who exhibits great talent or strength in
certain areas and disabling weaknesses in others.”(Baum, 1989)
Additional quotes that I
found supportive of GLD:
“GLD students have been
members of sports teams, stars in drama productions, winners of Fine Arts and
Writing Awards, musicians in Stage Band and on Student Council.”
“It’s important to match
student’s learning profile to a particular teacher’s teaching style.”
“Small class sizes of
6-8 students (away from large, busy classrooms) allows teachers to respond to
individual needs where struggles lie generally in writing output and reading. Teachers
can also address student’s personal interests.” (like Tammy’s passion for Art
and Drama which in turn helps build confidence to strive in all areas)
“Educate students about
being GLD – demystify their learning needs and profiles.”
“Teach strategies for
studying, organization and presentation of knowledge.”
“Provide opportunities
to hold discussions on various issues to provide enrichment and to teach
critical thinking, problem solving and ethics, and communication skills.”
Funny enough some
suggested reading for parents and even teenage children with GLD includes a
book by one of my favourite authors, whom I’ve mentioned before. Dr. Mel Levine
wrote a book titled The Myth of Laziness. Another great book I’ve read called The Curious Incident of the Dog in the
Night-Time by Mark Haddon could help Tammy understand more about herself
and to recognize that she is not alone when it comes to teenage problems.
On a final note, in
this case, Tammy’s parents are more than likely preventing Tammy from following
her own dreams of personal happiness and success. If Tammy’s parents recognized
her strengths and allowed her to foster them, they might discover that their
daughter is more talented than they could’ve imagined. In fact she may even
qualify for a scholarship(s)!!
A poem by Tammy York, a
Gifted/Learning Disabled student:
Having a Hard Time Learning
To
turn around and not know where you are
A
book sits in front with words that are there but gone
A
note sits on a C- essay, “Dyslexia” it says
Grabbing
in anger at the label
Crumple
it into a ball and throw it at the world
Perfectionism
A
flawed jewel
(York, T. (2008). Having a Hard Time Learning.
P.58. http://members.shaw.ca/gldadvocacy/GiftedLDHandbook2008.pdf)
“In this institution called ‘school’
you are judged on what you put on paper, not what is in your head.” (by former
GLD 9th grader, Joseph Baum)
Everything you do should be done with peace. That is the best medicine for your body,
mind, and soul. IT is the most wonderful
way to live.
Paramabansa
Yogananda
Aloha Sherri!
ReplyDeleteI enjoyed reading your first post on disability, ability and responsibility. It was very interesting to hear about your early experiences with inclusion, and not noticing the differences in the classroom as a young student. I think back to when I was in school and I can recall a few instances of teacher aids and students being pulled from the class, but I think that when we are children in the class we are aren’t focused on other students and we do not see the amount of differentiation our teachers had to do.
I find it fascinating that you have had so much experience in different types of schools. This must benefit you to become a better educator. It sounds like you have picked up experience from working with other mentor teachers. I know that this is where I have picked up the best of my inspiration for teaching. Life experience is never underestimated when it comes to being a teacher. You have a lot to offer.
I also really loved your quote about classrooms being like airport terminals. It goes along well with the Teaching Across Borders theme. I love using similes and metaphors like this when understanding a concept. I try to use them in the classroom when explaining concepts to students.
Cannot wait to hear about your adventures once you are in Hawaii with me!
-Kristin
Mahalo Kristin for your thoughts, it is hard for me to imagine not really noticing the others in my class when I was young, but again, as hard as I try to remember I just can't think of anyone. We are talking mid 1970's here so I'm sure things were different back then as special needs children were sent probably sent to another school. I don't think inclusion existed back then.
ReplyDeleteI really do believe I've gained a lot from listening and observing others in education. I have this thirst for more (and thankfully so being there's much to continuously learn)that I find myself reading some pretty amazing books for inspiration. It sounds like you can relate. I would like to add that students have taught me a tremendous amount along the way. I think you and I can share a lot when it comes to metaphors and similes, I believe it helps students understand and be able to relate to what's going on in the classroom and why! I will admit this, as a teenager I was known as a punster.
Hi Sherri,
ReplyDeleteThank you for the nice response. You seem to have a good handle on the Davids case and some decent citations and resources to support your thoughts. I agree with most of your post although I do not necessarily feel that it would be wrong to remove the boys from the class. I do not feel that David’s assessment is complete and I would not feel comfortable making a judgement one way or another until I had more information. I agree with your suggestion for David to consult other teachers and do some online research to find alternative teaching methods. I think it is important to have different strategies available for different learners. Also, you briefly touched on having the boys keep the special education teacher informed of their progress. I strongly support this, but also wanted to comment that the boys are old enough and have dealt with this for long enough that they now need to become active participants in how they are being educated. In my opinion, David and the boys need to sit down and have an open and frank conversation about what they need. I think that David will gain a huge amount of insight if he opens up to the boys about needing guidance. I would imagine the boys will open up as well and a nice relationship will ensue!
Hi Carla, Thanks for your message, I forget to check comments as I get caught up in being at school and exploring my environment: )I do agree with you with respect to gathering as much information as possible re: the boys'assessments. For me, it is so important that the teacher knows as much background info as possible about their students as this can have a tremendous impact on their ability to learn. With the boys being the age they are, I agree with you that they are capable enough to have their own voice, I'm all for ownership of one's learning and that includes responsibility, and respect for oneself. Thanks for your comments! I hope your practicum is going well for you!
ReplyDeleteHi Sherri,
ReplyDeleteI very much enjoyed reading your Initial Response to Case 8. You summarize what we know about the situation succinctly, accurately weaving in both Tammy’s strengths and weaknesses throughout the opening paragraph. Everyone expects Tammy to go on to university, but you point out “where is Tammy’s heart in the matter?” I agree that although Tammy demonstrates a high proficiency in the spoken language, her voice is the one that seems to be most often overlooked in this case. Do we see this happening in our own practice and in our own schools?
I agree with your hypothesis that her parents don’t seem to understand their daughter and that her teachers have different expectations for her. The meeting is a good starting point for everyone getting on the same page, however, with the absence of her parents this might not happen. You point out that more information needs to be gathered such as further testing for Tammy, setting up a formal meeting with her parents, and asking Tammy what she thinks.
I appreciate that you were able to share your own personal experiences about your niece. This brought the case to life in a real world situation. Your consideration for cultural differences is also an insightful observation. Well done!
Thanks again for sharing!
~Cheryl
Hi Cheryl,
ReplyDeleteThanks so much for your response and for the kind words. I believe we think along the same lines. I do believe we see this going on in our practicums, I most definitely have, even from the teachers, especially in private school settings, more than likely because the pressure is on the teacher to get the student to produce strong academic grades. Greg's thoughts were that my wishes for the parents to honour their daughter's true calling and her strengths were perhaps too difficult and that the necessary change wouldn't happen without some kind of falling out between the parents and Tammy. Sad isn't it? I went through that with my dad because he didn't care about my A's in Art, he brushed it off with comments regarding my low math scores - all the way up to high school. My heart of course eventually won out (it's a hard thing to ignore I found) when I quit my insurance underwriting job many years later and returned to university to pursue Art and eventually ended volunteering Bolivia as a result and staying to teach for 8 years..and here I am completing my teaching degree in order to keep on following my heart. My father passed away in November of cancer and the night before he did he told me he was so proud of me and my commitment to follow my dreams. Wow or what hey? It meant so much to me as you can imagine so reading Tammy's case was personal in more ways than one.
I hope your TAB is going well for you. I head back to good ol'cowtown tomorrow night and then it's getting along with life, as scary and exciting as that will be :) Thanks again for your comments, all the best! Sherri
Response to Assignment 8
ReplyDeleteHi Sherri,
I appreciate your insights into the Case of Tammy and the quotes from Paranabansa Yogenadnda in your assignment. Tammy indicated in the second video that she did want to do better in her studies. Do you think she really meant what she said, or she was just saying that because of the pressure from her parents to do well in school? If Tammy does not mean to do well in school, than she would not have a positive attitude about her studies. I'm not sure if Tammy does feel positive truly about her studies other than her art and speech. She may feel discouraged because she is not understanding the material. Whether that is because English is a second Language to her, or her brain can not congnitively understand the material as readily as some other students, is open to interpretation since we are not told. I would like to investigate through talking with Tammy and her parents about English and having take some updated testing to see if that will help take steps to her doing better in her writing and math. I agree that not enough time is being spent for Tammy to pursue her interests. She is not getting support for her interests from her father either, which would put extra pressure and anxiety on Tammy that she is not meeting her father's academic expectations. I think the parents are trying to be involved. It is difficult if both parents are busy working. It may be necessary for thier family. Having phone interviews is a good start to getting them more involved in Tammy's education. As teachers we need to show empathy and understanding to parents and the family before we can start building good communication for their child's education. Tammy is not getting enough free time to pursue her interests, and get physical exercise and rest that she needs. Tammy needs to have a meeting with her parents to discuss her work load and see if they can come to an understanding of what is a reasonable work load for her while she is finishing highschool. Working out a a time management chart may help with her organizing her time, and prioritizing it. I don't think it's wrong to say that Tammy may have a disability with writing and math. The first step to correcting a problem is to acknowledge what the problem is. Her tutoring should have a focus on these weak areas and having her work on projects she is behind in at school. The accomodations for her classes such as extra notes, organization and planning, and extended time would help Tammy. All the teachers can work together to help Tammy prepare and meet goals through an IPP. The science teacher seems the most doubtful about Tammy's abilities, and even suggested she take a remedial course outside from his class. If his class is not working out for Tammy, she could arrange to take a correspondence course,or one with another instructor that may help her meet her goals to graduate. Thank you for sharing about your neice. It is important for parents to support their children in what ever educational endeavors they are passionate about.
Andrea Winters