Video Response 3 Addressing a student’s needs plays a vital part in the student’s academic success. Understanding one’s needs requires that a teacher take the steps to understanding the child’s personality traits, interests, abilities, disabilities, and so forth. Students are more likely to grasp the interest of learning a specific subject if they feel that the teacher is kind and understanding, just as Trisha and Brittany’s teachers is. Brittany’s mother mentions that a significant change is notable in Brittany’s self-esteem and grades (Kirk, Gallagher, & Coleman, 2015). Trisha certainly associates her good grades to her relationship with her science teacher and identifies her teacher as helpful (Kirk, Gallagher, & Coleman, 2015).
Kristin helps children learn through figuring out where they are at, targeting achievable goals, coming up with strategies to meet those goals, and practicing until they meet them. This model would be similar for a child with a disability, except the goals would be broken up into smaller more achievable goals. Her personal approach to learning is “All out, go get it!”. This no holds barred approach always starts with research and helps her stay focused and on track.
My goal is to establish strong partnerships with instructional programs, high schools, colleges, and universities to provide MESA students with a comprehensive support network and a seamless pathway toward their academic and professional
Throughout high school I have participated in many different activities and programs, but one of the opportunities I was given I will carry with me forever. As a junior at River Valley I participated in the Marion General Teen Volunteer Program. After interviewing and being placed in the physical therapy unit I took the opportunity to branch out into other areas of the hospital. I soon made my way to the labor and delivery floor where everyday a miracle happened. My duties while volunteering included assisting the nurses during hearing checks, changing diapers, and rocking crying infants in special care.
This highly regarded and welcoming space that provided diagnostic and instructional support for at-risk elementary students and educators. In this position, I was part of a team that offered 6-week intervention program to students with complex learning needs. At the end of the session, with support, students presented how they learn, and personal strategies that work for them to their teachers, principals, and families. Since the central focus we offered parent nights, and professional development (e.g., planning, modelling lessons, understanding classroom needs, creating assessment and evaluation tools, staff presentations, think tanks, and student follow-up visits) based on the needs of educators, and an annual learning conference. This experience only enhanced my desire to support my students (youth or adults) in understanding multiple intelligences and how it influences the way they learn, remember, perform, and understand, as well as how they engage with others while learning about
The team is not only responsible for following a set process, tey are also responsible for identifying appropriate services for ELLs that are not demonstrating adequate academic progress. In such cases, the team must identify the problem or challenges the student is facing, collect a robust body of evidence that showcases the students current level of performance, and perform formal observations of the learning environment. Evidence-based interventions are then put in place to target the lagging skill(s). These intervention are then monitored through documented progress monitor assessments tools (i.e. work samples, formative assessments, observations). In the end, if the students fails to demonstrate growth after interventions have been in place for an extended period of time, and the MTSS process is followed with fidelity, the team can move forward with a special education referral (Colorado Department of Education,
As above the name of the organization I chose to research is Aim High. This organization is located in seven different cities, mostly concentrating in Northern California. Out of those seven cities, it operates in seventeen different places. The organization helps low-income students and it contributes to the local communities by providing the students learning and academic experiences so they can be successful in their future studies. Their mission is to “nurture the promise and potential of middle school students from low-income neighborhoods, prepare students for high school, setting them on the path to college and future success, and inspire the next generation of teachers and educational leaders” (Aim High, n.d.).
I aim to achieve this goal with the help of your institution by working hard, continually advancing my education, and using evidence-based findings to guide my
From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would
One final way my instruction supported the learning of my students happened at 0:08 in the second video clip. Here I had my students get into groups to discuss their final thoughts and use the evidence from their sources to support them. I believe that this helped those students who need greater support and those who need more of a challenge. This helps those students who need more help because if they didn’t finish for did quite understand what to do their partner can help them fully understand what I was asking of them. Sometimes talking with someone and hearing what they did can help these students.
Rearranging the classroom, researching ideas but most importantly getting the necessary training to support children with exceptionalities and their families is the process that I constantly work on and try to
Marva Collins said it best when she wrote, “When someone is taught the joy of learning, it becomes a life-long process that never stops. That is the challenge and joy of teaching. Students need teachers who believe that all children are achievers and who take personally the failure of any one child.” While all teachers should believe every student can succeed, the question that always remains is how does a teacher ensure every student achieve their goals? Teachers implement a variety of techniques that are integrated with the hopes of advancing the educational ambitions of their students.
After six first days of school, I have realized that before I pass out the text books, I need to form that important bond and determine what motivates my students to come to school. I instill in them that they are just as important to the class as I am and when they are gone, we all miss out. They miss class and we miss their participation. I need my students to know that my class is a safe place where they are accepted and cared about. Rebore’s words also made me realize that there is very little “traditional learning” that takes place in my classes.
When I decided to train to become a professional school counselor, I knew I had a long road ahead. I am trained to be a teacher, a special education teacher to be specific, and though I will be able to use much of my past experience as a classroom teacher in my school counseling practice, I am aware that I will also need to see my students in a new way, a more holistic way. I will need to focus not only on what works in the classroom, but what works in order to motivate and support the students with whom I meet. It is essential for me to determine what will drive me, inspire me to be the best school counselor for both my school and students, therefore, I must determine my professional philosophy of education and school counseling and develop my beliefs, vision and mission statements.
In my first academic school year, I began as one on one aide for a student in a general education kindergarten class three days a week. At the time I was a new educator with little experience with children with intellectual disabilities and behavioral issues. I quickly learned to avoid triggers, react effectively to behaviors, and follow through with a consequence to manage disruptive behavior. For the next two years I worked with a SDC Preppy K/Kindergarten class where I became the mainstreamer for students that had goals of transferring into a general education
