Journal 10/7/09 Oops...I forgot!

Domain 7 Communication

My teacher spoke patiently and sweetly to the student with an emotional disability twice today. I know that sounds a little silly, but it really stood out to me today because I think they were both times when no one unfamiliar was in here. I was super excited! It was like she was interested in him and cared for him. (which I'm sure she does, but it appeared to be demonstrated)

Domain 5 Methodology
Also, the aide is still having a hard time with her 6th grader; he just doesn't seem to be doing any of his work correctly. After a few weeks (at least, that's how long it seems) of this, I began to reflect more on it today. Obviously, this should be a red flag that reteaching needs to be done, but that is not the flow of things in here. He has to do papers over, but it is just assumed that he knows how to do something. Well, what if he did "get it" before hand but has lost in since? I was trying to think how he might feel every day, feeling like a "failure" or just frustrated that he isn't getting it or doing the work right. I know he does try hard. It hurts me for him, and I hope they will figure something out before this cycle continues too much longer. That is definitely where the teacher should jump in (whether she instructs him or not) because that should be her expertise.

I observed another class today and the speech teacher. I noticed in the classroom the number of times that teachers ask yes/no questions. OH MY! It brought to my attention the fact that I must be careful to steer clear of using these "knowledge" questions; if you can even call them that. It seems like that is just answering the question for the student already. Ex: Did the boy REALLY mean to hurt the dog? :) Not too many children would answer "yes".

I was kind of disappointed in the speech teacher. Even though she was working on language, she didn't take advantage of opportunities to correct or teach articulation, nor did she use all opportunities for language development. She also did a very poor job at asking questions and explaining things (for the level they are at). Grant it, she has only worked with them once, but still, they are 1st graders with disabilities. I do not think that time was used the wisest. To me, especially if you are working on language, you should have students using their words at every chance. She even answered for some of them sometimes or didn't give them a chance to speak at key moments. Ex: What number did you spin?

Domain 3 Professional Development

I asked one of the 4th grade teachers to see her standard assessment plan. The 4th grade teachers made a list of standards to teach for each quarter. Then they made assessments based off of these standards. They assess 3 times a quarter. This teacher had a notebook with lessons for all the standards that are supposed to be assessed for this first quarter, all morning work that corresponds, and reteach activities/lessons/etc. I like this! I would just add the component of having a standard sheet for each student and having being able to show progress/mastery of the standard. I wonder if making students responsible for this too would help? Have them check off standards as they master them...in a notebook that is their own...maybe they would see it as a personal challenge?!? Then (here goes some brainstorming), what if I had baskets at centers with specific standards on them and students when allowed to go there, could pick the baskets of the standards they still need to master? Oh my goodness...I want to try that! I don't like focusing SO much on standards but that is the name of the game in today's day and age, and it would definitely be worth a shot!