This week has been great. It was a full week of academic instruction. I learned about reviewing the data to write annual and benchmark goals. The role of a learning specialist is very different than the general education teacher. I see why it is important to collaborate and why some people call it a marriage. You must support really follow the lead but also makes suggestions your co-teacher. Sometimes the suggestion is received well and sometimes it is not received well. If personalities clash between you and your co-teacher it may hinder the growth of the students. I am blessed to say that I have another amazing cooperating teacher and her co-teacher is great also. They work well together and they include me in the planning and classroom conversations. I feel welcomed and I also feel that I am learning so much by watching this co teaching duo.
As a learning specialist I have been learning the rhythms of this inclusive classroom and learning to support the students. My CP taught me how to work with students and their goals to progress monitor. I began working with students and their goals. I have learned about 95 percent of all the students names. I feel like I have learned their class schedule and most of the expectations. Monday was a good day to really observe the routines of this 4th grade class room. I was able to sit in on their morning meeting and I was formally introduced to the classroom. The students have been very respectful. It is interesting to see the differences in the students between 4th graders and 3rd graders. This group is a large group of 30 students. 9 students have and IEP. One student has a behavior plan and 2 of the 9 students have independent functioning goals. It is a very busy classroom but I feel that the co-teachers do a great job with implementing structure and routines so that the classroom runs smoothly.
On Tuesday, both my CP and our co-teacher were absent due to a training. There were 2 subs and myself. The first part of the morning, I followed my routine to support the 3rd graders in guided reading. After lunch I went to 4th grade and gave my support their as the learning specialist. I had a great scare during the scoot math activity one of my students had an asthma attack. The students made me aware of the student. She was hyperventilating, crying and was able to utter the words... "I cant breath." As the students appeared in a frenzy and scared, I kicked into to action. I assessed the student who was sitting at her seat. I heard one student yell "She needs her inhaler!" I sent that student to go get it. I asked another student to buzz the office. I asked all the students to take a seat and move away from the student. As we waited for help, I knelt down held the students hand, made eye contact and spoke to her calmly. I tried this co-regulating technique to have her focus on my breathing and asked her to slowly fill her belly with air. At that moment the Principal and Assistant Principal arrived with her inhaler and it was given to the student. It was very scary for me but I know that I had to remain calm. The subs in the room kept the other students calm. Administration notified her parents. She was able to breath at her normal pace and she was as if nothing ever happened. Standard 9 - Professionalism, Leadership, and Advocacy-The Competent Teacher 9C) understands emergency response procedures as required under the School Safety Drill Act [105 ILCS 128/1], including school safety and crisis intervention protocol, initial response 8 actions (e.g., whether to stay in or evacuate a building), and first response to medical emergencies (e.g., first aid and life-saving techniques);
On Wednesday we had average day in which we followed an uninterrupted schedule. I was able to do guided reading with my CT in 3rd grade. We also implemented a vocab lesson specific to our guided reading groups. The students responded well to Wordly Wise. I also gave math support in 4th grade and worked with 2 students on their goals.
On Thursday, I was able to observe the 4th grade guided reading group before I can start running guided reading groups on my own. I observed how they work and because their are so much larger than the 3rd grade group they run much shorter. The students do a good job of following the instructions. I was also excited to be invited to my first IEP meeting as a student teacher. I have attended other IEP meetings as a translator and not really understanding the whole meaning of what I was translating. It was my first time in an IEP with a different role and also a different lens. I was a bit nervous because it is in my nature to feel as if I am eavesdropping in peoples personal business. I have to get over that and just know that it will be my job to help my students and ask questions and give recommendations. The student is sweet and her mom was welcoming and kind. The Team also made me feel welcomed. The Assistant Principal even prompted me as to were to refer to something on the IEP and explained something in detail for my learning purposes. I appreciated that.
On Friday, I reviewed the vocabulary packets with my 3rd graders and gave them their 1st Wordly Wise Vocab Test. They did very well. Standard 7- Assessments-The Competent Teacher 7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes. I am learning that differentiation is a lot of work but it worth it because you get to meet the students were they are and challenge them just enough to grow. My afternoon consisted on reviewing the data of my 4th grade students in order to begin with the guided reading groups. My CT and I worked together to determine the groups and who will work with who. We pulled the books and resources needed so that I can start doing guided reading on Monday. I will have 3 small groups.
A personal insight this week was in watching all the moving parts of a school setting. How everyone works with the students and re part of their education. Seeing how the speech teacher comes in and works with her students. I watch the MTSS assigned teacher give additional support to the students. The psychologist comes in and picks up her students. When the students go to Art, Music, Dance, PE and even lunch and Recess. How they work with their teacher, co-teacher and paraprofessional. I see all this and think Wow! Their are so many moving parts to navigate. I also think of how the students learn and grow and how even the families play a role in the students learning. In this personal insight I think of all the people who played a role in my own children's education and growth. It reminds me of the saying, "It takes a village." Standard 8 - Collaborative Relationships-The competent teacher: 8J) works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals.
Goals for the next week:
As a learning specialist I have been learning the rhythms of this inclusive classroom and learning to support the students. My CP taught me how to work with students and their goals to progress monitor. I began working with students and their goals. I have learned about 95 percent of all the students names. I feel like I have learned their class schedule and most of the expectations. Monday was a good day to really observe the routines of this 4th grade class room. I was able to sit in on their morning meeting and I was formally introduced to the classroom. The students have been very respectful. It is interesting to see the differences in the students between 4th graders and 3rd graders. This group is a large group of 30 students. 9 students have and IEP. One student has a behavior plan and 2 of the 9 students have independent functioning goals. It is a very busy classroom but I feel that the co-teachers do a great job with implementing structure and routines so that the classroom runs smoothly.
On Tuesday, both my CP and our co-teacher were absent due to a training. There were 2 subs and myself. The first part of the morning, I followed my routine to support the 3rd graders in guided reading. After lunch I went to 4th grade and gave my support their as the learning specialist. I had a great scare during the scoot math activity one of my students had an asthma attack. The students made me aware of the student. She was hyperventilating, crying and was able to utter the words... "I cant breath." As the students appeared in a frenzy and scared, I kicked into to action. I assessed the student who was sitting at her seat. I heard one student yell "She needs her inhaler!" I sent that student to go get it. I asked another student to buzz the office. I asked all the students to take a seat and move away from the student. As we waited for help, I knelt down held the students hand, made eye contact and spoke to her calmly. I tried this co-regulating technique to have her focus on my breathing and asked her to slowly fill her belly with air. At that moment the Principal and Assistant Principal arrived with her inhaler and it was given to the student. It was very scary for me but I know that I had to remain calm. The subs in the room kept the other students calm. Administration notified her parents. She was able to breath at her normal pace and she was as if nothing ever happened. Standard 9 - Professionalism, Leadership, and Advocacy-The Competent Teacher 9C) understands emergency response procedures as required under the School Safety Drill Act [105 ILCS 128/1], including school safety and crisis intervention protocol, initial response 8 actions (e.g., whether to stay in or evacuate a building), and first response to medical emergencies (e.g., first aid and life-saving techniques);
On Wednesday we had average day in which we followed an uninterrupted schedule. I was able to do guided reading with my CT in 3rd grade. We also implemented a vocab lesson specific to our guided reading groups. The students responded well to Wordly Wise. I also gave math support in 4th grade and worked with 2 students on their goals.
On Thursday, I was able to observe the 4th grade guided reading group before I can start running guided reading groups on my own. I observed how they work and because their are so much larger than the 3rd grade group they run much shorter. The students do a good job of following the instructions. I was also excited to be invited to my first IEP meeting as a student teacher. I have attended other IEP meetings as a translator and not really understanding the whole meaning of what I was translating. It was my first time in an IEP with a different role and also a different lens. I was a bit nervous because it is in my nature to feel as if I am eavesdropping in peoples personal business. I have to get over that and just know that it will be my job to help my students and ask questions and give recommendations. The student is sweet and her mom was welcoming and kind. The Team also made me feel welcomed. The Assistant Principal even prompted me as to were to refer to something on the IEP and explained something in detail for my learning purposes. I appreciated that.
On Friday, I reviewed the vocabulary packets with my 3rd graders and gave them their 1st Wordly Wise Vocab Test. They did very well. Standard 7- Assessments-The Competent Teacher 7J) uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes. I am learning that differentiation is a lot of work but it worth it because you get to meet the students were they are and challenge them just enough to grow. My afternoon consisted on reviewing the data of my 4th grade students in order to begin with the guided reading groups. My CT and I worked together to determine the groups and who will work with who. We pulled the books and resources needed so that I can start doing guided reading on Monday. I will have 3 small groups.
A personal insight this week was in watching all the moving parts of a school setting. How everyone works with the students and re part of their education. Seeing how the speech teacher comes in and works with her students. I watch the MTSS assigned teacher give additional support to the students. The psychologist comes in and picks up her students. When the students go to Art, Music, Dance, PE and even lunch and Recess. How they work with their teacher, co-teacher and paraprofessional. I see all this and think Wow! Their are so many moving parts to navigate. I also think of how the students learn and grow and how even the families play a role in the students learning. In this personal insight I think of all the people who played a role in my own children's education and growth. It reminds me of the saying, "It takes a village." Standard 8 - Collaborative Relationships-The competent teacher: 8J) works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals.
Goals for the next week:
My goals for next week are to learn more on progress monitoring and writing IEP's. I will learn 100 percent of the students names. I will continue to learn about IEP'S, modifications and accommodations. I may be able to sit in at my 2nd IEP meeting as long as the parents give permission. I will prepare for my observation with Ms. Royster on Wednesday.
Your blog continues to show the progress you are making and experiences you are taking part in during your experiences. You certainly had a full week and handled the urgent situation with care and concern. I hope they teacher has since informed you of all medical and other important updates so you have access to the plans needed.
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You have gathered a lot of information necessary to be successful SpEd teacher. This was a good week. IEP meetings are so important as they set the student up for success if done with the preparation and cooperation of all who are involved.
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