If we do not start doing right by our students, all students, we are going to keep losing them at an astounding rate. Doing the right thing is not an option...it’s an imperative. There are lives in the balance, and we all need to do everything we can to make sure those lives are not lost (Greene, 2015). Teachers have the awesome responsibility and wonderful opportunity to teach children with a wide range of diversity. Every classroom is filled with untapped potential. Every student matters. Teaching children is a privilege, and when this view becomes the norm, we will reach all of students, and all of students will reach their full potential. The assignment template for this week, Equitable School Culture Analysis, was very revealing
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This seems to be the year when learning takes a pivotal change at Platte River Academy. Academic challenges increase, recess time decrease, and demand for more written work vs. multisensory response is expected. The students with attention difficulties and executive functioning issues have trouble staying abreast with their peers. After completing several short classroom observations and feedback cycles with the teachers, we sat down to talk about some strategies to address this problem. We brainstormed together, and collectively it was determined that there is a strong need for professional development in the area of executive functioning. The teachers were excited to hear that what they were teaching was relevant and impactful, but they agreed that they need to learn how to reach their reluctant learners with the good lesson content. Together we decided that what was being taught did not need to be altered, but that the how did. To begin the process the following step have been initiated this …show more content…
I provide material written by Peter Anstee, to begin the differentiation process: structuring learning, refining learning, groups and grouping, challenge and support activities, assessment and feedback, and actual lesson development (Anstee, 2011).
Social: Together, we developed positive classroom expectations that support inclusion and eliminate exclusion. A set of clear expectations and outcomes are now posted so that all students will clearly understand classroom norms. Specific step are in place to help students with regulation, inhibition, working memory, planning and organizing goals, task initiation, self-monitoring, and flexible thinking. Many students are not proficient in all of these areas, so it is important for scaffolding to be in place to address their needs.
Emotional Health and Welfare: Teacher led activities are now being introduced to support inclusion. Student inventories and times for one-on-one communication with the teachers is not also incorporated into the daily schedule. Strategies from a Peaceful Playground are being used to facilitate recess and lunch open time. Accommodations from the plan will be monitored for use and effectiveness. The fifth grade team will be meeting with the MTSS team monthly to continue collaborative strategies in all of these
This seems to be the year when learning takes a pivotal change at Platte River Academy. Academic challenges increase, recess time decrease, and demand for more written work vs. multisensory response is expected. The students with attention difficulties and executive functioning issues have trouble staying abreast with their peers. After completing several short classroom observations and feedback cycles with the teachers, we sat down to talk about some strategies to address this problem. We brainstormed together, and collectively it was determined that there is a strong need for professional development in the area of executive functioning. The teachers were excited to hear that what they were teaching was relevant and impactful, but they agreed that they need to learn how to reach their reluctant learners with the good lesson content. Together we decided that what was being taught did not need to be altered, but that the how did. To begin the process the following step have been initiated this …show more content…
I provide material written by Peter Anstee, to begin the differentiation process: structuring learning, refining learning, groups and grouping, challenge and support activities, assessment and feedback, and actual lesson development (Anstee, 2011).
Social: Together, we developed positive classroom expectations that support inclusion and eliminate exclusion. A set of clear expectations and outcomes are now posted so that all students will clearly understand classroom norms. Specific step are in place to help students with regulation, inhibition, working memory, planning and organizing goals, task initiation, self-monitoring, and flexible thinking. Many students are not proficient in all of these areas, so it is important for scaffolding to be in place to address their needs.
Emotional Health and Welfare: Teacher led activities are now being introduced to support inclusion. Student inventories and times for one-on-one communication with the teachers is not also incorporated into the daily schedule. Strategies from a Peaceful Playground are being used to facilitate recess and lunch open time. Accommodations from the plan will be monitored for use and effectiveness. The fifth grade team will be meeting with the MTSS team monthly to continue collaborative strategies in all of these