Instructional Reflection

I felt it was a really instructional video even though it came out in 1989. It is a resource that resins to issues still in society and the classroom. I liked the part about sarcasm and how the guy advised against using it because you make a victim out of the person who you used sarcasm with even though the rest of the class may get enjoyment out of the teacher using sarcasm in his tone of voice. Anxiety makes students unable to answer simple questions. Quitting in less than 6 minutes was surprising for this experiment when these students were expected to give a response. This experiment offered humor and education. Processing: pace of the class was too fast for these students but as a mainstream teacher LD students have difficult processing …show more content…
I can understand this problem because I grew up with ADD and ADHD. Everything caught my attention and I would be kicked out of class for my comments that weren 't relevant at the time. My teachers never understood my problems. It wasn 't until middle school when I began focusing a little more with my Ritalin, but I was still sent to ISS by one teacher Mrs. Cresco because i would blurt out. She had a personal vendetta against me I felt, and it was because of my weekly trips to ISS that I missed my 8th grade trip to Darien Lake. Punishing a LD student for giving the wrong answer due to the inability to process language. Techniques: One on one with a LD student. Make a deal with that student: never call on you unless I 'm standing in front of you at your seat. Look at them and thank them when called on. Ask them questions you know they can answer. After this the student will be able to survive the volunteer process for giving answers. LD 's don 't like surprises and won 't volunteer. Real reason: no reinforcement for the right answers. Chastised for mistakes or wrong answer. "Why should I play this game?" Is what many LD students ask themselves after encountering this dilemma in their years of …show more content…
Writing process is very difficult for students. Oral Expression: Dysnomia: word finding problem; LD kid happens to him 100 's of times a day; Storage and Retrieval: Problem with LD students with retrieving information and storing information. Associative Task: Do more than one thing at one time; talking and driving. Cognitive Task: one thing at a time. LD speaking is a cognitive process and they can only do that; not take notes and listen. This instructional video made me realize just how difficult a learning disables student 's education is. Time is of the essence during a 40-minute lesson, but LD children need that time. Time is the greatest gift we can give children. Reading and Decoding Activity: We were taught that spacial orientation does not dictate object identification. I realize that the way I talk may impede a student with a learning disability because I can talk very fast. Best way to break a teacher who only uses rhetorical questioning give them a student who always answers rhetorical questions. I found this very amusing and helpful as a soon-to-be educator. This video hit home with me because I was a struggling learner with ADHD and ADD, and many teachers didn’t adapt their teaching to my problems towards learning. Auditory input is a very useful resource for teachers to use when reading stories to children who is a LD. I was enlightened to learn about fairness and