I currently hold my Bachelor of Arts in Psychology with a Spanish minor from UC Merced. Soon after obtaining my bachelor’s, I was offered a paraprofessional position at Sherman Elementary School in San Francisco. Presently I have gained four years of experience assisting kindergarten through 5th-grade students with mild to moderate disabilities. My aspirations are to further my education as it pertains to students with special needs and ultimately become a teacher.
I am interested in the Special Education MA/Credential program offered by USF because it grants one the opportunity to take courses towards a degree while being part of a paid internship. As an aspiring student of USF, I aim to apply what I learn in the courses in my own classroom. …show more content…
I aim to accomplish both aspects of being a successful special education teacher. In my present job as a paraprofessional, I have been faced with numerous situations where my Spanish fluency has served to my benefit in translating between the teacher in charge and Spanish speaking parents. I have also attended IEP meetings where I was the translator. It has been a pleasure helping staff and parents communicate and voice their student concerns. Furthermore, one of my goals as a special education teacher is to collaborate with parents and resolve any concerns they may have at home or inside the classroom pertaining to their child. Considering it can be difficult for a student with disabilities to engage in conversation, I hope to increase verbal discussion by contacting parents to ask about student-family activities. I will use this information as conversation starters with students, as well as topics for class writing …show more content…
I have supported students in completing work independently as well as in a group. During this time, I utilized their reward chart visual as a constant motivator and reminder of what they were working towards. My high intuitiveness and calming nature were proven helpful in de-escalating individual students’ behavior if overwhelmed, frustrated or confused. I allowed students to take some space in the calm area of the room, provided them with emotion visuals they could utilize, encouraged them to use their words and gave them suggestions as to why I believed they were upset. I also increased child safety during recess and lunchtime by proposing paraprofessionals work with a certain group of students, to increase awareness of each student’s location. Additionally, I have reassured students followed the directions by presenting them with their visual schedule, along with their reward chart to facilitate student cooperation. Further, I have fulfilled the teacher role when the regular teachers were not present by ensuring the usual school day activities were followed and students completed their normal routine. I familiarized the substitute with the class schedule, specific student routines, and expectations, as well as informed them how they could best support at all times. In our classroom, morning circle is a time for students to check in, sing songs, learn about the day’s
I am interested in the Special Education MA/Credential program offered by USF because it grants one the opportunity to take courses towards a degree while being part of a paid internship. As an aspiring student of USF, I aim to apply what I learn in the courses in my own classroom. …show more content…
I aim to accomplish both aspects of being a successful special education teacher. In my present job as a paraprofessional, I have been faced with numerous situations where my Spanish fluency has served to my benefit in translating between the teacher in charge and Spanish speaking parents. I have also attended IEP meetings where I was the translator. It has been a pleasure helping staff and parents communicate and voice their student concerns. Furthermore, one of my goals as a special education teacher is to collaborate with parents and resolve any concerns they may have at home or inside the classroom pertaining to their child. Considering it can be difficult for a student with disabilities to engage in conversation, I hope to increase verbal discussion by contacting parents to ask about student-family activities. I will use this information as conversation starters with students, as well as topics for class writing …show more content…
I have supported students in completing work independently as well as in a group. During this time, I utilized their reward chart visual as a constant motivator and reminder of what they were working towards. My high intuitiveness and calming nature were proven helpful in de-escalating individual students’ behavior if overwhelmed, frustrated or confused. I allowed students to take some space in the calm area of the room, provided them with emotion visuals they could utilize, encouraged them to use their words and gave them suggestions as to why I believed they were upset. I also increased child safety during recess and lunchtime by proposing paraprofessionals work with a certain group of students, to increase awareness of each student’s location. Additionally, I have reassured students followed the directions by presenting them with their visual schedule, along with their reward chart to facilitate student cooperation. Further, I have fulfilled the teacher role when the regular teachers were not present by ensuring the usual school day activities were followed and students completed their normal routine. I familiarized the substitute with the class schedule, specific student routines, and expectations, as well as informed them how they could best support at all times. In our classroom, morning circle is a time for students to check in, sing songs, learn about the day’s