your thought process of students with special needs evolving from when you first walked into the room and as you are leaving the room. It is remarkable what they are saying.
When they walked into the room they thought this was going to be waste of their time and I am not a special education teacher, what do I need to know about this for. When they walked out, what they knew, they filled a page of what they knew they liked about law, procedures, expectations and everything that they needed. Most of them said that they wished they had this class sooner.
Interviewer: That is really exciting.
Ann: So, I am real pleased with that, but I am still going to make some changes for the next time I teach it and I think it can get even better; …show more content…
I think we have to, because we reflect and think about if they got what I wanted them to get out of this class. Did the goal match what the end result is? I think I can gage with my students, and sometimes it doesn’t work at all and we didn’t hit it because we got off track or we were thinking of something else. If you stick to a goal, regardless of what your students need, then you are missing teaching opportunities. So, I guess that is my final piece on that.
Interviewer: Absolutely, well, thank you so much for agreeing to do this and I only have one last question. Is there anything that you think I should know or anything that you wish I had asked or that you want to share in regards to design thinking or strategies that you use?
Ann: No, I can 't think of anything other than teaching, I think, is a profession that is such an art. It is absolutely an art and people say it’s a science too, and it is, but we have to pay attention to what it is that our students need and how do we meet their needs? In special education, that is what we do and that is our general philosophy. We need to meet our student 's needs and we don’t expect them to follow this mold of the perfect student and to pay attention to everything I say. I am not the keeper of knowledge. They have the knowledge and it is just up to me to facilitate
When they walked into the room they thought this was going to be waste of their time and I am not a special education teacher, what do I need to know about this for. When they walked out, what they knew, they filled a page of what they knew they liked about law, procedures, expectations and everything that they needed. Most of them said that they wished they had this class sooner.
Interviewer: That is really exciting.
Ann: So, I am real pleased with that, but I am still going to make some changes for the next time I teach it and I think it can get even better; …show more content…
I think we have to, because we reflect and think about if they got what I wanted them to get out of this class. Did the goal match what the end result is? I think I can gage with my students, and sometimes it doesn’t work at all and we didn’t hit it because we got off track or we were thinking of something else. If you stick to a goal, regardless of what your students need, then you are missing teaching opportunities. So, I guess that is my final piece on that.
Interviewer: Absolutely, well, thank you so much for agreeing to do this and I only have one last question. Is there anything that you think I should know or anything that you wish I had asked or that you want to share in regards to design thinking or strategies that you use?
Ann: No, I can 't think of anything other than teaching, I think, is a profession that is such an art. It is absolutely an art and people say it’s a science too, and it is, but we have to pay attention to what it is that our students need and how do we meet their needs? In special education, that is what we do and that is our general philosophy. We need to meet our student 's needs and we don’t expect them to follow this mold of the perfect student and to pay attention to everything I say. I am not the keeper of knowledge. They have the knowledge and it is just up to me to facilitate