10. Identify students who possibly have less obvious special needs (e.g., learning disabilities, giftedness, etc.) and describe how these students’ behaviors are indicative of exceptionality.
There were a few students who struggled with focusing, staying on task, and had to move around a bit. Two boys, in particular, struggled with keeping on task and focusing on anything that was given to them without being redirected numerous times. These students often copied other peoples’ work or it just did not get completed. It would take them much longer to complete class work and writing assignments than other students as well. They typically preferred looking out the window or getting supplies that they did not need to complete assignments being worked on. These were often the students that …show more content…
She would take examples in the classroom, student experiences, and relevant life examples to connect the content with the student. She would activate background knowledge before reading or tackling a new subject, along with pre-assessing students in different ways before starting new content.
• Organization- Student organization is very important to her, however, it is simply more of her telling them how things are supposed to be in a way that does not promote them feeling positive about trying to get it right, but negative because they got it wrong. She has specific students that are unorganized, ones that will forget things, and should create some sort of reminder for them rather than being the reminder for them in front of the whole class. She also changes things and expects students to know quickly how to follow the new routine without error.
• Elaboration- When they are writing she does ask them to elaborate and add more detail to their work. She models this by showing them where she specifically added more detail in her writing and why she added those special
There were a few students who struggled with focusing, staying on task, and had to move around a bit. Two boys, in particular, struggled with keeping on task and focusing on anything that was given to them without being redirected numerous times. These students often copied other peoples’ work or it just did not get completed. It would take them much longer to complete class work and writing assignments than other students as well. They typically preferred looking out the window or getting supplies that they did not need to complete assignments being worked on. These were often the students that …show more content…
She would take examples in the classroom, student experiences, and relevant life examples to connect the content with the student. She would activate background knowledge before reading or tackling a new subject, along with pre-assessing students in different ways before starting new content.
• Organization- Student organization is very important to her, however, it is simply more of her telling them how things are supposed to be in a way that does not promote them feeling positive about trying to get it right, but negative because they got it wrong. She has specific students that are unorganized, ones that will forget things, and should create some sort of reminder for them rather than being the reminder for them in front of the whole class. She also changes things and expects students to know quickly how to follow the new routine without error.
• Elaboration- When they are writing she does ask them to elaborate and add more detail to their work. She models this by showing them where she specifically added more detail in her writing and why she added those special