The day started out like any other classroom day, however the day would quickly turned. During my observation on September 25, I learned how crucial it is for a special education teacher to be a quick problem solver. Though the class size seems small, each student has a variety of personal needs. These needs must me met and addressed to the best of the special education teacher’s ability, and the teacher must be able to justify it. Justifying can be challenging, whether it is in an IEP, a meeting, or even just to the teacher themselves. Upon arrival, the assistant teacher declared he did not wish to be in the classroom today. He was rather grumpy and it definitely played an impact on the class. It amazed me how much attitude affects the
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While watching the lesson, Fr. Philips definition of special education being “individualized, urgent instruction” rang through my head. The lesson was effective because the boy was not distracted by other students and had to answer the questions before continuing. There were no classroom management issues, because the teacher only managed him. One of the benefits of having an individual lesson is the questioning. Mrs. Harvey related questions and statements to the boy’s personal interests. It showed the boy connecting subjects and his understanding of the content. After observing a lesson in emotional support, I went back upstairs. As I walked to the room, I saw one of Mrs. Cox’s students and his aid going to the sensory room. I found out later the boy became upset and through his Ipad down two flights of stairs. Mrs. Cox directed the aid towards the sensory room. Mrs. Cox has worked with the student for awhile, she demonstrated knowledge of students’ special needs (Domain 1B). In Mrs. Cox’s room, Mrs. Cox worked with one boy on sight words. I got to assist another boy on a math worksheet. After the math worksheet, I started going over sight …show more content…
Being a Friday afternoon and a chaotic day, I was a little nervous about how the students would respond. When given the topic of habitats, I was weary of how to make it hands on and informative. As I went through the lesson, I was thrilled with how the students reacted to some activities and others not so much. Several thoughts of modification ran through my head as I taught, and I realized how much a special education teacher must be quick on his or her feet. Overall, I believe the lesson was effective. The students seemed to demonstrate adequate knowledge during the collage production and game. However, if I were to teach this lesson again I would have done a couple things differently. I would have assigned different partners, balancing personalities. The students seemed to enjoy using the books, and it provided them a chance to learn how to research. Nevertheless, I would probably have a couple pages post it noted off or big photos (like flashcards) made for when I talked about the habitats. Classroom management during the lesson was challenging. Being the last lesson on a Friday, the students were a little antsy. Within the classroom, there are a lot of different needs that must be met and I am still getting used to them. For instance, when the one boy started to have a meltdown, I had to direct and trust his aid to calm him down and bring him back. I had to respond to the student’s needs and demonstrate flexibility (Domain
While watching the lesson, Fr. Philips definition of special education being “individualized, urgent instruction” rang through my head. The lesson was effective because the boy was not distracted by other students and had to answer the questions before continuing. There were no classroom management issues, because the teacher only managed him. One of the benefits of having an individual lesson is the questioning. Mrs. Harvey related questions and statements to the boy’s personal interests. It showed the boy connecting subjects and his understanding of the content. After observing a lesson in emotional support, I went back upstairs. As I walked to the room, I saw one of Mrs. Cox’s students and his aid going to the sensory room. I found out later the boy became upset and through his Ipad down two flights of stairs. Mrs. Cox directed the aid towards the sensory room. Mrs. Cox has worked with the student for awhile, she demonstrated knowledge of students’ special needs (Domain 1B). In Mrs. Cox’s room, Mrs. Cox worked with one boy on sight words. I got to assist another boy on a math worksheet. After the math worksheet, I started going over sight …show more content…
Being a Friday afternoon and a chaotic day, I was a little nervous about how the students would respond. When given the topic of habitats, I was weary of how to make it hands on and informative. As I went through the lesson, I was thrilled with how the students reacted to some activities and others not so much. Several thoughts of modification ran through my head as I taught, and I realized how much a special education teacher must be quick on his or her feet. Overall, I believe the lesson was effective. The students seemed to demonstrate adequate knowledge during the collage production and game. However, if I were to teach this lesson again I would have done a couple things differently. I would have assigned different partners, balancing personalities. The students seemed to enjoy using the books, and it provided them a chance to learn how to research. Nevertheless, I would probably have a couple pages post it noted off or big photos (like flashcards) made for when I talked about the habitats. Classroom management during the lesson was challenging. Being the last lesson on a Friday, the students were a little antsy. Within the classroom, there are a lot of different needs that must be met and I am still getting used to them. For instance, when the one boy started to have a meltdown, I had to direct and trust his aid to calm him down and bring him back. I had to respond to the student’s needs and demonstrate flexibility (Domain