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STUDENT TEACHING REFLECTIONLEVELS: Early Childhood and Ages: 6-14 yearsThis is a reflective paper that describes my skills obtained during student teaching in relation to each of the ten Wisconsin teaching standards. I am seeking certification at the Early Childhood level and the six through fourteen years old level. Therefore, both levels are addressed here. Teachers understand the framework of the subjects they are teaching.I have a Bachelor of Applied Science in Elementary Education with a Kindergarten certification. I have successfully completed the portfolio assignments for both the Early Childhood (birth to six) and the six to fourteen levels for Cross-Categorical Special Education. Currently, I am emergency licensed to teach: Early Childhood and ages six to fourteen years. The Turtle Lake School District has sent me to several training classes and network meetings. They are as follows: The Autism Spectrum, Strengthening the Behavior and Academic Success of your Challenging Students with Sensory Processing Disorders; Non-Violent Crisis training; EC Statewide Indicator Updates; Birth to Three transition meeting with Barron County; EC SPED Networking meeting; Routine Based Interview training; PBIS training.Teachers have an understanding how children with different abilities and personal/social skills learn.Since Turtle Lake is a small school, my teaching responsibility includes several disabilities and grade levels. In the larger districts, there is usually one teacher assigned to a particular disability for a certain grade level. My students include the following disabilities: learning disabilities, emotional behavior disabilities, cognitive disabilities, significant development delays, ADHD, and Autism. Currently, my day is mainly broken up by grade level and/or subject. I teach an autistic kindergarten student at the end of the day. In order for me to reach each student’s needs, I set individual expectations. For example, in my writing class, I have two second graders, one first grader, and one kindergartner. The disabilities amongst these students include CD, LD, ADHD, and EBD. The students are all given the same assignment; however, I give them different expectations and modifications based on their level of ability. One student may be required to write one sentence, another two sentences, and another to draw a picture to tell their story. In the class with Pre-K students, some are able to print their name on their own while others struggle. For the ones that have not been able to print their name independently, I will pre-write their name so they can trace the letters to make their name. Teachers will demonstrate an understanding that children learn differently.Most of my students are visual and hands-on learners. Additionally, their attention span is very short. I find the best way to engage them is by using technology and/or activities. I frequently use the Smart Board. As an example, when introducing a new letter to the Kindergarteners, I like to use “Starfall” on the Smart Board with the group. Every student shows interest when participating. Not only are they engaged but they also learn that important social skill: taking turns. The IPad has several apps that I have found very helpful. I like to use “Spelling Plus” to help my second graders study their spelling words. They get to create their study list by recording their own voice. I find that activities such as games, finger plays, and music are great methods. The Kindergartners enjoy playing musical chairs when reviewing letters and sight words. Likewise, finger plays are great for the early childhood students who have a speech/language disability.Also, I have been creating concrete activities such as matching pictures to the beginning consonant sound letter, sorting colors, and matching numbers to the correct number of objects. Not only are these activities “hands-on” but can be done independently. One of the regular education teachers that I work with requested such activities for a student that we share so that he has something to work on while the other students in his class are doing other projects. The teacher will demonstrate teaching techniques as a result of a working knowledge of the due process basis, and the process of IEP development.My lesson plans are developed around the IEP goals for each of the students. For example, a math objective for a second grade student is to master the skill of place value for tens and ones. Therefore, lesson plans were created around that goal. Additionally, independent computer activities such as IXL Math give the students more practice with this concept. An Early Childhood goal for a four year old student is to be able to recognize 12 upper case letters by the end of the school year. Each week, there are planned activities, games, songs, and finger plays centered on a letter.The teacher will demonstrate the ability to facilitate individual and group classroom behavior that encourages a positive learning environment.I manage my classroom by reinforcing positive behavior by rewards and recognition. With the group, I will continually “catch” when a student is doing what they should be doing. For example, I will say, “I like the way James is listening, he is sitting with his legs crossed, his eyes on me, and his mouth closed.” Most of the time, the other students want this attention and act accordingly. Most students need some kind of motivation. I reward my students with free-time, points which earns prizes, and time on the IPad. I have a couple of students that have individual behavior charts. One student earns smiles if he does something right and if he makes a bad choice he gets the unhappy face colored in. If he earns 10 smiles in one day, he earns a prize. I also implement restorative justice for special situations. For example, one of my students hit a teacher’s aide. This student made a card apologizing for his action and hand delivered it to the teacher. I also like to use tools such as timers for transitions. This gives the kids a visual when they know an activity will start or end since they are still learning to tell time by a clock. Also, I find the children are more accepting and willing to put their toys away when I tell the children that the clock or the timer is telling us that it is time to clean up versus if I tell them to. Likewise, I would like to make a “talking stick” that a child holds while he/she is talking about his/her experience. The stick will determine when the child needs to pass the stick versus once again, myself indicating their turn is over. On Mondays, we discuss our past weekend activities. This conversation can get quite lengthy as the children can be very talkative. The teacher will demonstrate the ability to effectively communicate with students.I communicate with my students in a variety of ways. I use pictures with two of the students to communicate their daily schedule. I feel this alleviates a lot of anxiety if they know where they can look to find out what is next. One schedule is posted on the wall and the other is in a notebook. However, I am finding the schedule on the wall seems to work better than the notebook. So I plan to convert the notebook to the wall. One of my students has autism. Sometimes I need to use non-verbal communication when he doesn’t respond to verbal instruction. I will place my hand over his hand to get him started on a task, such as printing. Another student does well when he knows what we will be doing or with routine. The reading class is a long block (over an hour long) and the activities vary from day to day. Therefore, to assist his needs, each day I will list the agenda on the board. I will then review this at the beginning of each class and ask if there are any questions. I enjoy using the Smart Board for introducing concepts and practicing skills. Kids are so motivated to learn when using this type of technology.The teacher will be able to develop and implement the IEP with appropriate instructional techniques based upon knowledge of the subject matter, the student, the community and the IEP goals.I have adopted several curriculums for the students. The process of planning out my curriculum was very challenging for me at the beginning of the year. I struggled in finding a curriculum that worked for several subjects and grade levels. For example, I tried many different reading curriculums for the second graders. I kept running into roadblocks where I needed to piecemeal them together as many of the support materials were not available; i.e., workbooks, charts; texts. I suggested to my supervisor that I feel it would be best to teach the same reading series as the regular education teachers, Lead21. It didn’t make sense that the SPED students did not get the opportunity to use this new series as the regular education students did. Additionally, this new series has several levels that cater to special education students. Gratefully, within a month, I had Lead21 available to teach to my second graders. I also use it for a Kindergarten student. I am still learning the curriculum, but find the children enjoying the stories and the activities. Our principal has organized a weekly working session whereas the teachers that use Lead21 can get together and help each other. For math, I am currently using the Everyday Math series as a guide. It follows the common core standards. The school district is currently researching a new curriculum at the elementary level. Additionally, I like to discuss the calendar and weather every day. Days of the week, month, year, money, place value, counting (as we count how many days we have been in school), and temperature is reviewed every day. We look up the weather conditions daily and then chart and graph the information. I feel this has been such an asset to one of my second grade students as he could barely count to 20. Yesterday, he led the group in counting to 82! I believe the daily repetition has been an asset to him as well as the other students.For writing, I use a variety of systems in order to cover the common core standards. Each week the students write a journal entry, a real life situation, a thematic activity, and learn a new writing skill. I am seeing growth in this area in each of the four students. For kindergarten readiness, I introduce a letter each week. I create activities around letter recognition, letter sounds, printing of the letter, and themes that start with that particular letter. I like to do a KWL chart followed up with a related activity. For example, this week the letter “K” is featured. I will bring in information on Kangaroos. Together, we will discuss what we know about kangaroos, what we wonder about them, and then what we learned about kangaroos after hearing about the information; i.e., reference book, internet information, etc. The students will then make a kangaroo out of construction paper with pictures of items that start with the /k/ sound in the pouch. For the Pre-K students, I now use thematic units from the PALS series. At the beginning of the year, I used the same curriculum as the kindergartners: a new letter each week. I found that for the majority of the students, the content was far too difficult for them and they were not engaged in the lessons. I became frustrated as I experienced behavioral issues as well as low participation. With PALS, my students are excited about what they are learning. The topics/activities are at their development level and are able to participate. Additionally, phonological activities are integrated into these lessons.The teacher will demonstrate the ability to assess the student in the areas of intellect, achievement, social, cultural, and physical development.In the areas of intellect and achievement, I frequently assess each student so I know if they are progressing. That way I can alter my approach and/or the content. I started out having the second graders in one reading group. However, it was apparent that they needed to be in separate groups as one student got off task easily. Not only was he falling behind but he was holding back the other student from moving forward. Since I have made the change, both students are growing in the positive direction in their reading abilities. I went through one cycle of progress reporting on the IEPs with my 15 students. The end of the semester is approaching and I will be evaluating again. It was challenging in that I was not the Special Education teacher who created the goals for the students. I found that many of the goals were written very general and are not realistically achievable. My supervisor advised me that the goals can be updated on the IEP. It is to be used as a working document. As I get to know my students further, I will look into altering the goals to better suit the students for success. Additionally, I was able to revise the goals on one student’s IEP when updating the annual IEP. I cannot help to believe that this will make the next progress reporting period easier and more realistic. Currently, the school has three, three year-old students enrolled in the Special Education Program. Since I am the only teacher with Early Childhood certification, I am responsible for reporting on their regular education report card. The Junior Kindergarten Teacher and I worked closely together to create a reporting matrix that would fit in the schools report format. I have also had the opportunity to test five students during this student teaching period. I used the following assessments: the Mullen Scales of Early Learning: AGS Edition; the Test of Early Reading Ability (TERA), Test of Early Math Ability (TEMA), and Test of Early Written Ability (TEWA); and the Kaufman Test of Educational Achievement – second edition. Teachers will demonstrate the ability to self-evaluate their progress in meeting student needs, and in developing relationships with teachers, parents and community support staff.I am very conscientious if my teaching method is getting through to the kids. As mentioned above, I am continually evaluating what the student has learned. If they are not engaged or are not grasping the lesson, I change my technique. Also, it is important that I am working and communicating with the regular education teachers and aides to ensure we are working on the same goals and are using the same approach. The Junior Kindergarten Teacher and I have been working closely together to develop assessments that include the Wisconsin Model Early Learning Standards – Second Edition. We have begun work together in the BYOC (Build Your Own Curriculum) process. I find communication with the parents is equally important. I can learn a lot about a student from his parents. This information will assist me in teaching them. Refer to my comments below. The teacher will develop relationships with school staff, parents, and community agencies for the purpose of supporting student learning and will being across learning environments.I feel I am an excellent team player. It is important that I am working well with staff for the good of the student. I am willing to do whatever it takes to get the job done. For example, I have worked very closely with a Kindergarten teacher whom we share a student who has EBD. Together, we designed a behavior chart that allows the student to earn rewards and also provides the family with information about their child’s behavior on a daily basis. We also partner to prepare a daily communication email to the family. Both of us have been flexible in altering this student’s schedule in order for him to become successful in managing his behavior. We are very pleased with the progress he has made since the beginning of the year. This student also feels proud of himself for this achievement. I have also had the opportunity to work with several teacher aides. I feel my past experience as a supervisor/manager has allowed me to provide direction to them in a productive and professional manner. There were times when I needed to re-direct their actions in order to best meet the students’ needs. For example, I felt one aid was not allowing the student to grow as she would have him sit on her lap during small group discussions. Additionally, she would do things for him rather than making him try on his own; such as taking off and putting on the cover to a marker rather than allowing him to struggle with the task. I have discovered that keeping a positive relationship with the parents is very important to both my success as a teacher and the student’s achievement. For example, one of my students is autistic. The parents are very protective of their child. I have had to work hard to earn their trust. As a result, they have helped me immensely to learn about their child and how best to teach him. Additionally, this partnership with the parents has allowed us to create a successful educational plan for their child. At the beginning of the school year, he started out in a large group setting with his peers but soon we discovered the environment was too stimulating for him. He basically shut down. We decided to remove him and place him in small groups for academics and thematic units. As a result, he has made both academic and social achievements. He continues to have play time, outside recess, and snack with his peers in the large group setting. I have had the opportunity to attend several IEP meetings. They include initial, annual, and re-evaluation. These meetings allowed me to develop relationships with parents; support staff such as physical therapists, occupational therapists, and speech and language pathologists; regular education teachers; the school psychologist/special education director; school counselor, and principal.ConclusionMy student teaching at the Turtle Lake Schools has been a wonderful learning experience. The administration, staff, community, and students have all assisted me to become a better teacher. I am so appreciative that the school entrusted me with the responsibility assigned to me. My goal is to become a dynamic teacher that truly makes a difference in a child’s life! ................
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