"She Stoops to Conquer" Extra Credit

For extra credit I went to go see "She Stoops to Conquer" with a friend at the church in Lewiston on Friday night (December 4). The play was great to see, especially after we studied it this semester. This is my first year actually going to see the plays and Mr. Zschiegner was right when he said that Niagara's theater program is sort of a hidden secret. I went about a month ago to see "Tick, Tick, Boom" and I was so impressed that I wanted to see "She Stoops to Conquer" also. Every one of the actors were extremely talented and they truly put on an awesome show. They played the characters extremely well and by studying the play throughout this semester I feel as if I was able to connect with them better. I first I had trouble understanding why we were developing study guides for the students, but after seeing the play I can completely agree that they were a necessity. I believe that the study guides we made for the high school students will be extremely beneficial. The play was difficult to understand. My friend who I was with even had trouble grasping the plot, and I know if I hadn't studied it before hand I would have struggled also. In my opinion, the most difficult part to get through was the dialogue. The play was set in the 18th century, and therefore, the vocabulary the characters used was much different than what we use today. I believe the songs we chose to represent each character also will be helpful to these students. It is a quick and easy way for the kids to get the overall idea of a character in a way that relates to them. Overall, the play was great. I now understand why developing study guides for it was such a necessity. I believe that this was a useful activity for the students, and as a future teacher I would certainly consider doing something of this nature.

Entry #14 - Week 15 (December 10)

I was in a group with Heather Martin and Alyssa Constable. For our final portfolio we chose to complete it on blogger.

My group met in the library for about four hours on Wednesday, December 2 and divided up the work. We developed a plan to get all six points for each of our three disorders done by Monday, December 7, which is when we will meet to finish up the last disorder together. At this point we will also add our hyperlinks and pictures.

What my group did for the final portfolio:

My group decided to use blogger to house our final portfolio project. We chose to divide the ten disorders between us all, therefore, leaving each of us to complete three disorders, and then finish the last one together. For all of our disorders we provided the six parts Mrs. McLaughlin asked us to: a definition of the disorder, characteristics of the particular disorder, how students with this disorder differ in growth compared to the typical child of this age, instructional strategies that can assist students with the disorder, a review of some major federal laws and organizations that provide assistance to children with the disorder. We all added hyperlinks and photos to go along with our disorders as well.

What I did for the final portfolio:

For the final portfolio I completed three of the ten disorders and then helped Heather and Alyssa complete the final one. My assigned disorders were sensory impairments, intellectual impairments, and developmental delays. I completed all six parts for these disorders and added two hyperlinks and a picture to each blog.

Entry #13 - Week 14 (December 3)

Video Case #1: Including Students with Physical Disabilities: Best Practices

1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive classroom as being quite multifaceted. Are there any aspects of her role that surprised you or made you envision your future role as a teacher differently? Explain.

No there really were not any aspects of her role that surprised me. She labeled her self as an overseer of her students academic and cognitive growth and I would agree. She also said that it is her job to make sure all of the student's IEP standards are met and that is something I have seen in the inclusive learn and serve placements I have been in.

2. What skills does elementary classroom aid Danielle Doucette bring to her work with MaryAnne, the child who has spina bifida? How does Danielle take MaryAnne's academic and social/emotional development into account when planning activities?

Danielle has to be very knowledgeable of Spina bifida in order to work with MaryAnne and her knowledge is certainly shown in the video. She helped MaryAnne with sitting and using the bolster as well as standing and using the stander. Danielle knew it was important to switch up her position to stretch and strengthen her muscles. While Danielle tries to improve her health, she is also taking into consideration her social social/emotional skills. Danielle tries to make sure MaryAnne is an equal part of the class by putting her at the same level as the student. She also has noticed that since MaryAnne has had the electric wheelchair, students have felt more comfortable around her and want to come and work with MaryAnne, which in turn promotes her self-confidence.

3. What questions has this video raised in your mind about you own familiarity with adaptive technologies for children? How can you take action on Lisa's suggestion that teachers familiarize themselves with how the equipment works (e.g. an electric wheelchair) even before you have your own classroom?

I am always surprised by all the technology that has come out and been available to students with disabilities, therefore, my question would be very broad in asking, what other technologies are available to students with Spina bifida. My question also goes along with familiarizing yourself with the technologies. I believe that the best way to become knowledgeable of these adaptive technologies by experience and I specifically get this at learn and serve. I agree with Lisa's suggestion, and I think by asking questions and observing one can really understand how and why this technology is being used.

4. In the bonus video, "Encouraging Social Interactions in an Inclusive Classroom", Lisa explains how she makes sure that all students have opportunities to play together, typically through music or art. Can you think of any activities you've used successfully to engage a full range of learners? If not, what types of activities do you plan to add to your repertoire?

Activities that I have used to successfully engage a full range of learners are typically hands-on activities or creative activities. For example, when reading a book, if you have a group activity for the students to complete that engages all the various learners in your classroom. Group games seem to really interest students and ones that involve math, speech or pronunciation are very beneficial to children.

5. The classroom artifact entitled "MaryAnne's Schedule" blocks out MaryAnne's schedule for the day in words and illustrations. How could a chart like this be used more generally to help students with other types of learning challenges (such as ADHD)? Explain.

Charts and schedules work extremely well for all students, but especially those with disabilities. Children with disabilities need routine in their lives and by having a set schedule there is little room for chaos and confusion. This is specifically true for students with ADHD. By using a schedule or chart, the student understands what is expected of them and knows what they must complete next.

Video Case #2: Assistive Technology in the Inclusive Classroom: Best Practices

1. Kindergarten teacher Tony Byers describes his responsibility to teach Jamie, a girl in his classroom who has cerebral palsy, so that she can feel like an equal participant. Have you had any experience in working with children who are physically challenged? If not, how can you gain experience before you have your own classroom?

I have not had any experience with working with children who are physically challenged; however, I have worked with adults who are physically challenged in Mrs. McLaughlin's Special Olympics class last semester. It was very rewarding and I certainly learned a lot. However, being an Elementary and Special Education major 1-6, I still feel as if I need more experience in the special education classroom. I believe, like I stated before, that the best way to do this is through experience and I can get this directly through Niagara through learn and serve. I have asked the learn and serve office to place me in more self-contained classrooms to gain more knowledge of working with students with disabilities.

2. Inclusion facilitator Sara Woodruff is an advocate for assistive technologies. She explains that there are many ways to help children access their voices and their minds as best as they can. What assistive technologies, either high-tech or low-tech, have you seen or read about? How and when would you be likely to incorporate them into your teaching?

This semester we have read about all kinds of assistive technologies, everything from computers to using microphones in the classroom. I would love to incorporate any assistive technology that would be beneficial to a student in my classroom. I understand the realities of budget within school districts; however, if I believe that it will truly help a student's growth and development, then I will certainly fight for it.

3. As you watch Jamie complete an activity using a speech output device, what do you notice about the way Sara interacts with her? What can you learn from Sara's approach in general, and the way she describes her goals for Jamie?

Sarah explains the task to Jamie and then helps Jamie complete it by repeating the directions and helping her push down the buttons on her speech device. After she has chosen two colors, she is asked to choose another and Sarah covers up the past two colors, so Jamie does not get confused and is not tempted to choose those again. Although Sarah helps Jamie out, she is not doing the work for her. It is important for us to understand that students with disabilities can often do the task asked of them, they may just need more assistance.

4. According to Tony, having Jamie use assistive technology "helps show the other children that there's a wide range of communication capabilities in our population as a whole. Children are shown an alternative way of communicating that is different rather than better or worse." What questions about your own understanding of the potential of assistive technologies has this video raised?

I agree with Tony, that assistive technologies in the classroom can be beneficial to all students learning. I believe that by having an open classroom to those students with disabilities the mainstream students have experience interacting with these students and the stereotypes and discrimination decrease. This video has made me wonder if sometimes the student with disability begins to rely on the assistive technology, when in actuality, they can complete it themselves.

5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View", Tony describes the tension he feels between teaching spontaneously and then needing to slow down and adapt every lesson for all students. Can you think of any experiences you've had that have created a similar tension. Explain your ideas.

I have experienced this many times in my own learning. It has even happened in this class. When working in groups, I often notice the various learning levels. Some people understand and pick the task up right away, while others need a little more instruction or help. It can become annoying and frustrating; however, as a teacher you need to have patience and understand that all students learn differently and at various paces.

Entry #12 - Learn & Serve

Today was my last day of Learn and Serve for this semester. When I came into the classroom this morning, the students were getting started on their breakfast. As usual, the teachers walked around and greeted each of the students. We then did the pledge and started morning meeting. The kids were very well behaved today and the class was able to transition smoothly. After morning meeting was finished, Mr. Azzarella had a surprise for the students. Instead of doing the normal alphabet exercises and stations, he had a craft for them to complete that helped them with their numbers. The craft was to make a chain out of construction paper. Mr. Azzarella provided the students with strips of paper and the students had to cut out the numbers from a worksheet and glue each of them to each strip of paper. After they completed this, they were ready to begin their chain. The students were to make their chain in numerical order, so the first circle of the chain being number 1 and the last being number 24. This was a beneficial and creative way for children to learn numbers and correctly order of them. Our textbook explains that there are four dimensions of creativity; generating ideas, digging deeper into ideas, courage to explore ideas, and listening to one's inner voice. The text states that "creativity is not so much a personal characteristic as it is a process that involves both thinking and personality" (Kirk, Gallagher, Coleman & Anastasiow pg.292). I believe that it is important to add some crafts and creative work into the classroom. Students all learn differently some hands on, others by listening to a lecture. Everyone varies, and I believe that because of this it is important for teachers to vary their instruction as well. The students worked on this until lunch and I went around and helped the students as they worked.

Learn and Serve this semester had been great! I could not have asked for a better placement. It was my first experience of actually being in a self-contained special education classroom and I loved it. The students were wonderful and the teachers were very knowledgeable and helpful. I took a lot from Mr. Azzarella's classroom that I know will help me in the future. This has been my best placement yet and I hope to get more experience in special education classrooms.

Entry #11 - Learn & Serve

Learn and Serve went well as always today. I arrived to the classroom as the students were eating their breakfast. During this time, all of us teachers walked around and helped each student as we greeted them. The students took a little bit longer today to transition, they were moving very slow. However, after the students finished we headed to the rug for morning meeting. After morning meeting, Mr. Azzarella went through the alphabet song that he normally does and then the students learned a new letter. Each week the students learn a new letter and they spend the week learning about that letter. For example, this week the students were learning the letter "M". Mr. Azzarella first introduced the letter to the students and explained that it was a consonant. He explained what sounds the letter "M" made and had the students repeat the sounds as he did. After the students finished with these exercises Mr. Azzarella placed a sentence on the white board that included a bunch of "M's", capital and lowercase. Mr. Azzarella read the sentence to the students and then called on each of them to come up and find a letter "M" and circle it. Mr. Azzarella does this each week with the students. He makes up a sentence and has the students identify the letter in them. This allows Mr. Azzarella to focus on students individually, while still working with the class as a whole. For each student he helps them out in different ways and asks them various questions as they find the letter. This is because the kids in his classroom are all at various levels. For example, for a student who knows the alphabet well, and is able to find the letter "M" quickly, Mr. Azzarella may ask them if the letter "M" is in the beginning of the word or at the end. Our textbook calls this differentiated instruction which "refers to the changes in teacher strategies and curriculum made necessary by the characteristics of the exceptional child" (Kirk, Gallagher, Coleman & Anastasiow pg. 165). The students finished up this activity and then went onto their letter centers. After letter centers, the class cleaned up and went off to lunch. I thought it was great to see Mr. Azzarella using differentiated instruction today. We have learned a lot about it in class but to see it actually being used in the classroom helped me better understand how it can be used in a variety of ways.

Entry #10 - Learn & Serve

When I arrived today to my Learn and Serve, the children were getting prepared for class. They put their belongings in their locker and began to eat breakfast. The classroom teachers and I walked around and spoke with each of the students for a little. It was just small talk, but I believe as a teacher it is important to welcome each of your students to class everyday. It sets a good mood for the day and it allows you to see how each student is doing. I actually learned this technique from Coach Mihalich, when he presented to my Edu 214 class that I had with Mrs. McLaughlin. After breakfast, the students met on the carpet for the pledge and then we began morning meeting. During this time I realized that one of the students was not paying attention to Mr. Azzarella. When I tapped this student on the shoulder to grab his attention, he looked and me and said "We have gym today!?" It was then that I realized what he was looking at. It was the schedule for the day that Mr. Azzarella posts on one of the blackboards. I hadn't payed much attention to this before but when this student brought it up to me it made me think about it more. The schedule is a great idea, especially for students with exceptionalities. These students need routine in there lives because they need to know what is expected of them and when. A schedule provides smoother transitions throughout the day and leaves less room for disruptive behavior. For the remainder of the day, Mr. Azzarella read to them, the students completed their alphabet stations, and then they headed off to lunch. I thought this Learn and Serve was very helpful today. I learned a technique that is very useful to any classroom, especially a Special Education classroom, and I will take this with me to use in my classroom when I begin to teach.

Entry #10 - Opportunities Unlimited Blog

1. Today in class we... met over in the education building for a while and discussed how the remainder of class would go as the adults from Opportunities Unlimited came to spend the day with us. We got started on a name game with our class and then as the adults from Opportunities Unlimited began to show up, they also joined in our game. We got to know them a little bit and then split up into groups to take pictures for the class movie we will be putting together. After we finished taking pictures, we headed over to the class in DePaul. When we got there, we broke up into stations. There was a station where we took a survey on what we like/what we don’t like, another one where we used play-doh to represent ourselves, a station where the we worked together with the adults to build a tent, and another station where we made up a story about the pictures we took. Each group did not get a chance to visit each station before class concluded, but we all got to know a little about the adults from Opportunities Unlimited and how we will be working with them.

2. Describe your experience.

Coming into class today I was excited to meet the adults from Opportunities Unlimited. I really didn’t know what to expect as far as how class would be organized but I figured we would be working on something hands-on with the adults. When I arrived in class, we discussed how the day would go once the adults arrived. When they finally did, my group decided to work with one of the adults from Opportunities Unlimited, Melissa. We were given the task to go around campus and take pictures of things that represent proper etiquette for a professional situation. Our group chose to focus our pictures on maintaining good eye contact, not texting or using your phone, not wearing too much jewelry, and showing that you are confident. We first chose to go over to the Castallani Art Museum to take pictures that represented eye contact and confidence. While we made our way over there we all welcomed Melissa and got to know her a little. She was very quite and timid, which is understandable coming into a large class of people you do not know. Hopefully, in the coming visits she will begin to feel comfortable and be able to open up to the class. After the art museum we made our way to the church, where we took pictures that represented no texting or using your phone. After our visit to the church, we went over to the Gallagher Center to take pictures that depicted someone not wearing too much jewelry. We then headed back to the class where we worked with Melissa completing the survey station and the play-doh station. Melissa remained shy the entire class; however, there we some other adults from Opportunities Unlimited that were very outgoing and clearly felt comfortable in our class.

3. Connect to text

In our textbook, chapter nine focuses on children who have gifts and talents. The chapter speaks about how gifted children show their excellence in different ways than the typical person. This relates to class today. Many of the people from Opportunities Unlimited showed this. They were all unique and showed their gifts in various ways. The textbook would label any of these adults as "gifted underachievers" which are "students whose academic performance consistently falls far short of expectations despite high cognitive abilities." (Kirk, Gallagher, Coleman & Anastasiow pg. 301)