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Module 5:

The section of chapter 12 that stood out to me was the one about Maslow’s Hierarchy of needs. Maslow theorized that if certain needs are not met, a student cannot move up in the hierarchy or learn. Some lower level needs that must be immediately addressed are basic deficiency needs for survival, safety, belonging and self-esteem. Higher level needs are identified as being needs which include cognitive needs, aesthetic needs, and finally reaching self-actualization. Deficiency needs must be satisfied before being needs are met. Working in a low socioeconomic school, I now recognize that a majority of my students’ deficiency needs require a little extra attention to ensure they’re met. It is common for my students to be extremely tired because they don’t own a bed. A majority of my students are always hungry and food is an excellent motivator because there is no food for them at home and meals are infrequent. Some of my students live in unsafe homes or feel threatened by situations...
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Module 4

“Problem solving: formulating new answers, going beyond the simple application of previously learned rules to achieve a goal. Problem solving is what happens when no solution is obvious.” (Chapter 9. 352) I really view special education teachers as problem solvers. We are trying to help our students find a path towards reaching their goals. Sometimes, that path is skewed and often out of sight based on our students varied abilities. It is our challenge to get them to where they need to be…on the path towards their goals. Problem solvers raising problem solvers. “Helping students become better problem solvers is one of education’s greatest challenges.” (352) For my students, solving even some of the most basic real-life problems can be difficult. Situations like; developing self-care skills, social skills like apologizing, determining other’s responses/feelings/perspectives, and coping in a distressing situation are real problems that they face every day. In the classroom, we use...
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Module 3

One thing that stood out to me in chapter 7 was the token reinforcement system. Woolfolk defines a TRS as a system in which tokens are earned in exchange for both academic work completion and positive classroom behavior…It is suggested that a reinforcement system is to be utilized as a tool to motivate students who are completely uninterested in their work, consistently fail to make academic progress, and behave out of control. (278) I work closely with students whom are all guided by some sort of token economy system. One boy is handed a poker chip every 5 minutes of staying on track and behaving in class. While this may seem like an easy task, it is not for him. As the year progresses, the time on the clock will increase as his behavior hopefully improves. Once his tokens are earned, he is able to wear his headphones in the hall with the other kids. Because my students are in their own small section of the school, this hallway time is so important to him to socialize with the gener...
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Module 3: Teacher Interview

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Classroom Management Questions: · How do you control disruptive behavior in a classroom without disrupting the lesson? · What types of classroom rules have you created that support student learning? · What type of classroom management structures do you have implemented? · Is there anything that you wish you’d known about classroom management as a first year teacher? · What are the biggest challenges teachers face in the classroom? What are some resourceful and innovative ways of dealing with these challenges? · Have you ever integrated technology into classroom management? Did it have any effect on students' performance, and behavior? · How do you build a classroom community? Woodfolk points out in chapter 7: "soft, calm, private reprimands are more effective than loud, public reprimands in decreasing disruptive behavior. Research has shown that when reprimands are loud enough for the entire class to hear, disruptions increase or continue at a constant level." ...
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Module 2

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Module 1: Field Experience Form

Trinity Christian College Field Experience Form Context for Learning Description of School and Students School Name and City:  Dwight D. Eisenhower High School Blue Island, IL Type of School : High School  Setting:  Suburban low income 1. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program). ·           Classroom contains a kitchen and office area where students learn vocational and life skills. (Washer, dryer, dishwasher, sink, stove, refrigerator, microwaves, toaster ovens) (Paper shredders, glue machine, laminator, poster maker, scan n’ cut machine) ·           1:1 district issued iPads ·           Paraprofessional aids available in each class. School also offers co-taught clas...
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