Journal--Week 3

Journal #11
January 17, 2012

I never realized as a student how many different assessments and test that can be given to students—just to see where they stand on reading levels. The last few sessions with Dr. Gowans, we have been discussing the different assessment tests—how they work, when to give them, and who to give them to.
I have found it most interesting when she gives us the test. I have never been a strong reader and have actually feared reading in front of people. That is actually one of the biggest reasons I decided I wanted to teach junior high English. When I was in school my teacher humiliated me in front of my peers, since then I have struggled with reading. I guess you start to give up after being told so many times you are not good.
In today’s class, we began by reading an article in a low oral voice. As I started to read the article I was fine, but was struggling to connect the dots. As Dr. Gowans started to walk around the room and listen to us read, I became nervous. I actually thought I was over this part of my life; I have worked hard to overcome the fear that has built up through the years, so it surprised me that I struggled with some of the words when Dr. Gowans stood next to me.
As I have reflected on this activity we did, I am reminded that each student is at different levels. There may be students who feel the same way I felt today in class. As a teacher I need to be cautious and understanding. I need to get to know my student’s strengths and weaknesses and help them rise above them.

Journal #12
January 18, 2012

I learn so much from this class, largely due to the simulations we participate in. Today, I was deaf and blind. I had to walk through the halls of the education building, get on the elevator, find a professor’s office, get a drink, and walk back to class. These simulations we have in class provide so much insight into certain situations. First we had the IEP which prepared us, now this exercise which has opened my eyes to how difficult it can be for some people. It was a fun way to end class today.
Also, in today’s class we discussed IDEA, Individuals with Disability Education Act. We were put into groups to discuss different ideas and concepts. My group had a lot of interesting suggestions and ones I had never thought of, but it also showed me that everyone has different ways of wanting to teach.
One of the parts we discussed was that we were given an article and had to come up with a way to allow students with disabilities to read and understand the article. Three of the five people in my group (myself included as one of the three) suggested group work or partnership; while two of the five suggested individual readings or reading it from home. I found this interesting simply, because the more we discussed the more I realized we were all pulling from our own personal experiences as students. One person suggested individual work, because one student often get stuck doing everything. However, I suggested group work, because it has helped me understand things better learning from others.
The final part of this discussion was to come up with an activity to teach a certain article. We first started with no child with disability and then Dr. Alexander had us make adjustments for a student who had verbal impairment and a student who was hard of hearing.
My group struggled on agreeing what activity would benefit the students the most—again different opinions, different experiences. However, we finally narrowed it down to two—both of which I like very much. The first suggestion was a memory game, at first we couldn’t tell the class how to adjust for the hard of hearing, but I have been stewing over it since class ended. I think the best way to include all students in this scenario would be to have a PowerPoint Memory Wall—students come to the wall and point at the two squares they want. One square has a question and the other has the answer (rather than a picture). Then ask for a volunteer to read out the question and answers, asking students if they match. This allows the verbally impaired student to still participate by pointing to squares and the hard of hearing student can read both the questions and answers and can point to the squares as well.
The other suggestion from my group was to pull a certain part of the article and allow groups to interpret it into art, acting, a chart, or PowerPoint, then have them present their understanding of the concept. I loved this idea after hearing it, because it allows not only for the learning but a creative side as well.


Journal #13
January 19, 2012

Dr. Gowans the last few class times has been having us read some brief scenarios at the beginning of class. After we have read them, we discuss the ethical situation and what the responsibility of the school is.
In today’s class, Dr. Gowans presented two scenarios that provided a great deal of discussion among our class. The first scenario was that a driver’s education teacher failed to keep accurate logs of his students. He also did not allow his students the full amount of time in the vehicles. The driver’s education teacher over-billed the district by $500 and was keeping the money for himself. What action should be taken? My response was that the teacher should lose his license to teach driver’s education, while others stated the same thing; they also mentioned that his license should just be reviewed. Dr. Gowans posted the correct answer as: his license was suspended or revoked. As a class we were all surprised, but as we discussed the fact that this teacher was committing fraud and would more and likely be serving time. This is not the type of person you would want as a role model to your students and now I can see why the license would be revoked.
These scenarios that Dr. Gowans presents make me sad that there are people like this in our world—and those they are supposed to be the role models for our students. Another scenario she presented was that a math teacher is told by a student that the English teacher had fondled a student. The math teacher keeps silent and does nothing regarding it. Should there be action taken against the math teacher? I was shocked that some people in my class had to think about this answer. My answer was quickly, YES! By not saying anything you are allowing it to continue and are as if you are committing the act yourself.
These ethical situations are going to be presented to us all of the time and as much as it makes me sad to think there are people like this, I also am aware of my responsibility as a teacher and as an adult.




Journal #14
January 20, 2012

Today, we began class with a PowerPoint presentation on communication disorders. I have to say first of all that it was much more difficult to take notes today than it was the other day with guided-notes. I had a harder time focusing on what was being said, because I was struggling to keep up with writing what was on the screen. There was one point I put my pencil down and said forget it, because the slide changed before finishing the notes. It showed me that students with learning disabilities may struggle more so than I did today and I need to make accommodations for them---whether it is printing off the notes for them or slowing down just a bit.
Throughout the PowerPoint presentation I learned that I need to make sure I am aware of the way that I personally speak. It is important to make sure I am not using too many puns, jokes, slang, or sarcasm (which I often use). These can be difficult for students with learning disabilities to understand or grasp. I also was reminded of the importance of having a no tolerance classroom. It is important that each student feels safe and comfortable in your classroom. This can be achieved by simple tasks: listening, not criticizing, not calling attention to errors, not hurrying students with learning disabilities, allowing students with learning disabilities to participate and practice their skills, and finally taking care of situations as they arise.
We also were asked to participate in an activity today in class. We were to design a classroom that would accommodate three learning disabled students (communication, visual, and orthopedic). This task was very difficult for me to participate in, unfortunately my OCD tendencies made me want to take over the project and not allow others to give their opinions. However, as I listened to suggestions from my classmates, I learned some new ideas of arranging desks to include all students. I also was able to learn that I am not always going to be able to have things my way and there are times I need to allow others to give their opinions.




Journal #15
January 23, 2012

At the beginning of class today I was feeling a little overwhelmed. We began by discussing unifying principles and major concepts. I really was not sure what I was supposed to get out of class and felt like I was sitting with my head spinning. However, as class went on and we got into more detail I started to grasp what was being discussed.
We learned that each teacher prepares lessons and breaks apart the core curriculum in order to make sure all needs of students are met. One of the biggest things that stood out to me was coming up with an overall concept that you want your students to learn. This concept is something that student will remember years from now. We discussed in class that unfortunately the students will not remember everything a teacher says, but hopefully they will have a basic understanding or walk away with something they can understand years from now.
After getting your concept down you then can begin to get your unit objectives, which Dr. Moulding stated, “often are your core objectives”. This is what they students will learn. Finally, you can begin getting your indicators or the little bits and pieces students will learn--shaping them into lessons and activities to deliver to the students.
I feel like today’s class was the beginning of my transformation into thinking like a teacher. It is defiantly difficult to make this change, but I feel it slowly—piece by piece starting to make sense to me. Coming to understand all of the minute details that educators deal with is exciting and nerve-racking all at the same time. I am excited to start developing the things I want to teach, but nervous that I will miss something or not be good enough. My focus these next few weeks is taking one day at-a-time and soaking in all of the knowledge that will help me feel confident in educating.