FEAPS a. Organizes, allocates, and manages the resources of time, space, and attention c. Conveys high expectations to all students e. Models clear, acceptable oral and written communication skills f. Maintains a climate of openness, inquiry, fairness and support h. Adapts the learning environment to accommodate the differing needs and diversity of students I have one student in my class who has ADHD. Whenever they are asked to complete a topic independently, they lose focus and cannot complete the task in the time allotted to them. They have an educational plan that requires that they have additional time given to them during testing. Every week, I work with this student in a small group to try and get them to complete the assignments given to them. Although this student has a disability, they are still expected to complete the assignments in class. My CT gives special accommodations, but tries to make it as fair as possible. One day, I was working with this student at my small group table. We were focusing on using a strategy called “Topic, Point, Evidence” to write a paragraph about what we were reading in social studies. This student amazed me with their participation and effort to write the paragraph. With the struggles this student has had on focusing, having them write half a page worth of work was a huge accomplishment. I believe that this growth goes along with my first teaching belief of my teaching platform that all students are capable of learning and growing. Any type of growth is an accomplishment that should be celebrated!
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FEAPS a. Organizes, allocates, and manages the resources of time, space, and attention b. Manages individual and class behaviors through a well-planned management system c. Conveys high expectations to all students f. Maintains a climate of openness, inquiry, fairness and support h. Adapts the learning environment to accommodate the differing needs and diversity of students The above photo is a new seating chart I made for my classroom. One of the students (CC) needed to be moved to the front of the classroom because of vision issues he was having. Moving his seat became a more difficult task than I thought. LR, GJ, HB, and RD have to be at the front of the class because of educational plans they have in place, so that left only one spot for CC to go into. I had to move around a couple of different students to make this accommodation work for CC. When placing students next to each other, I took into careful consideration how well I thought they would interact academically and socially. For example, CP works really well with one of my autistic students, PJ. I didn’t want to separate them because she is very patient and helpful with him. The way the desks are set up in the classroom is effective for the teaching style my teacher uses. She does whole group lessons followed by collaborative table work. Students are all sat in a way where they can see the front of the classroom, but are placed close to each other so that they can work together. According to the text, seating arrangements should be flexible and able to accommodate the learning and teaching styles used in the classroom (Levin & Nolan, 2014).
References Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-Making Model. New Jersey: Pearson Education, Inc. |
AuthorDanyelle Estill Archives
December 2016
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