Topsy Turvey Creativity

Domain: VI Management of Time, Classroom, and Behaviors

Today I came dragging in because yesterday we were at school from 7:15 am until 8:00 pm. Open House went well. We actually had quite a few parents come visit our room. It was very interesting to meet the parents. Visiting with these parents definitely gave me a clearer picture into the lives of the young ones. Recently in my classroom we have been dealing with quite a few broken home kinds of issues. Many students are shuffled from home to home each week, dealing with different values, rules, and schedules. Last night many of the divorces parents came together to support their children. I was very surprised to see this happening. In the unfit home of our 5th grader, (of which the grandparents pulled out the children), the mom and dad both came to open house and seemed to have it all together. I guess it is amazing how so many can put on a nice front, yet live very disheveled lives.

B. Elaboration of significant episode:
Today was our test review for Math. My teacher wanted me to use the overhead for the review. I have noticed that the student’s attention wanes quite a bit when the written information is not right in front of them (even when the students are sitting at the kidney bean table right next to the overhead screen) . I took the questions for the math review and wrote them on individual notecards. We used scratch paper to write the answers on. I gave one person a notecards and they go to be the teacher for that question. They would read the question to the whole group. Then they would announce an action for the others to do, to show that they were done with the problem (example: Put your thumbs up, put one thumb up and one down, put both your hands on your head, wiggle your fingers, put both your hands flat on the desk, act like a monkey-no sounds). We everyone was doing the secret sign, the “Teacher” (student in charge) would call on one person to give the answer. We went around our table and everyone got to take a turn being the teacher. We did not get all the way through the review, but it was a much more productive class then the last few days.

C. Analysis of Episode:
Today I was really impressed with how my math group handled hands-on activities and responsibility. Usually this group is quite talkative and rambouncious. Today they still got a little silly once and a while, but they were excited to get a turn to “be the teacher.” My cooperating teacher kept giving me “worried” looks, but everything went fine. My group at the table wasn’t sitting perfectly still, would talk to themselves quietly while doing work, and get excited about certain math problems. I really didn’t want or excpect them to sit perfectly still and not move a muscle. I don’t even do well myself at sitting perfectly still. (But, there is a time and a place for “perfection”.) It was amazing to see my students getting excited about learning. I myself even participated in the festivities. I did not have an answer key because I wanted everyone figuring out the answers themselves. I think it was good for my students to see my learning, working hard and following the rules too. I even did the “silly signs” right along with my students. Yes I am sure I looked hilarious when I was acting like a monkey, but that is what the teacher asked us to do. I think my co-op was a little worried, but I would have stopped things if they got out of control. Overall it was a highlight of my day. I am looking forward to see how my students do on their test tomorrow.

Other: This afternoon was fun because I got to teach the 1st graders all of their lessons. We went outside and worked with our 3 letters today. It was so exciting to be out in the gorgeous sun. The boys were kind of grumpy for their days, but they were happier after being out in the sun. We did some hands on letter activities outside and the students got to do their “seat work” on clipboards. We did our reading recovery lessons in the room. The first graders are so full of energy and excitement. It was a great afternoon working with them!
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Another Day

The weather must be changing because today was just crazy. At breakfast there was almost 100 kids. During reading everyone just kept talking, no matter how mad I got or how many penalties I gave out. I think the rainy day just made everyone lethargic too because they did not get very much of their work done. It was another day of everyone leaving to go to their specials and now library and band have started so more students are gone during reading. One of the specialists came in during writing, so Mrs. M put me in charge. I had not even looked at the lesson. I don't think it went as well as it should of because I wasn't prepared to teach it. There was also a million other projects going on in the classroom so the students were distracted. Math was disrupted by two motor-mouths. Hopefully tomorrow goes better. I think everyone just has an off day every once and a while.

Tonight is open house so I have to go help prepare the room.

More Responsibilities

Domain: Methodology

Today started as a crazy day because book fair was in session. At 8:30 our students came in and I got to teach the green group. We checked in our students, checking if their homework is done. I presented their spelling words. By the time that I got all of my group (besides those who were absent) it was almost 9. My student took a restroom break and then came back for reading. I started the reading lesson, first introducing the vocabulary and word wall words. We basketball clapped our word wall words and then wrote them 4 times each. Next we defined our new vocabulary words in our vocab notebook. Then, I introduced our fluency passage. For the week I picked out the passage "I had a Little Puppy." We read it first and then sang it. The students loved the passage and wanted to keep reading it.

I finally got to introduce the lesson. We are reading a book called "A Thousand Words". One of the main themes throughout the book is that a picture is worth a thousand words. I brought different pictures in from National Geographic to illustrate my point. We only got to start reading the first two pages of our book and starting our story map. I was already running behind because there are so many things to introduce on a Monday.

It came time for writing and there were only 2 students left. All of them had either left for a special, book fair, or book mobile. We got almost an hour break because the remaining two student were working in their centers and finishing up work. I also got to teach one of the big groups of math. Some more of my students were gone, so we all got to sit at one table. The lesson was pretty simple, so the students' attentions were waning a bit. We had to end early because the lunch schedule has changed again.

After lunch I got to help with the 1st graders because my teacher was busy dealing with some conference problems. My teacher came and gave my some guidance because I wasn’t sure what was next on the agenda. Next I helped with doing individual reading recovery lessons. I got done with my part and then had some planning time. I had a chance to work on planning some more first grade centers.

Gaining more responsibility is exciting. The paperwork is overwhelming but I think teaching is going well. I definitely feel more comfortable with the younger students and I think I always will. I have had more experience with the younger ones and that is the age that is on my heart. I do truly care and love the older ones, but sometimes it is harder for me to relate. I thin the younger ones are easier to be more creative with their lessons. I am excited to start planning more lessons.

Test Day

Domain: I Content/Subject Matter Expertise: V Methodology
Order of Events:
B-fast (1st graders recognized me)
Spelling Tests/Reading Story Comprehension/Fluency Passage Reading
I do reading recovery with 2 students, individually though
Helped students with seat word
Students finished up at their centers
10:00 Movie and Snack (Friday reward for 4 "Plus" Days), watched "Flipper"
11:00 I teach math, adding double digits-money
Crazy special schedule, much repetition and many gone

12:30 I did 1st grader Herman reading.
Watched the film strip for M/H/A
Used Tucker sign
Make Letters with our bodies
Used playdough to make "H/h", (yesterday used M&M's to make M's)
One 1st grader gone b/c he had head lice (the second case in our room this week)
Did reading recovery with the 2 first graders. I took "E" and Mrs. M took "S"
Co-op did math with 1st graders
I ran errands and got things together for the reading lessons I am teaching next week.
After school my teacher and I were to conference, After many interruptions of teachers checking in on their students, custodian coming in to ask us about our overhead, having to make our book fair wish list, then we finally got to quickly conference about week and plans for next week. My teacher changed the order of some of my plans for next week, now I have to go rewrite those different lessons.

B. Elaboration of significant episode/C. Anaylsis of Episode
Today all the students had a special during the morning. It made the morning quite crazy because we had to give spelling tests about a million times. Some students missed the reward day due to their special of art, music or p.e. Things will get crazier in the next couple of weeks when library, speech, OT, PT, and counseling starts. With the reading units being based upon a week period, it seems hard to find another more effective plan for testing. It is too hard to have a reading book carry over from week to week.

Today we had had our first graders for 4 days total. Each day we have done the same routine of the Herman reading program, film strip, letter scramble, making letter with manipulatives, using suppliments to re-emphasize letter, and reading recovery. Today my students came in and still had a hard time naming the letters, they did a bit better when it came time to make the sounds of H/M/A. Either way it was a bit discouraging to realize how much time this process would take. One of the first graders "E" has been through half day kindergarden and another year of full day kindergarten. Even so, he still only knows a handful of letters. I know all the boys are stuggling in their regular classroom because they are so low in their reading levels. My teacher has never had students this low before and it frustrated trying to figure out what to do. I have worked with the LiPS program before and would love to try it with these young ones. I don't feel as if I can suggest it because I am the student teacher. The LiPS program takes total dedication and I'm not sure my teacher would be all for it. I guess we'll just take it a day at a time and see how things go.

After a crazy week it was hard to stay late on a Friday. One of the other girls in the IWU carpool was getting sick on Friday and the other had a hard day. I think it will be better in the future, if at all possible, to work hard during the week and then leave on time on Fridays. Friday evenings I just need a bit of time to relax and take a break from the school work. I will then be more refreshed to plan more lessons during the weekend.

Frustrating Technology/Student Situation

Each day during the classes I take notes and write down observations and routines. After taking quite a few notes in the last couple of days, I decided I would scan my notes and put them on the journal. After school on Thursday I went to our elementary school library to scan my documents. I scan, saved and the uploaded my notes. But, something was not working with the scanner and when I opened my documents they came up scrambled. The second scanner was not working at all. After spending much time on this project, it was time to leave and write my lessons.

Here is a significant episode that I will elaborate on for this Thursday.

This week on of my fifth grade boys was gone on Monday. He came in on Tuesday without his home folder, so none of his homework was done. This boys is absent-minded too most days, so this did not seem too out of place. He received his penalty for the day and got a zero on his chart for the day. Later in the day he was scratching his leg a lot, we discovered he had poison ivy. The next day it had come to our attention that this boy was actually gone Monday because he had head lice. His brother was out because of poison ivy, and then his brother had it.

Wednesday our fifth grader came in again with no home folder. We talked to him about the importance of bringing it back and how he must take some responsibility before he goes into the middle school. He then mentioned something about moving in with his grandma. This was odd because his mother had custody, and the children had lived with her for a while.

Later that day we got the whole story from the office. The grandparents hadn't heard from their daughter in a while so they called and called and got no response. The grandparents got worried and went over for a visit. When they arrive at our fifth graders house, it was in a terrible state. The toilets were all overflowing, everything was filthy, there was absolutely no food in the house, dirty dishes were piled high all over the counter, and garbage was just left out. The grandparents did not waste any time. They took the two brothers and told the mother to get her act together. They told her that she has to clean the house and get things in a livable condition; her deadline will be the holiday weekend. The grandparents warned if things weren't better by then, they would take legal action and try to get guardianship of the boys.

Until the Labor Day weekend the boys will be living with their grandparents. The boys don’t have much of their own, not even their school work.

C. Analysis of Episode
When I found out what was really going on with my fifth grader, it just broke my heart. He is so young, but yet he has to deal with so much. He never complained about his household or said how hard things were for him. I feel bad that we were hard on him for not having his homework. Usually that would be something that is a big deal, but in the grand scheme of it all it doesn’t seem like it really matters. A reading worksheet or his math paper is not life and death. I am not sure if Child Services knows what is going on; the principal and social worker were taking care of things. What breaks my heart even more, is that I know that it is not just this fifth grader that is going through a hard time. So many other children are going through difficult things too. These precious children have to spend one week at moms and then next at dad’s place. It is so hard to keep both parents on the same page, as far as school work goes. If anything throughout this semester, I hope that I can bring a glimpse of God’s love and hope into the lives of these amazing children; to show them that someone loves and cares about them.

The Life of an Exceptional Needs Educator

Domain: Personal Development

Life if flying faster and sometimes it feels as if I am grasping by a few strands. This week our normal schedule and routine has been established and started. But normal seems to be a non-existent term. Between IWU student teaching meetings, school faculty meetings, IEP case conferences and initial meetings, conferencing with general educators to bridge the gap, conferencing with my cooperating teacher, running normal errands, copying a million pages, dealing with the internet flashing on and off, dealing with broken printers, preparing for open house, being assigned to breakfast duty because the paraprofessionals have not started, PTO meetings after school, and commuting 45 minutes...time is of the essence and quickly passing.

We have approximately 12 groups a day that passes through our world. I have started taking over more of individual cases, with the recovery reading program, and the math lessons for 1/2 of the "red" group. Next week I have plans to take over one of the bigger reading groups and the bigger math group. Having started to plan, I have discovered that I have approximately 120 lesson plans to write for the next 2 weeks. With each lesson taking probably 1-2 hours to write 3-4 pages, 2 hours of commute time a day, 1 hour for eating dinner, 1/2 hour for journaling, 1/2 hour of conferencing time with my cooperating teacher, 4-5 hours planning out a unit, 1 hour a day making copies, writing daily reading recovery lessons, preparing centers for the next day and doing other misc. work...it just seems as if there are not enough hours in the day or week.

Don't get my wrong, I love working with my students, but we are gaining more each day. We are up to our maximum of 25 students. Each day we are constantly re-arranging the room or our lessons to accommodate more students. Students who we had originally thought would be able to stay in the classroom, are having difficulties, and will shortly be joining us for other subjects besides reading or math. More students, less time, less space, and of course trying to meet their individual goals. The textbook lessons in the past have seemed such a copout, but now they seem substance amidst our busy schedule. My creative side tries to flow, but is dampened by the amount of lessons and time involved to plan. With students’ grades 1-5, the levels vary substantially and leave not much room for whole group or large group instruction. In a perfect world, I would love to work one on one and meet all individual needs. Though sometimes that is just not possible.

Many of our students are at such low reading levels (and all age ranges), we have to work individually with them in our reading recovery program. My cooperating teacher has been extensively trained in this program. I am jumping in along side for the ride. I cannot however at this point do too much of the planning for those individual lessons because I do not know the program. My teacher has decided to try and teach me within the next couple of days, barring that we will get a few moments work alone, without interruptions from other teacher. I only can dream of the day things will go more smoothly. I am excited to work with my students. My teacher is super organized and very creative;I love working along side her. My students seem excited that I have started teaching. Through a moment of joy, there still is so much work to do. I once again return to lesson planning during this second week of student teaching.

After another busy day of school, home and running errands I did run in to a former student. The smile on his face and the success that his grandma bragged about makes everything all worth it. Each child really is so precious and I am excited for their futures.

Welcome 1st Graders (Post IEP Mtgs)

Yesterday we had IEP meetings for two of our first graders. Their test scores are quite low. I am sure they are struggling quite a bit in the general classroom. Today we started lessons with these little ones. We started the Herman reading program. The introduction lesson was for letters H/M/A. The first day went very slowly and the alphabet will take much longer to learn than originally thought. In math the same holds true. Our goal is to be counting to 100, but this will take some time. Each day we will just do massive emphasis on the three letters, maybe different days focusing on one of those letters. We will rotate worksheets with hand-on activities.

After I reflected on the day, teaching beginning reading seems such a daunting task. My teacher seems more overwhelmed then I am because she has never had ones so low. I have had more experiences with preschool through 1st grade. Making centers seems kind of exciting because our three students get very happy with new activities. Learning the alphabet will take lots of patients and creativity.

Finally a routine

A. Domain
Order of Events
750 Bfast

830 Seatwork/Check homework/Fill out planner
(Break up into groups. Mrs. S teach: Green, Mrs. M teach Red group)
Start with spelling practice
No grammer this week.
Practice spelling on white board.
Tucker sign with sound.

9:00 Intro of Word Wall
Basketball clap

9:10 RR

9:20 Vocabulary Journal
Word/Clue

9:30 Fluency Passage
Seat work: Rainbow Words short a/e

11:00 Writing
Read the Important Book
Pattern: Says at bed/repeats it at end.
Need in Paragraph: 5 sent.
1. Topic Sent. most important
2-4 3 details
5 re-state topic sentence
ex. the most important thing about an apple is that it is round. It is red, white inside and falls of a tree. But, the most important thing about an apple is that it is round.

Teacher model The Important Things
The Important thing about Mrs. M is that she is a teacher...
3 details...But, the most important things about Mrs. M is that she is a teacher.

Paragraph 2: ...she belongs to a family (Special Thing)

Paragraph 3: ..she can't snap (Silly Thing)
she can whistle a high note, shuffle cards quickly and fast, and she can wiggle her ears. But the silly thing about Mrs. M is that she cannot snap.

We are writing them and typing them for open house next week.

Today we brainstormed, did a web about the most important thing.

Afternoon: In IEP meetings.
1:00 I had to sub in 1st grade classroom, we watched Jack and the Bean Stalk.

2:00 I attended a 1st graders IEP meeting. He Qualified. (Notes coming tomorrow.)

B. Elaboration of significant episode
Today was our first day of a normal routine. I first helped with breakfast duty and will continue until the other paraprofessionals come. I observed how the 6 different reading groups would work with incorporating spelling, work work (Tucker sign), and how vocabulary and word wall is introduced. Word wall words are more commonly used words and are basketball clapped, then written four times. There are separate folders and notebooks for everything. The teachers then introduced the fluency passage. Writing was with whole group instruction.

C. Analysis of Episode
Today was good to observe routine. It was a bit overwhelming to keep all the groups, seatwork, homework, spelling words, fluency passages, vocabulary words and word wall words straight. It seems hard to teach so many students, at so many levels, during the same times. The Important paragraph seems to be like a fun thing for the students to write. It will be good to observe more tomorrow to get the hang of everything. I am just going to take a big breath of air and take everything one day at a time, otherwise I will just be too overwhelmed.

Modifications

Domain: VIII-Global and Multicultural Perspectives
Order of Events
7:50 Bfast running late
8:30 Morning Work
9:00 RR
Centers from 9-10am
Listening Center: Listen to tape or cd
Computer Center: Harcourt Rdg. Mission Comp Network
Writing Center: Different file foler games, ABC order, type words, Sent order
Puzzle Center: At desk to put puzzle together
Reading Center: On couch, pick 2 books to read
Math Center: Different file folder games, flash cards wheel, wrap ups.
10: Friday reward, make slime (2 groups b/c of specials)
10:45 RR
11:00 Math groups.
Afternoon: Conference with Teacher

B. Elaboration of Significant Episode
Here are the modifications and adaptations that I have observed or helped with.

**For Math, the teacher previously picks numbers from homework that will be done in class together. On the student's papers they circle the number that we do together. If we run out of time and don't get through the "circled" number, then for homework they do not have to do those problems.

**In Math, students may use a math reference guide, to help them with multiplication charts, a list of the months of the year with nubmer of days in each, etc. Student can use this in class when durning math discussion, to help on homework and they are allowed to take it home if they need extra support on their homework. We do have a time where we practice without the guide, in order to prepare our students for the ISTEPS tests that will soon be coming up.

**Our 4th grade boy with Autism is mainstreamed for the whole day. But, sometimes the regular classroom is too much for him and he needs a break. He comes down to our classroom to relax for 10 mintues. He sets the timer and then picks and activity to do. We have a couch that he can sit on and a cabinet with activities to pick from. He can play with playdough, play with squishy balls, read books, color, blow bubbles, draw with clalk, and play with some other little toys. We also have sensory boxes to let him play with sometimes, such as sand, salt or noodles.

**My only 2nd grade studnet brought in work from her general education classroom. She had a worksheet focusing on vowel sounds. Ex. C _ P. The vowels had to be cut out and pasted in the middle of the word, to for CAP. I noticed that this little girl was having a hard time cutting out the letters and it was taking a large deal of her limited resource time. I helped her cut out the vowels and she read and pasted them in the correct spot. The assignment was not to assess fine motor skills, but to match the correct vowel to the correct space in the word.

**One of our 5th grade student transfered in from another. She has very low math and reading scores, at about the pre-primer level. We are giving her instruction and support in Reading, spelling, fluency, reading recovery, and math. My cooperating teacher and I have kept in communication with the general education teacher. We realized that our student was having a hard time in science and social studies. We had figured as much because of such a low reading level. My teacher and I decided to modify her IEP so that she could take Science and Social Studies pass/fail.

C. Analysis of Episode
It seems in special education that modifications and adaptations are my life and become very common place. I find myself automatically modifying things without having to give it second thought. In preparing my portfolio I realize that it will be important to pinpoint the modifications made. I feel that it is good to stop and reflect on even the little modifications that make a big difference to the child with exceptional needs.

T-shirt Mania

Domain:
Order of Events:
Help with bfast, mom pulled kid out b/c she 'doesn't pay for bfast', students obviously hungry.
8:30 Seat work: Coloring page
8:50 RR
9:00 Model fluency passage, explain procedure for each week, "Well Wishes"-An Irish Toast, asmt on Friday, Some earned Penalties-plus one for arguing.
I finished w/ student t-shirts.
Art project: Visor and school bus.
Throughout morning I worked on taking student pictures for each center.
11:00 math (I left)

1:00-5:30 Student teaching meeting

B. Elaboration of Significant Episode
Today we got to do a fun activity, to help decorate our room. My teacher bought small sized t-shirts and we decorated them with puff paint. I pulled this kids aside one at a time and told me how they wanted their shirts decorated. I was the only one to use the puff paint so that the students were mess-free. We wrote their name and decorated with stars, hearts, ying-yangs, footballs, baseballs, etc. We let them dry and then hung them up on a closeline by our outside windows.

C. Analysis of Episode
Our routined class will start next week, until then we are learning procedures, starting seatwork and fluency passages, and easing into the routine by doing some artwork. Making the designed t-shirts was such a fun idea. It was so good for me to get to know my students individually. I got a kick out of on of my older boys, who just moved to our school, who requested a barbed-wire fence with a boy climbing on it. Everyone else had wanted simple starts or hears, possibly a baseball. Our "new" student seemed to be trying to prove himself to the others. I had turned down one request for a skull, but compromised with the barbed-wire fence. My student wanted that because he said he was "hardcore." Most of the other students did not even realize what was on his because they were too busy admiring their own t-shirt. Hopefully our new student can "prove" himself by applying himself to academics and becoming "hardcore" with his classwork. Only time will tell...

Smart Survey

A. Domain: V Methodology
Order of Events:
Breakfast Duty-too many students, unorganized computer system, took over 1/2 hour, students late for class, kindergarteners lost.
8:30 Our class seatwork: Absolutely Apple-icious-Rhyming Words and a coloring page.
I laminated our big planners to hang up on wall and write on everyday.
Working with Words in 2 groups, green/red
***Smart Survey***-Multiple Intelligences Test
Goal Setting
I worked on organizing and figuring out specials schedule. I typed up our specials schedule for each day, printed it and laminated it. Our room is now organized.
Read with "K"
11:00 Facts Test-multiplication
Lesson 1, addends, sum

12:50 Cover for 5th grade teacher, while she and my coop went to a initial IEP meeting. I covered recess duty from 12:50-1:20, then was a substitute teacher in the 5th grade classroom from 1:20-2:30.

B. Elaboration of Significant Event
The first week for the special education class is always a little off balance and playing it day by day. We are still figuring out who is qualifying for our class and when our students leave for their classroom specials. Today after the class split into their 2 groups, red and green, we shortly reassembled to get whole group instruction. My cooperating teacher described how everyone had different strengths and learned in different ways. She proceeded to explain that we would be taking the "Smart Survey", a test to determine each student's multiple intelligence, learning style.

We broke back up into groups and took our survey. Our paraprofessional took on group and my coop took the other. Each teacher read all parts of the survey allowed, this adaptation due to many of our students having a hard time in reading and fluency. The student checked the boxes of the statements that they felt adequately described themselves. I too am fascinated with how people learn so I also took the survey. We tallied our scores and graphed the results. Later I compiled our final results. While looking through some student's graph I quickly became aware that some had just checked each and every box. Our results might have come out a bit off, but hopefully mostly accurate.

I complied the top 2 highest scores on everyone's graphs.

Word Smart: 0
Logic Smart (Math): 1-top choice
Art Smart: 1-top choice
Body Smart: 2-second choices and 2-top choices
Music Smart: 1-tied as highest on survey and 1-second choice
People Smart: 2-second choices
Self: 1-tied for highest on survey, 2 second choices, and 2-top choices
Nature Smart: 1-top choice

Overall the highest multiple intelligences were: Self Smart and Body Smart


C. Analysis of Episode

I enjoyed working along side our students on this Smart Survey. It was interesting for myself, as well as our students, to find out what they are "Smart" in. I was not surprised that the findings were Self and Body. Many of our students have much time and many meetings to reflect about themselves or have to spend much time by themselves because they are sometimes the misfits. Body smarts fit most of our boys. Boys in general seem to need to move and wiggle, many enjoying and excelling at sports.

My highest were: (a tie for...)Music and Self Smart. I very much have music in my blood, I'm constantly humming or have an orchestra playing in my head. I am easily able to pick up on rhythms or music patterns. I do believe that I am self smart. I like to spend time with people, but I could definitely spend much time alone. I find that I do not enjoy group projects, but would rather work by myself.

A very interesting and informative day. I am anxious (in a good way) for next week, when we can finally settle in to our groups and schdule. It is hard not being able to keep a consistant schedule yet.

Students Arrive

A. Domain: VI Management of Time, Classroom and Behaviors
Order of Events
B-fast Duty
8:30 Seat work, handwriting sample and word search.
8:45 Introductions (Observations)about Teachers

T/F Who are these Teachers?
Mrs. M's summer read was the new Harry Potter book.
Mrs. S has four children.
Miss D. is originally from Iowa.
etc.
9:10 Bathroom break
9:15 ***Procedures***




Ice Breaker: Find someone who...
10:00 1/2 left for special.
10:30 Fire Drill
10:50 RR break
11:00 Math:Pre-test
11:30 Math games, Presto Change-O
and Multiplication Top-It, w/ calculator
12:00 lunch

PM: Finish testing
Tested 3 1st graders and 1 older boy "M"

B. Elaboration of Significant Event
Today was the first day that we started pulling students to our class. Since it was the first day we had to go over the rules, or as this school calls them..."Procedures". During the morning when we going over them we had 3rd-5th graders. There were many procedures, all of which the teacher presented. The students only got to demonstate a couple of them. The students had to sit still for about an hour while procedures were being discussed. The classroom was very cold and dark; students were inattentive during many of the procedures.

C. Anaylsis of Episode
I was very surprised when I first received my cooperating teacher's handbook. This handbook was longer then some of the syllabuses I have received in my past college classes. Not only did our students receive our procedures, but the previous day received their general education teacher's procedures. As we sat for one hour and listen to the reading and explanation of how we do things in the classroom, I became bored and tired. The students also seemed inattentive. The procedures in essence are very good, to establish proper conduct in the classroom setting. However, some procedures possibly could have been introduced at a better time, perhaps when that event was taking place. This was though, the only time when we would have all of our students together, as they had to forgo all their specials. Usually students would come in at intermittent times and have to leave for their specials. My cooperating teacher is very organized and on top of 'how things are done'. It seems like many of the other schools I have been in have routines, but do not label them as procedures or write them out. Many routines/prodedures seem to be learned more just by modeling or verbally at appropriate times. I am excited that there is a strict routine/procedure in place in our learning disabled classroom. Hopefully this will lead to a smooth and productive learning and work environment.

First Day of School

A. Domain IV: Rights and Responsibilities
Time Spent: 7:30-4:15
Order of Events
Bfast duty with Mrs. Schick
Help students get to class
*"D" in our room instead of gen. ed
Go over testing procedures
OHio Word Test
DRA: Developmental Rdg Asmt.
San Diego Rdg.
Observational Survey, w/ "Stones"
Copy DRA
Cockroach in Bathroom
Copy IEP Materials "marigold"
Help Coop write IEP's "S"
Afternoon: Start testing
"D" eyes hurt, stayted up all night watching Full House
"C" sis: Bailey, w/ mom next week, bed at 10, tired, Mohawk, visited Alabama, KY, 2 rabbits, dog.
"M" skinny
"Dl" KY, use to have Germ shep, 7 cats, mom secr., brown hair-blondish top, Struggles w/ comp/writ/P.
"J" met her, transfer from different school
"Cs" good retell
"R" pink glasses, good reader

B. Elaboration of Significant Episode
Today I was given a better picture of how to write IEP's. We have 2 students that are in the qualification process for special education. There initial meetings will be soon. My teacher and I worked on filling out the written notification for the case conference. I read through their hard files and the test results. We had to find a time for the meeting that will work for the special education teacher, parents, principal, general education teacher, and psychologist. My coop and I went over the schedule for IEP review, every 3 years for re-testing. We went over IQs, types of testing: Stanford-Binet and Wechsler. Many of our younger students are making the transition from their first classification as "Communication disorder" to Learning disabled.

My coop started writing goals for one of our new cases. She showed me how to incorporate standards and curriculum goals into 3 goals. Our math goals were:


"S" review will be this December, so these are short-term goals for this semester.
1. Write numbers 1-25 with 95% accuracy.
2. Count to 100 by 1's and 10's with 100% accuracy.
3. Write number sentence for a pictures 2 out of 3 times correctly.

Will be meausred by: daily workshets, tests, written performance and oral perfomance.

Accomodations/Modifications for student:
Reading comprehension tests cannot be read allowed
Read all other tests aloud.
Small group testing used, as needed.
Extended time, up to double time.

C. Analysis of Episode:
It was good this afternoon to start seeing students. Most of them stayed about at the same level over the summer. We got through testing about half of our students. It was intereting and good to learn how my school district does LD classroom testing.

This was a very informative day. It was great that I got to work side by side my cooperating teacher during the IEP writing process. Most other schools that I have been at, I have been in IEP meetings, but have always missed the writing of the IEPs. My teacher gave a lot of guidance especially about writing goals. I have written a mock IEP in one of my past classes, but it seems so different when you are wiriting them for real children. There is so much responsibility when writing the goals, not to set them too high or too low, and they must be able to measure. My coop teacher mentioned that she will have me write the goals for some later IEPs. I am grateful for all the extra experience to practice writing IEPs.

Work Day

Too many students...to little time
I. Domain III Professional Development
Time 7:30am-3:30pm

II. Episode
This morning as I entered the building a wave of...silence hit me. The silence was deceiving because the flurry quickly began. Quick greetings were exchanged between my teacher and I, then to "The List."

Making nametagsfor the front of the desks

Laminating name tags, making seatwork folders

Making nametags for the top of desks

Making homework folders and reading folders

Copying IEP's on 'golden rod' paper

Adding chairs and desks to accomodate all our children

Fixing the copy machine

Making a bulletin board where there was no bulletin board

Handing out IEP's to teachers

Putting IEPs in order of renewal dates

Hanging stars with our students names on the wall

So, the list went something like that. The was a whirlwind all day, yet we didn't get through half of the list. While we were working, my teacher was describing what the class would be like. I heard every abbreviation from BIP to OHI and beyond.
We have 18 students and most of them will be in the class at least all morning. There are 3 different reading curriculums, incorporating spelling, tucker signing, word wall, SSR books, wrinting, and 4 block. My head was spinning with all the information.

For lunch we met with our peraprofessional at "The Book Nook."

After lunch we mostly worked on making names tags and separating materials for each students' desk. I also worked on the makeshift bulletin board.

III. Anaylsis
In retrospect of the day, school seems a bit overwhelming. So much of the curriculum I had never dealt with before. There are so many students always in the room who are all different grades and levels. There is always a group that will be leaving every 20 minutes. My teacher said you pretty much have to teach the lesson over and over. I guess at this point in the game I can't even fathom how the semester will be played out. After all the work today I am excited to meet these children that I have already heard so much about. It seems like this will be a bit challenge. I am sure that it won't be so bad after we get into the groove of things.

Psalm 18: 30-32
God-His way is perfect;the word of the Lord is pure. He is a shield to all who take refuge in Him. 31 For who is God besides the Lord? And who is a rock? Only our God. 32 God-He clothes me with strength and makes my way perfect.

Welcome to Organization Day

A. Domain: III Professional Development
Time Spent: 8am-3:00pm
Order of Events:
8:00 Meet Cooperating Teacher
8:15 Meetings at the high school for all buildings
10:00 Intermediate (Grades 3-5)
Benchmarks for Science (LD, ED, MiMH)
10:30 Stop by District Office
10:45 Back to our elementary
Work in Room
Intro to Staff and curriculum
11:30 Out to lunch with all of staff
1:15 Our own school meetings, headed by the principal
3:00 Dismissal

B. Elaboration of significant episode:

Back to school already is here.
Waking up early is hard I fear.
Meetings all day, what a start.
Dig out the bags and folder cart.
Waiting 'til Monday to meet those kids.
I guess that is when all the real fun starts.

Summer is over and gone and back to school it is. This morning I met my teacher for the first time. She is young and seems like she will be great to work with. It was quickly off to the high school for our teacher meetings, one of many I presume. All the staff at all the schools had gathered together for our motivational speech. The speaker, Mamie McCullogh was hilarious. She was so positive and encouraging, a great way to start the year.

Here are some quotes from today's meetings:

Work is a blessing, not a punishment.

It's not where you start, but where you finish.

It's what you do with what is given to you.

Be better than you were yesterday.

Hurt never leaves you where it finds you.

Life is too short to gripe, grumble, and complain.

Fake it until you make it.

Today is the first day of the rest of your life.

There is power in WE! We need each other.

Inspire others to greatness

Teachers can encourage success.

Instead of "Why me?" Say "Why not me?"

Attititude makes a difference.

Maxamize your influence. Everyone can learn and do it.

When someone asks how you are. Respond by saying "I am supergood, but I'll get better."

Be proactive and respond by: YES. Yes, my students can learn. Yes, we can have positive relationships. Yes, we can make a difference.
Y: You E: Encourage/Educate S: Success

Don't accept "Yes, but..." or "WHYners"...Only believe.

God always has steps for you to take. If you don't think you can get there just...Start.

The main benchmark of today's focus was: "If it is to BE, it is up to ME!"

C. Analysis of Episode:

What a powerful message for the first day of school. This school district has make a tremendous impact just by their meetings on the first day. In our whole district meeting and in our individual school meeting, we opened in prayer. This shocked me, that a public school district would pray. It is great to see schools with their first priority as prayer. Not only was I impressed with the prayer, but also by their motivational speaker. She had such a positive vibrant energy about her. Everything that she said was so good to hear, especially at the beginning of the year. This district seems to have a major focus on positive attitude and inspiring learning in everyone. What an exciting day. It was just wonderful to meet my cooperating teacher and others in my school. I am still nervous because it only gets harder from here. There will be a lot to learn and adjust to throughout this semester. I am excited for what God has in store for this semester!

Psalm 32:8 The Lord says, "I will guide you along the best pathway for your life. I will advise you and watch over you."

Domains