andover elementary school

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Andover Elementary School ESE Observation (K-5) Ventura Elementary School ESOL Observation (1 & 5) EDF: 2085 Introduction to Diversity for Educators Dr. Qadri Observations by: Shelby Bilsky

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Andover Elementary School. Ventura Elementary School. ESE Observation (K-5). EDF: 2085 Introduction to Diversity for Educators Dr. Qadri Observations by: Shelby Bilsky. ESOL Observation (1 & 5). Artifacts. - PowerPoint PPT Presentation

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Page 1: Andover Elementary School

Andover Elementary School

ESE Observation (K-5)

Ventura Elementary School

ESOL Observation (1 & 5)EDF: 2085 Introduction to Diversity

for EducatorsDr. Qadri

Observations by: Shelby Bilsky

Page 2: Andover Elementary School

Artifacts

Map/Layout of Ventura Elementary School, given to me by administration staff and highlighted to let me know where to go.

Page 3: Andover Elementary School

Artifacts, Cont.

My Visitor Passes from each day I observed (left is from Ventura and right is from Andover).

Page 4: Andover Elementary School

Artifacts, Cont.

This is a copy of the IEP Ms. Tapie went over with me when she was explaining how challenging it can be to get all of the paperwork done for her class.

The book stated that “for each student eligible for special education, the instructional goals and most related services identified in the student’s Individual Education Program (IEP) would be implemented within the context of regular classroom activity” (Page 400). Before going into Ms. Tapie’s classroom, I read over parts of my “Exceptional Learners” book, as well as looked up certain definitions in our textbook, “ Human Diversity in Education”, which is where the above quote comes from.

Page 5: Andover Elementary School

Artifacts, Cont.

Mrs. Rios used this “Think Sheet” for one of her students that was misbehaving, so I asked her if I could have a copy because it seems like a great behavioral modification strategy to use for older students.

Many students in Mrs. Rios’ class came from different cultures, most of the students were ESOL students, but she did have some other special needs, as well. She explained that this “Think Sheet” helps some of her student because in their culture, it’s sometimes okay to call out and they may think it’s funny to cause a distraction. I thought back to Chapter 5, when I read about the Ethnorelative Stages of DMIS, specifically about the Adaptation stage, where “people begin to see cultural categories as more flexible and become more competent in their ability to communicate across cultures” (Page 161). With this adaptation comes the behavioral adaptation which “enables people to shift into different frames without much conscious effort and then act in culturally appropriate ways” (Page 164). I thought that quote, in particular, related to the incident because that student may be allowed to cause a distraction at home and may be rewarded (in the form of extra attention) but not in the classroom.

Page 6: Andover Elementary School

Artifacts, Cont.

The school that I did my cultural/faith diversity observation did not have any brochures or flyers, so I found a picture of the classroom I observed in online.

Page 7: Andover Elementary School

Lesson PlanThis is a lesson plan from Mrs. Rios’ first grade classroom. At the bottom of the paper, she has different ESOL strategies that she uses as modifications for her students that don’t do as well in a general classroom. She explained that these modifications change every day and that she has to use different ones for each student because their needs are all different.

Page 8: Andover Elementary School

PictureThis picture is from the preschool where I did my cultural/faith diversity observation. I was surprised that they did not have a ton of “Jesus Loves You” posters all over, but it did seem like they fed into the general stereotypes, when I observed a play time for the students, the girls were encouraged to do the kitchen area, while the boys played with blocks.

While I am sure the teacher did not mean to practice gender role stereotyping, she accidentally did when she told one of her female students to go play in the kitchen after she did not want to play blocks, or maybe I’m overthinking it. In Chapter 10, I read that “although it is true that not every single boy or girl believes or adheres to these stereotypes, it is generally true that society, in part through schooling, attempts to enforce them. I also think that, from what I’ve read, that’s popular in Christian culture.

Page 9: Andover Elementary School

Picture

Ms. Tapie kept coming back to these “Reading Rules” during each class that came into her classroom. For the younger students, she went over them at the beginning of the class and once during. For the older students, she only reminded them when one of them was not paying attention.

Page 10: Andover Elementary School

Picture

This is Ms. Tapie’s classroom. She had the smallest classroom I had ever been in during my observations, but there was only 12 students in it at one point, and because it is a resource room, there was no need for it to be much bigger.

Page 11: Andover Elementary School

Picture

This is a picture of Mrs. Rios’ classroom. I saw a common theme with all of the classrooms in Ventura, with the “CHAMPS” rules. I thought it was a great theme to have because when students move up in grades, the rules follow.

Page 12: Andover Elementary School

InterviewQuestion and Answer session with Ms. Tapie (ESE Teacher)

1. What exceptionality do the students have? What grade level and what age are they?

“They all have different exceptionalities and are all in different programs including: specific learning disabilities, EBD, ASD, and INP. I teach all grades (K-5), but the ages range from 5 to 13 years old.”

2. What needs do the children seem to have that are unique to this group? Common to other children? What modifications in instructional approach are made?

“They sometimes need extended time to complete assignments and tests, they need clarification of directions, and the directions are often repeated many times. You have to wait a good amount of time when you ask a question and they do well with verbal and visual prompts. I also repeat a lot of concepts and skills throughout the day.”

Page 13: Andover Elementary School

Interview3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs?

“Often times, they don’t know how to control behavior at home, so they will ask me what I’m doing in order to help. They also sometimes don’t know why their child is not learning the same as the others.”

4. How have you been affected by the education policy directed at children with special needs? What modifications has the teacher made in teaching? What do you as a teacher still feel is needed?

“It makes me a better educator, and I feel like I am in tune with what they need to be successful in general education classrooms. I have been more aware of the struggle in class, when they are trying to keep up with skills that they are learning. I have learned that being fair is giving each student what they need, not what everyone else is getting.”

5. What type of assistive technology do you use to accommodate the special needs of your students?

“I don’t use any communication technology right now, because many of my students are higher functioning and don’t require any assistive technology.”

Page 14: Andover Elementary School

Verification Form

Page 15: Andover Elementary School

My Reflection(I’m assuming we weren’t meant to write an essay for our portfolio, but I thought I would include some of my opinions and experiences in the last slide).

I, overall, enjoyed these observations. They were much different from the previous field observations I completed for EDF 2005, and I think that I actually got more out of this assignment than I did before. I enjoyed connecting many of the theories and strategies I read about in our textbook to what was happening in the classroom, especially in the ESE classroom. I did my observations later in the semester because I wanted to make sure I was far enough in the textbook that I would understand what the teachers were talking about when they spoke about diversity, IEPs, and different teaching strategies.

There was a huge difference in the schools I went to, mainly that Ventura was a “Title I” school, which means that many of the students are disadvantaged. I had the privilege of speaking to Ventura’s ESE teacher, Mrs. Del Rio, and she told me how different Ventura is to many other schools in Orange County, and that it is a very difficult school to teach at because so many of the students break your heart. She also said it’s incredibly rewarding and she would not want to work anywhere else.