Becky Guinn

Southeastern Regional TESOL Conference

Friday, September 28, 2012

WWW.BEBEANDME.ORG

Bebe (Becky)

Me (Sophie)

age 7

Bebe hasn't changed a lot since getting new arms and legs, but sometimes it is hard for people to

understand why she looks a little different.

…if you just look at their outside,

you miss all the fun!

There are a lot of people

with stories like Bebe’s,

but…

Sophie hopes that her story will help other boys and girls accept the physical

impairments of others without fear.

www.bebeandme.org

1. It’s O.K. to ask questions – 2. It’s O.K. to assist me – 3. It’s O.K. to approach me – 4. I want to know a measure of

success and have a sense of accomplishment in my art –

5. I am the same “me” as I was before I lost mobility –

6. Please do not assume . . . 7. Please do not stare – 8. Try to look on the inside, not

just the outside -

1. It’s O.K. to ask questions ... in private of me or my parents

2. It’s O.K. to have a friend assist me –

3. It’s O.K. to approach me…one on one

4. I want to know a measure of success

and have a sense of accomplishment

in my school work –

5. I am the same “me” as I was before

I had a need –

6. Please do not assume . . . anything

7. Please do not stare –

8. Try to look on the inside, not just the outside -

Lecture Set Goals and activities Assign learning content

Assign tasks to work groups Provide resources

Use textbook Assign method of completion Assign presentation method

Teach diverse learners

Collaborate with Special Education teachers & TESOL

Share responsibility & make decisions for Special Needs

students & English language learners

Foster inclusion in cooperative work

Provide positive behavior supports

Encourage higher order, critical & analytical thinking

Rebecca W. Guinn

Multiple Examples Highlight critical features

Provide multiple resources Offer levels of challenge and choices of

learning context Make connections with familiar content

Review to build on new content Provide opportunities to practice

Teach note-taking and study techniques Observe, evaluate and assess

“It is the supreme art of the teacher to awaken joy in creative expression

and knowledge.” – Albert Einstein

Arts instruction increasingly is seen as

an effective strategy for engaging students in complex thinking and

problem-solving, while also boosting self-confidence and

helping them learn other academic subjects.

Make a familiar connection with your students

by incorporating the arts

into your curriculum throughout

the school year.

Molas

Mayan embroidery

Encourage artistic expression and language connections

with multicultural art and activities that connect to core curricula and

everyday life.

S T U D E N T S

Language and Laughter Studio

In Reading

OVER - THE – TOP OUT – OF – THE - BOX

THINKING

VOLUNTEERISM FAIR

MUSIC VISUAL ART

FINE ARTS make a UNIVERSAL connection!

EXAMPLES OF ARTWORK BY

SPECIAL NEEDS STUDENTS

Holocaust

Crusades

SOCIAL JUSTICE

Of Important Topics, such as

by

talking about ART, writing about ART and reading about ART. Integrating artists native to your students’ culture can make a familiar connection with: Images they have in their home, Historical periods in their home country, Names they already know, Festivals they have attended, Music familiar to them, Architecture and landmarks that they have seen and even Food that they have eaten.

“Spanish Couple

in front of an Inn”

“Self Portrait”

“Factory at Horta de Ebro”

“The Old Guitarist”

“The Guitar Player”

Diego Rivera Jose Clemente Orozco

David Alfaro Siqueiros

“Sowers”

“From the Dictatorship of Porfirio Diaz to the Revolution – The Revolutionaries”

“Siqueiros”

“Zapata”

“Rich Banquet while Workers Fight”

“Dreams”

“Lost in Thought”

“Echoes of the Past”

Joe Abbrescia Native American Artist

“Stomp Dance” “Intermission”

“Last Journey” By Jerome Tiger

“Ready to Dance”

By Jerome Tiger

“The Great Wave”

Blind, Manga

INVOLVE THE COMMUNITY

ART ANYWHERE!

“This is what we do!”

Art relates to many if not all curricula. Art is a universal language for use in a

multicultural classroom.

Alabama Art Education Association

“Hooked on Art” Program

Becky Guinn and Becky Cairns

Principal Griffin Florence Middle School

• Teaching art activities • Demonstrating art techniques

to students and teachers • Dialoging with students

• Enabling students in making art

AAEA’s “Hooked on Art”

Program includes:

Auburn, AL

Daphne, AL

Teachers SHINE in “Hooked on Art”

Workshops presenting new products for

classroom use.

. . . In a Gym . . .

Florence, AL

ART ANYWHERE!

. . . ON A FLOOR OR

AT A DESK . . .

Vestavia Hills, AL

Auburn, AL

ART ANYWHERE!

. . . In a Library Or

On a Van . . .

Decatur, AL

ART ANYWHERE!

. . . In a Park Or

For a Lark!

Lanett, AL

Valley, AL

Surprised that I could write my name and that I drive a car!

As an art educator with special needs, I hope that I will continue

to provide opportunities that “awaken joy in creative expression”

for all students including those who have special needs or

who speak other languages.

www.beckyguinn.org

Be PRO-active Be a Pro

A soft answer DOES turn away most anger. Don’t sweat the small stuff

while paying attention to details. Be flexible.

Respect the dignity of the person attached to your student’s mouth and attitude.

If you keep failing a student, they will return; do all you can to help your students be a success!

Preserve your

SENSE Of

HUMOR! Guess Who???

When ALL else fails . . .