A. I've witnessed many accounts of stereotyping and false assumptions in my experience this semester. There are several black and Hispanic males in my classroom that are in and out of ISS for various behavioral issues. However, my cooperating teachers and I have never experienced any trouble from them. After a bit of digging, we found that these students caused problems for teachers that wrote them off as "troublemakers" and therefore just gave up on them. It is amazing how different a student reacts just by being treated like a human. Unfortunately, not many teachers give them this opportunity because they are people of color with a history.
B. I believe that building a rapport with students is the first thing that teachers need to do, especially in high school. If the students do not believe that the teacher will vouch for them, they are less likely to put forth effort, or even behave in class. In one of my classes, there is a student who I will call "J." J has always been very polite, but never really talked or participated much in class. However, through building a relationship with him and offering to help as much as possible, J learned that he could trust us. Therefore, over the past few months, J has participated more in class and has been putting forth more effort. It makes sense, thinking back to my own high school experience. Students are far more willing to work for and approach a teacher they feel cares for them.
Saturday, November 23, 2013
Saturday, November 9, 2013
Reflection #3
The No Child Left Behind Act was created to ensure that all students were getting a proper education and that no one was "falling through the cracks." Unfortunately, since its implementation, it seems that only problems have arisen instead of results and, more importantly, true education. Because of the system, many if not most districts now only focus on the standardized testing in order to receive more funding.
In my opinion, the only way to fix the education system is to put more time and effort into creating individualized curriculum for all students. Unfortunately, I don't see this happening any time soon. In order for this plan to work, the nation would need tons of people to put in the work required. Hiring more people to do this would require more paychecks, and America in the present isn't willing to give that up just yet.
One way that teachers have been able to include all students is through the practice of Inclusion. This practice ensures that students with special needs are receiving all that they need in regular classes. It is extremely important that future educators be well prepared in handling students of all needs. Aydin and Kuzu state that "...teacher candidates’ attitudes toward mainstreaming varied significantly with the variable of taking or not taking special education and mainstreaming courses, the group who had taken the courses showed more positive attitudes. With these findings, it can be once again stressed that special education and mainstreaming lectures should be included in curriculum of teacher education programs" (2013, p. 477). When teachers are better prepared to handle students with special needs, the students themselves will receive a more fulfilling education.
In my classroom, I have experienced several cases of students with special needs receiving attention. For example, the students who are ELLs are given special curriculum and translations to help them acquire language within the classroom. In another example, my classroom has several students who require small-group testing. There are also students who simply have difficulty reading on white paper, so they are provided with colored overlays or colored copies of the same handouts.
As a student teacher, I believe the practice of Inclusion is a very noble pursuit, but the amount of time and preparation needed is incredible. I would stress, as the article above mentions, that future educators need plenty of training to feel comfortable teaching students of all levels. I try to keep up with all the current pedagogy and strategies, but I must admit, it can all be overwhelming at times.
Aydin, A. & Kuzu, S. (2013). Teacher Candidates’ Attitudes Towards Inclusion Education and
Comparison of Self-compassion Levels. US-China Education Review, 3(6), 470-479.
In my opinion, the only way to fix the education system is to put more time and effort into creating individualized curriculum for all students. Unfortunately, I don't see this happening any time soon. In order for this plan to work, the nation would need tons of people to put in the work required. Hiring more people to do this would require more paychecks, and America in the present isn't willing to give that up just yet.
One way that teachers have been able to include all students is through the practice of Inclusion. This practice ensures that students with special needs are receiving all that they need in regular classes. It is extremely important that future educators be well prepared in handling students of all needs. Aydin and Kuzu state that "...teacher candidates’ attitudes toward mainstreaming varied significantly with the variable of taking or not taking special education and mainstreaming courses, the group who had taken the courses showed more positive attitudes. With these findings, it can be once again stressed that special education and mainstreaming lectures should be included in curriculum of teacher education programs" (2013, p. 477). When teachers are better prepared to handle students with special needs, the students themselves will receive a more fulfilling education.
In my classroom, I have experienced several cases of students with special needs receiving attention. For example, the students who are ELLs are given special curriculum and translations to help them acquire language within the classroom. In another example, my classroom has several students who require small-group testing. There are also students who simply have difficulty reading on white paper, so they are provided with colored overlays or colored copies of the same handouts.
As a student teacher, I believe the practice of Inclusion is a very noble pursuit, but the amount of time and preparation needed is incredible. I would stress, as the article above mentions, that future educators need plenty of training to feel comfortable teaching students of all levels. I try to keep up with all the current pedagogy and strategies, but I must admit, it can all be overwhelming at times.
Aydin, A. & Kuzu, S. (2013). Teacher Candidates’ Attitudes Towards Inclusion Education and
Comparison of Self-compassion Levels. US-China Education Review, 3(6), 470-479.
Subscribe to:
Posts (Atom)