This week we had two groups of peers teach us. The first groups taught us about emotional and behavioral disorders. This includes things such as: anxiety, depression, bipolar, OCD, and schizophrenia. I really liked the activity they had to go along with what they were teaching. They gave each small group a handful of M&M's and each person was given a role with a disability. The goal was to be able to count the total numbers of candies that we had. This task was basically impossible to complete because each person had their own personality and issue and without working together we couldn't do it. It was easy to see how a person with these disorders can easily lose interest and become frustrated and distracted. As a future educator I will have the responsibility to help these students learn to the best of their abilities, despite the struggles they may have.
The second group to teach us taught about ADD and ADHD. In one of my other classes this week we also discussed ADD/ADHD. I thought it was great to be on the same page in both classes because both were able to give me a deeper understanding of what this disorder entails and both gave me new insights as to how I as a teacher can help students who have ADD or ADHD. In my future classroom I will be able to use things such as fidget tools, classroom organization, and clear learning expectations to help these students succeed to the best of their abilities. One thing I thought was a great idea is having fidget tools for these students. There are many different typed of fidget tools you can use to help kids let out energy without being a disruption to the learning environment. This group had us watch a video that helped demonstrate how a student who had ADD or ADHD functioned. There was so many things going on in that the brain couldn't hardly focus on just one thing. Everything going on was too much to handle and I kind of just shut down.
I have a sister who suffers from depression and bipolar disorder. There are times when she cannot handle being around crowds and she will go from being really happy and excited to being upset and depressed in a short amount of time. There are some times when she doesn't want to get out of bed. She will lay there and either watch movies/tv shows or just sleep. I can't fully comprehend what she is going through but the more I learn about these disorders the better able I am to help her and motivate her to get up and moving. We all have struggles and sometimes feel depressed or anxious, but if this is a common thing in students that we teach, it is important that we know how to help these students.
We also learned about differentiation this week. What stood out to me the most this week was when our heterogeneous groups taught each other a skill. We, as a group, had to come up with a skill to teach the other group and we had to talk about differentiation and how we could apply that to our skills being taught. My group taught a game; we had beanbags that the students had to toss into a crate in the center of the room from various paper plates placed on the floor. We first assessed the students to see if they knew different throwing techniques and followed up the game with a discussion about which throws worked the best and things like that. We also discussed different ways that this game could be differentiated for students who couldn't see. We decided that partners could be used in various ways to work together so that all students could participate.
The group that taught me, taught us how to make origami boxes. The small group I was separated in, had very good teachers that took time showing us how to do each step and explaining it very well. One of the students being taught in the other group said she had a hard time trying to follow the directions from her teachers. She said that they just kinda did the steps without explaining what they were doing. We decided that while some students may need minimal instruction and can do things by sight, others may be slower learners and need specific instructions to complete their box. I thought that if each group had a sheet with specific instructions as well as pictures of each step, it would be easier for the students to do the task.
Overall, as a teacher it is so important to know that differentiation in teaching is necessary to help all students learn to the best of their abilities. Sometimes increasing time limits, reducing quantity of the assignments, or just explaining in greater detail can be all the differentiation needed to have all students learning in our classrooms.
Friday, June 26, 2015
Visual Impairment Simulation
This simulation was very difficult for me. As I walked around and tried to do normal tasks that are never difficult for me, I found that it took me twice as long to do them and I was extra cautious as I walked around. It was really amazing to me that even though this wasn't a permanent thing, I still was frustrated with the things I wasn't able to do.
The first mask I put on was the one that gave me blurred vision. As I walked around campus, I was very nervous that I would trip on something or run into something that I couldn't see. I learned to listen to what was going on around me so that I could avoid any mishaps while not having my full vision.
The next mask I put on was the one where you only had one tiny hole in each eye to look through. I became very frustrated with this mask because I was almost completely blind; I had such a small portion of sight available that I tried to get away with doing the least amount of tasks possible because I could hardly see. If it wasn't something I absolutely had to do, I tried to avoid doing it. One of my roommates came in as I was trying to make a sandwich, and laughed at the way I was doing it. My head was at an awkward angle and my face was super close to the food I was preparing, but I had to do it that way because that was the only way I could see. This mask was probably the hardest one to wear because it made my head hurt. I had to have things so close and focus so hard on what I was doing that my eyes and head were hurting from having to strain my eyes.
The mask that had the diamonds in the center, was probably the easiest one for me to use. It was interesting trying to always look to the side instead of straight ahead, but I felt that it was easier to see this way. The mask that had one eye completely blocked and the other one open was kind of difficult too because you only had one eye to look at everything you were doing.
This simulation was a really good experience to see what visually impaired students go through. Although I found myself getting easily frustrated it was good because now I know what it is like and it definitely taught me that I need to have patience with students who don't have good vision. Most students will start out trying but the more reading etc. that they have to do, the harder it becomes to do it and the more frustrated they will get. I am grateful that I have good vision, and will definitely keep in mind what it feels like to lose it so that in the future I can help my students instead of just frustrated them!
The first mask I put on was the one that gave me blurred vision. As I walked around campus, I was very nervous that I would trip on something or run into something that I couldn't see. I learned to listen to what was going on around me so that I could avoid any mishaps while not having my full vision.
The next mask I put on was the one where you only had one tiny hole in each eye to look through. I became very frustrated with this mask because I was almost completely blind; I had such a small portion of sight available that I tried to get away with doing the least amount of tasks possible because I could hardly see. If it wasn't something I absolutely had to do, I tried to avoid doing it. One of my roommates came in as I was trying to make a sandwich, and laughed at the way I was doing it. My head was at an awkward angle and my face was super close to the food I was preparing, but I had to do it that way because that was the only way I could see. This mask was probably the hardest one to wear because it made my head hurt. I had to have things so close and focus so hard on what I was doing that my eyes and head were hurting from having to strain my eyes.
The mask that had the diamonds in the center, was probably the easiest one for me to use. It was interesting trying to always look to the side instead of straight ahead, but I felt that it was easier to see this way. The mask that had one eye completely blocked and the other one open was kind of difficult too because you only had one eye to look at everything you were doing.
This simulation was a really good experience to see what visually impaired students go through. Although I found myself getting easily frustrated it was good because now I know what it is like and it definitely taught me that I need to have patience with students who don't have good vision. Most students will start out trying but the more reading etc. that they have to do, the harder it becomes to do it and the more frustrated they will get. I am grateful that I have good vision, and will definitely keep in mind what it feels like to lose it so that in the future I can help my students instead of just frustrated them!
Wheelchair Simulation
A couple of weeks ago I had the opportunity to do the simulation for the wheelchairs. I didn't realize that it would be as strenuous as it turned out to be. I thought for sure that 2 1/2 hours of being in a wheelchair would be a walk in the park. Little did I know, it isn't nearly as easy as I thought it would be. There were so many day-to-day tasks that were incredibly difficult to do in a wheelchair.
The start of my wheelchair experience began in the Hinckley Building. As me and one of the other girls in my groups for class set out in our wheelchairs we found our way to elevator. Upon reaching the elevator, we found that it was out of order that day. It was amazing to me to see that just one tiny inconvenience for those out of wheelchairs was the difference between being able to leave a building or be trapped there. I thought of how frustrating it could be if I had no other way to get out of the building. After getting the chair down to the main floor of the building, we came across another problem. There is construction going on in front of the main handicap entrance to the building. So we had to wheel all the way to the other side of the building and go clear out of the way to reach our destination. There are many little things that become huge to you when you are in a wheelchair.
As I worked my way through campus I found that there are a ton of stairs, but there is not always an easy route for wheelchairs to get various places. One thing that really stood out to me is how much work steering and controlling a wheelchair can be when you are going downhill or are on uneven ground. It took a lot of effort to keep the chair going straight and at a pace I could easily stop myself at. As I entered through various doors and the bathroom, I found it hard to move past some of the lips on the floor. Sometimes there was just enough of a bump created by the lip that I would get stuck and have to try multiple times to make it in or out of a place.
We entered the I-Center and we realized that there are doors leading into the auditorium that have no handicap access buttons and the handles are so high that a person sitting in a wheelchair cannot open the doors and go through unless someone helps them. Fortunately for me and the girl in my class, there was people willing to help us open the doors. One thing I noticed is that people who didn't know me that thought I was actually in a wheelchair would often look away and avoid eye contact with me. On the contrary, there were many people who offered help to open doors, push us up hills, or just help to get us around. It was interesting to see the two extremes; I definitely understand how it can be frustrating to have people avoid you as well as have people try to coddle you.
Overall, I found this simulation to be very helpful in understanding what students in wheelchairs go through. It is not easy to have to do everyday tasks from a wheelchair. There is a lot of strategy and effort put into getting around in one of those. I actually ended up with some cuts on my hands and a bruise on my arm from trying to navigate the wheelchair. I definitely have a slight understanding of what people in wheelchairs go through, and I for one will definitely be more aware of how I can help make things easier for those who can't walk.
The start of my wheelchair experience began in the Hinckley Building. As me and one of the other girls in my groups for class set out in our wheelchairs we found our way to elevator. Upon reaching the elevator, we found that it was out of order that day. It was amazing to me to see that just one tiny inconvenience for those out of wheelchairs was the difference between being able to leave a building or be trapped there. I thought of how frustrating it could be if I had no other way to get out of the building. After getting the chair down to the main floor of the building, we came across another problem. There is construction going on in front of the main handicap entrance to the building. So we had to wheel all the way to the other side of the building and go clear out of the way to reach our destination. There are many little things that become huge to you when you are in a wheelchair.
As I worked my way through campus I found that there are a ton of stairs, but there is not always an easy route for wheelchairs to get various places. One thing that really stood out to me is how much work steering and controlling a wheelchair can be when you are going downhill or are on uneven ground. It took a lot of effort to keep the chair going straight and at a pace I could easily stop myself at. As I entered through various doors and the bathroom, I found it hard to move past some of the lips on the floor. Sometimes there was just enough of a bump created by the lip that I would get stuck and have to try multiple times to make it in or out of a place.
We entered the I-Center and we realized that there are doors leading into the auditorium that have no handicap access buttons and the handles are so high that a person sitting in a wheelchair cannot open the doors and go through unless someone helps them. Fortunately for me and the girl in my class, there was people willing to help us open the doors. One thing I noticed is that people who didn't know me that thought I was actually in a wheelchair would often look away and avoid eye contact with me. On the contrary, there were many people who offered help to open doors, push us up hills, or just help to get us around. It was interesting to see the two extremes; I definitely understand how it can be frustrating to have people avoid you as well as have people try to coddle you.
Overall, I found this simulation to be very helpful in understanding what students in wheelchairs go through. It is not easy to have to do everyday tasks from a wheelchair. There is a lot of strategy and effort put into getting around in one of those. I actually ended up with some cuts on my hands and a bruise on my arm from trying to navigate the wheelchair. I definitely have a slight understanding of what people in wheelchairs go through, and I for one will definitely be more aware of how I can help make things easier for those who can't walk.
Saturday, June 20, 2015
Chapter 8
This week I took a lot of things away from our class discussions and the presentations and reading. One thing that really stuck out to me was doing the speech impairment activity that a presentation group had us do. We had to put three marshmallows in our mouth and try to tell someone three different things about ourselves. I have a small mouth and literally could not make any words form. I couldn't talk clearly and it got me so frustrated. I finally just gave up. This really put things into perspective for me because it showed me how many children must feel when they are trying so hard but can't get the words out. It is easily frustrating when you are trying to get something out and you can't. There is a guy in my ward who has a stutter and a few weeks ago, he was giving a lesson for home evening night. There were a couple of times that he had to take a quick break and recollect himself so that he could form the words he wanted to say. You could tell that it was a little frustrating for him to have to pause sometimes but every person there was patient and willing to wait without being disruptive. As a future teacher, it is important that I can do that and teach others to wait and not be disruptive to students who may struggle with a speech impairment.
We also discussed a little bit about poverty. Watching some video clips and reading about poverty broke my heart a little bit. Seeing what so many kids have to go through is so sad. I need to be the type of teacher that creates an environment where the kids feel safe and they feel cared about. I need to create a classroom where students don't feel left out and isolated from those that have more. My video clip that I found discussed that some students felt stressed about their home lives and actually began to blame themselves for the circumstances they were in. They blamed themselves because their parents had to pay for them and I got really teary eyed at that. These kids are under so much stress that it effects their school life. As a teacher I may not always know the child's circumstances, but I do have a say in how my classroom will make these students feel. I need to have the kind of classroom that students from situations like these may feel less stressed. I want my classroom to be an escape for these kids, not an added stress.
I really like that we have the chance to go through some of these different simulations and get a glimpse at what these kids go through everyday. It really helps me to be better able to help these kids and understand what they are going through. I also really enjoyed when we talked about how these different disabilities and other circumstances make kids push harder. These kids are strong and many are very independent. We talked in class about how we, as educators, don't need to hold the students hand at every point. We are there to help, but we don't want to become a hindrance to these kids. They need a teacher who is willing to help them and support them, but they also need that teacher to challenge them and help them be successful.
There are so many different kids that come from many different circumstances. Not all will have disability that need special needs. Kids who come from poverty and who are gifted and talented also have special needs. As a teacher, learning and putting myself in their shoes can give me the understanding needed to make me the best teacher for them. I can help these kids by having an inviting classroom that isn't going to increase their stress. I can also have a classroom where no one feels left out or isolated because of their circumstances. As a future educator, I can make a difference by being an advocate for kids who need our help.
We also discussed a little bit about poverty. Watching some video clips and reading about poverty broke my heart a little bit. Seeing what so many kids have to go through is so sad. I need to be the type of teacher that creates an environment where the kids feel safe and they feel cared about. I need to create a classroom where students don't feel left out and isolated from those that have more. My video clip that I found discussed that some students felt stressed about their home lives and actually began to blame themselves for the circumstances they were in. They blamed themselves because their parents had to pay for them and I got really teary eyed at that. These kids are under so much stress that it effects their school life. As a teacher I may not always know the child's circumstances, but I do have a say in how my classroom will make these students feel. I need to have the kind of classroom that students from situations like these may feel less stressed. I want my classroom to be an escape for these kids, not an added stress.
I really like that we have the chance to go through some of these different simulations and get a glimpse at what these kids go through everyday. It really helps me to be better able to help these kids and understand what they are going through. I also really enjoyed when we talked about how these different disabilities and other circumstances make kids push harder. These kids are strong and many are very independent. We talked in class about how we, as educators, don't need to hold the students hand at every point. We are there to help, but we don't want to become a hindrance to these kids. They need a teacher who is willing to help them and support them, but they also need that teacher to challenge them and help them be successful.
There are so many different kids that come from many different circumstances. Not all will have disability that need special needs. Kids who come from poverty and who are gifted and talented also have special needs. As a teacher, learning and putting myself in their shoes can give me the understanding needed to make me the best teacher for them. I can help these kids by having an inviting classroom that isn't going to increase their stress. I can also have a classroom where no one feels left out or isolated because of their circumstances. As a future educator, I can make a difference by being an advocate for kids who need our help.
Saturday, June 6, 2015
Chapters 4 &5
This week in the material I found that the activity where we had the five different simulations to do really helped me see what some children with special needs go through. I think that a lot of times it is really hard to understand what the kids go through and how hard simple tasks can be. The simulation I had the hardest time with was the attention one where we were supposed to place the animal cards where the teacher was telling us, while all around there were many noises that distracted me. These noises became so loud that I could not hear hardly anything the teacher was saying, and I lost interest really fast. I actually ended up not moving half of the animal cards because I could not hear the teacher anyways, so I just gave up. This really put things into perspective for me. As a special educator I am going to have kids that will do the same thing I just did. They won't quit working just because they don't feel like doing the work; they will quit because they are frustrated and getting a sense of what it feels like really opened my eyes. We need to remember that these kids will try and work hard but sometimes it is just impossible under certain circumstances.
When we made the concept map with our heterogeneous groups it really helped me to remember the things from the text. Going over the INCLUDE steps helped me remember a lot better than I would have on my own. Many groups covered the same things, but the repetitiveness definitely helped it to stick in my head. My homogeneous group also got together to study for our exam. We did a lot of review on the cases, making sure we knew which cases went with each IDEA principle. This helped me a ton because I had a hard time remembering all the cases.
Studying for the exam took up a lot of my time this week because I want to make sure I know the material. We talk in class a lot about how important it is to really know and understand the stuff we are learning and I want to do that. When I am a teacher and working with special needs and IEP's and things like that I need to know what the parts are and how everything connects together. I have really liked connecting the cases to the different IDEA principles because it makes the principles stand out more to me. When I have examples to go off of, I can remember all the parts of the principle.
One thing I loved from our reading this week was the classroom organization section. When I read this, it definitely made sense to me because when my room is dark or cluttered I have a hard time being in it and I have to let in the light and clean it up. I focus so much better when things are organized and there is lots of light. It just makes sense that kids function better this way too. As a future educator it is important to remember these little things so that my classroom can function in a way that is best for everyone that is in them.
When we made the concept map with our heterogeneous groups it really helped me to remember the things from the text. Going over the INCLUDE steps helped me remember a lot better than I would have on my own. Many groups covered the same things, but the repetitiveness definitely helped it to stick in my head. My homogeneous group also got together to study for our exam. We did a lot of review on the cases, making sure we knew which cases went with each IDEA principle. This helped me a ton because I had a hard time remembering all the cases.
Studying for the exam took up a lot of my time this week because I want to make sure I know the material. We talk in class a lot about how important it is to really know and understand the stuff we are learning and I want to do that. When I am a teacher and working with special needs and IEP's and things like that I need to know what the parts are and how everything connects together. I have really liked connecting the cases to the different IDEA principles because it makes the principles stand out more to me. When I have examples to go off of, I can remember all the parts of the principle.
One thing I loved from our reading this week was the classroom organization section. When I read this, it definitely made sense to me because when my room is dark or cluttered I have a hard time being in it and I have to let in the light and clean it up. I focus so much better when things are organized and there is lots of light. It just makes sense that kids function better this way too. As a future educator it is important to remember these little things so that my classroom can function in a way that is best for everyone that is in them.
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