Grades are in!

Summer 1 Term: All As.

Graduate GPA: 4.0

Wish List

Good grades and sleep. This week and this term has worn me out!

Case Study Presentation

In SPED 516, Behavioral Management, I had a Graduate Case Study project that pulled all we learned together. I was assigned a case study to research, create a plan, and present to the class. Below is the presentation, and a copy with my presentation notes, of my case study of Nikos - my little first grade who just cannot sit still!

I do not have my professor's feedback or grade yet, but I was excited for the high amount of class participation and discussion in my presentation.

Presentation
Presentation with Notes

My Token Economy

For SPED 516, Behavioral Management in the Classroom, I had to create a token economy. This token economy would be used to reinforce students and the desired behaviors. We had a lot of freedom with the creation of this assignment; I created the classroom setting, circumstances and the token economy's worksheet.

My professor's feedback on this assignment was positive, especially on the choices given to the students. She felt this was a realistic tool and accommodated for human nature.

Click here to view Token Economy Assignment

Summer One is Officially Done

Tonight, I will celebrate. I have taken my last final. SPED 516 (Behavioral Strategies) and SPED 562 (Assessing SPED Students) are officially in the books. Waiting on grades...

I am employed!!

We are very excited!

This fall, I will be working at Calera Elementary. I will fill a temporary aide position and then transition into teaching, covering some maternity leaves. This will likely last through the entire fall semester, which is just perfect. I will be student teaching in the Spring semester so this is mutually perfect for CES and the Chenaults!

Subbing this past spring, I fell in love with the staff at CES. This school had the most warm, friendly and enthusiastic staff I encountered in all the schools I observed and/or worked. I'm very thrilled to join a team like CES. And, it could not be any more convenient for us. Graham and I will go to school together. He will have his space, and I will have mine; but, this saves us daycare money, which is such a blessing.

I'm very excited about the experience! I'll be able to use my "work" time for my "observation" requirements in my classes this fall, and what a great thing to add to my resume! And, did I mention, there's a paycheck? Oh! we love a paycheck!

Yeah!!!

Wish List

An organization method to keep tools and ideas.

What's the best way to keep up with all the great stuff people share with you? I have several charts, templates, bulletin board ideas, worksheet ideas, web resources... and scattered across a bin, a binder and a social bookmarking site. I'd love smart and practical ideas!

Wish List

A small personal laminator.

We've reviewed a lot of tools and materials for behavioral, communication, and organization. The teachers I see who laminate their tools keep them for years, and they all say they have a small personal laminator. The teachers who don't laminate have a lot of templates they must remake frequently.

Anyone have one they really like?

Wish List

I'm starting a thread called Wish List. These items are things I've noticed and think I would like to have. I'm sharing with you for ideas, recommendations, or just your thoughts. Add them to the comments tab, please!

Behavioral Management/Parenting 201

Prenatal Education classes are part of all birthing plans now. Before the little baby enters your life, you get handy lessons on what to do with it. I found this especially handy, considering neither of my children come with interaction manuals. There were also sibling classes, grandparent classes, and etc. available should one so desire. But after that little baby is born, there aren't any many classes out there. 

My Behavioral Management class should be the next class we are offered as parents. I'm either fortunate or nerdy enough to find each of my classes interesting, but this one is especially interesting. I may even call it my favorite class, but let's not get too hasty and first finish all the exams before we give it that title. Still, the most useful lessons and ideas are presented in this class. We should require all parents to take it a short course when children turn 3! 

Can you imagine every day being presented with not only the "What If" situation but a reasonable solution provided? What do you do when a child is belligerent? Talks to much? Wants all your attention? Runs instead of walks? Hits? Granted, I haven't come home and performed a full Behavioral Intervention Plan with observations and assessments on the boys, but changes have been made:

- we've tweaked our token economy (chore chart & rewards) and the boys are actually doing more!

- we added routine and structure to our day and are fighting less, playing more!

- we all have contributed to positive house rules that the boys like to protect!

- we are all getting more done every day!

 

Instead of just managing the  incident, I'm now questioning "Why did he do this?" and "What did I do to contribute to this?" Even Paul is getting into it, and we're having conversations about what behaviors we want to change and how we can use some PBIS (positive behavior intervention strategies). 

At the pool last night, neither of our boys wanted to get out. We gave the five minute warning, the three minute warning, the two minute warning and Graham cranked the whining up. Rob got out of the pool and we said "We really like how you got out all by yourself, Big Man!"Graham couldn't stand it! He was out of the pool in a flash and rushing to beat Rob to help us pack up. At the same time, another family was doing the same, and their son cranked up the whining. The daddy responded "Do you want to get your butt beat?" and I felt like writing down Dr. Smith's information  and saying "Call her about ED516!" I didn't - I didn't want my butt beat! 

I love this class!

Teaching social skills

In my Behavioral Instruction class, we have written lesson plans about teaching social skills. This project seemed like a piece of cake, but I found this to be a surprisingly challenging activity. My classmates chose the following social skills to teach: maintaining eye contact, empathy, taking turns, table manners, shared responsibility, good sportsmanship when losing, self control, saying "please" and "thank you," and following the rules. We all do these things, but found it challenging to break down into instructional procedures. When was the last time you cognitively thought through saying please and thank you? And, how can you break the behavior down into not just steps but explanations that are understandable for younger children on children with disabilities? How do you teach a student with autism how to maintain eye contact? In class, we've decided it is important but not easy! I chose touching. I decided on this topic without any thought about the current Sandusky case; in fact, I didn't even think about the sexual context of touching. I initially thought about how to be gentle, what's and when is appropriate. I wanted to write a lesson plan on how to hug and when to give a high five, hug, or get someone's attention with touch. When I was researching for ideas, I was struck by the amount of instructional content devoted to inappropriate touching and sexual harassment for students of all ages - including primary. Everything I looked at spent a week of curriculum (combined) on processes for how and when to touch, and weeks on the inappropriate sexual component. This isnt shocking to me, but still caused me to pause and think about the society we live in today. It is saddening. I remember going through Mrs. Daniel's counseling sessions on Ruff McGrough and drug awareness . Of course, this was in the 80's and Nancy Reagan's "Just Say No" program. In elementary school, I was taught to say no to drugs. In elemetary school, my boys will learn about what is not appropriate touch and where is not a safe place to touch or be touched. It is important, just a tad scary. So, this commentary is about two thoughts: 1. It's amazing how challenging to teach the "easy things" can be. 2. Our world is a much different place. Our children have to learn about very adult things at such young ages, and it makes me sad.

Grades are in!

May Term: A

May Term Placement

For Practicum I've been placed in a 4th/5th grade Resource Room in an Intermediate School. This is a AAA classroom with 4 students, but not all on extended standards. There is diversity in disabilities, and an interesting mix: ED, Autsim, ID, and LD. The students also have a mixture of resource time, from most time in their GenEd class to only PE with GenEd. Staff wise, this class has a teacher and two paraprofessionals. I'm excited to observe and participate in this class. This is my second 5th grade experience, but my first in a concentrated resource room. I'm very excited to add experiences to begin to compare and contrast.

Roses and Thorns

May Term Roses and Thorns... Roses: 1. The kids. I loved the kiddos in my class. They cracked me up, they inspired me, one frustrated me and made me grow in patience and management skills. I really enjoyed the kids in my class. 2. School experience. I had the most diverse school experience yet when I consider staff and school. I met many teachers and professionals, many spending time with me answering questions or coaching. Also, I witnessed a challenging social dynamic between staff which was thought-provoking and enlightening. I gained a lot of knowledge that does not necessary fit into a lesson plan or IEP. 3. I enjoyed my classmates and made new friends. 4. Loads of experience. I taught a lot and got a lot of hands-on expience. Thorns: 1. The work load was rough! Managing observations, the school load, my CTs expectations and general life in such a concentrated time was exhausting. 2. Disappointing examples. Considering it was May and close to the end of school, my CT told me upon entering: "I'm done teaching." She really was. I'm not passing judgement I just was disappointed I didn't get to observe many lessons and daily routines. 3. Drama. Unfortunately there was a lot of drama in my school and it was distracting. 4. Traffic and parking. This sounds so silly and petty, but it as such a pain! Traffic congestion, the school infrastructure, and limited parking was a big challenge. When the parking lot flooded... I had to hike in the rain. That was lovely.

Summer 1

This June Is Summer 1 term and I've got a full load! I'm taking: ED 516 Behavioral Intervention Strategies SPED 562 Assesment of Students with Disabilities I'm by excited about the behavioral class because I'm learning a lot I can apply at home. Our first lesson was "If you aren't getting the behavior you want, the kids aren't broken, your system is." That day I came home and both my boys were on yellow (our behavior stoplight) and Paul was threatening to move the to red, which is time-out or loss of privileges. So I say to Paul, "you know they aren't broken, the system is." I cannot share with you what Paul told me I could do with that comment; it was not very professional. ;) The behavioral course is about positive behavior interventions and I am getting a lot of great tips and ideas. This class is with a professor I've known and adored since I met her at St. Andrew's, Dr. Sally Smith. It's a treat to be in her class! I especially love trying to figure out which of her two sons is her daily anecdote about. Oh I know a lot about Kevin and Brian now that I'm sure they wish I didn't! This assessment class is challenging. We are reviewing standardized, norm-referenced, criterion-based, and all sorts of formal and informal assessments. This is a 4 hour class in the afternoon and I tend to drown in basal and ceiling and sample sizes. However, I hope I walk away with a much bette understands of the various tests and types of tests. I have to administer tests to kids for practice, administer to my professor for a grade, and there is substantial paperwork with this course. Maybe it feels more substantial because I require a special dictionary to decode the vocabulary words. Nonetheless, it's a challenge and I actually find this very interesting.

Telling on myself...

Admittedly, this is shameful, but it's humorous, too. I have a student with Autism who is by OCD. Anything I touch, he comes to touch both the object I touched and the hand I touched the object with. For instance, if I tap the table with my right hand, he would immediately tap the same area of the table and then tap my right hand. Every time, without fail. Even if her was across the room. This particular day, he was very distracted. I was trying to get him started on independent work so I could begin direct instruction with another. Bless his heart, he couldn't stay remotely near his station and was certainly not working independently. I didn't know what else to do. I went to his station and touched every last thing at the station - the desk, the chair, the books, the pencils, the worksheets, the wall, everything. Over and over, I touched everything. He spent five minutes touching everything I had touched, in the order I touched it, and was at least quiet. Lo and behold, he went to work afterwards. Oh how I hope that was not reported on my dispositions! I think there is a level of meaness in this; not cruel but mean. I'm not proud of this, but I can laugh at it. Desperate times, desperate measures!

May Term

This May I have a May "mini-term" which is a practicum for Special Ed. The requirement of the class is to log 90+ hours in the classroom for observation, plus a few papers on teaching and observations. In this class, I write lesson plans, teach them, and am graded by my cooperating teacher (CT) as well as my professor. I will also begin the behavioral instruction unit, observing and recording behavior data to use in other classes this summer. This concentrated class will be a lot in a little bit of time, but I'm very excited!

Spring Term Grades

Grades are posted: all As.

Observations

I've clocked numerous hours in observations this semester. Observations are part of my Pre-professional class and SPED. It may be my most favorite part of this semester. I have loved every minute in the classrooms!

Both of my observation sets were in Elementary schools, and I was fortunate to have diverse exposures in special ed. Both of my cooperating teachers (the teachers who I observed and worked with, CT for short) work with inclusion classes, partnering with a GenEd teacher closely; however, the approaches and demands on these teachers were greatly different. One teacher worked with a student one-on-one whereas the other teacher had fifteen special ed students at one time. Same school system, different schools and different communities. 

In observations, both my CTs allowed me to be very involved and hands on, which I loved! I worked with students with autism, learning disabilities, multiple disabilities, mental retardation, hearing disabilities, and OHI (other health impairment). A few students were ELL (English language learners) which added in one more interesting touch for consideration. Several of my classmates have been able to identify what they want to do and don't want to do after their experiences. I found each rewarding and stimulating in its on way - right now, there's nothing that I think I'd rather not work with. 

My boys and I list the roses (positives) and thorns (negatives) of our day during dinner each night. Here are my roses and thorns from my observations:

Thorns:

1. The paperwork is unbelievable. It's cumbersome, challenging, immense in quantity and just plain consuming. And it's not just IEPs and lesson plans - its daily documentation, communication with parents, and documentation of communication with parents. I expected it to be significant, but it greatly exceeded my expectations. Both my CTs cited it as the worst part of their jobs.

2. Parents are challenging. I don't know which is worse - the parent who is so involved it hinders work, or the parent who is so uninvolved they cannot be counted as support. The former is a challenge to the teacher's workday; the latter is ultimately a challenge for the student, and I wonder if it can be overcome?

3. Lack of funding is hideous. Neither of my teachers had school funds allocated to them this year. One teacher led instruction on a dry erase board that had literally been pulled out of a dumpster and had writing that could not be erased. In classes where the most accommodations are made, you would think resources would be allocated, wouldn't you? There is a great discrepancy in the free and public education we commit to students with disabilities and the resources we allocate to that education. The dollars in the GenEd class don't help; they aren't enough to cover the population of that class as is. 

Roses:

1. The pride a student exhibits when they've learned something or have accomplished something is intoxicating. How can you not be thrilled when their faces light up? 

2. Kids are so much smarter than we adults. They have the balance and order of life right. Somewhere in growing up, we forget the importance of smiling, laughing, hugging, celebrating the small things, and just living life. Kids are inspiring.

3. Inclusion is a wonderful practice! I remember when I was in elementary school, students with disabilities went to a special school in the system. I do not remember seeing students with wheelchairs, interpreters, or any disabilities in my elementary school. I remember speech teachers working with students, but that's about all. In each school I visited there were students with a variety of disabilities. And the students without disabilities helped and interacted with students with disabilities. The sense of equality and normalcy was impressive. 

I'll write more in days to come. I'm working on composing my thoughts for all the papers that must follow the observations, and its all swimming around in my head...

My class load...

This semester has a very interesting class load. Not only am I finding the content of these classes interesting, but its a mix of hybrid and online courses, which is new to me. After 7 weeks I feel like I'm finally "getting a grip" on online courses. It's funny what creatures of habit we are; there is something comforting about a lecture and my legal pad and highlighter! Here's what I'm taking:

ED 501: Pre-professional Block
I loved the seminars in this class, and was so very disappointed when the seminars ended. But, when the seminars ended observations began! My professor could make you excited about taking an enema. She's the kind of teacher that its a shame she's not in front of children every day, but it would be as much a shame for her to not be in front of future teachers showing them how it should be done. First class/seminar totally overwhelmed me; every seminar after that inspired me. This is considered our "introduction" into our professional positions as teachers, and we are exposed to discussions on ethics, legalities, expectations and professionalism. As part of this class, I joined the SAEA (student AEA), reviewed the contracts we are signing when we are hired, studied the code of ethics, and listened to a multitude of representatives from Boards of Education, schools, union organizations. After this class, you are petrified to have a Facebook account, have any pictures taken, drink out of solo cups, and begin to size up all the people in your life as to how much you can trust them. It really is that scary, but terribly important - as the professor said over and over, we built the glass house we live in. My perception of teaching has changed as a result of this course - you are not a teacher at school, you are an educator and it is a part of your identity. Thus one should not compromise it! But, all the severity and issues in this class are beautifully balanced with your purpose as an educator and the opportunities one has to make a difference. I'm telling you, this class and this professor will light you on fire to change the world.

ED 527: Technology in Education
Before this class, I thought I was tech savvy. Hands down, this is the most challenging work load, but is very interesting. This class isn't just about computers and how they are used in education. I am amazed at the discussions and topics that we cover. We are reviewing all types and ways technology can be used, and training on the most common. Social media is a large part of this course; not only are we discussing how to use it in the classroom effectively, we are using it as part of our instruction. Wikis, Facebook and Twitter are all part of our communication stream in this class. I've noticed a great balance of incorporating technology into teaching with using technology as a resource for continuing education and resources. It has broadened my perception on the role of a teacher, stuck between the source of knowledge to students (outbox) and the constant seeker for learning and resources (inbox). I'm now wondering if technology challenges todays teachers more today than ever, not just in operating technology, but in remaining relevant and effective in today's classrooms.

SPED 508: Introduction to Special Ed
This general overview is for all students in the programs, GenEd and SPED alike. It is an online course providing a general overview of all that is covered by IDEA 04, which grants free and public education (FAPE) for seven categories of impairments/disabilities. (Gifted is not part of this class.) Thus far, we've covered an impairment or category per week, with discussions on the impacts for a SPED and GenEd teacher. We've also had exposure to the many forms and legalities involved with students with disabilities and IEPs - overwhelming. Already, I'm practicing saying "a student with disability" rather than disabled student; we recognize the student first, not the disability. And, there is a difference in impairment, disability and handicap!

I don't know if its the curriculum is that incredible, the idea that this is what I'm meant to do, or the fact that I'm an older student returning with a mortgage and family, but I find myself soaking up every class. I'm loving it!

I'm a sub!

I'm excited! Today, I finished orientation for being a substitute in Shelby County Schools. As of today, I can sub for Special Ed aides. As soon as my state certificate comes in, I can sub for teachers. So, hurry up state!

This will be a great blessing - not only will it help put dollars in our bank account, but it will help with exposure. Most of my friends who have gotten jobs immediately out of school have subbed or been aides. And that's the goal - a job!

I had an angel pull strings for me to get in faster - so thank you sweet, wonderful friend for pushing this. I can't wait!

My story...

I am a wife, a mother of two boys (5 and 3) and a full-time graduate student at the University of Montevallo. That sentence alone should tell you that I use more concealer and coffee than I should!

For nearly ten years, I worked in advertising for Mailsouth, and was very good at what I did. I truly loved the people I worked with and worked for a good, local company. I admit I was very blessed, and am truly grateful for that experience. But, I wrestled with feeling that I wasn't using my talents and began to feel unfulfilled.

As a pianist and lover of music, I have been afforded many great opportunities to participate and try new things. I am the pianist and music minister for my church, and lead both the adult and children's choirs. I also work with the children's education program, as a teacher and music leader, and must admit it is what makes my heart sing most. A few years ago, a church friend offered me an opportunity to volunteer in music therapy for students with special needs at Linda Nolen Learning Center, and so I began to spend my work lunches at school. I worked with students with multiple disabilities as well as a class of students with emotional disabilities, and I fell in love.

Last year, my family, especially my husband and mother, offered me a beautiful gift: the opportunity to change my career. So, against all logic in this economy, I quit my job and enrolled in the Alternative 5th Year Collaborative Elementary Ed Master's program at the University of Montevallo. I hope to graduate in May 2013 with a Master's, ready to teach Special Ed or Gen Ed for kindergarten up to 6th grade.

So far, this has been the scariest and most rewarding experience of my life. I am immensely grateful for this opportunity and am genuinely thrilled every day. I can't wait to be in the classroom!

The purpose...

I have a great fear of being that obnoxious person who gushes and shares more information than anyone cares to know. Those people get avoided and talked about, and we all roll our eyes when we think of them. I know I've jumped behind a display or two in Wal-mart to avoid them. 

On the same token, my wonderful friends ask how things are going, cheer me on, and (most importantly) pray for me and my family while I follow this path. So, to share with you, in the least intrusive way I can think of, I'm going to blog. 

I intend to blog updates, accomplishments to celebrate, frustrations that are challenging me, and thoughts and issues I'd love to have your input in. I hope you'll respond to me, especially as I have new "Aha!" moments, share thoughts of confusion or am just plain wrong about something.

Thank you for supporting me on my journey. One of the incredible and unexpected blessings this adventure has given me is a window into the beautiful support God has given me... I know I am blessed!

Oh, the places you'll go!

My third grade teacher, Diane Stith, is one of those teachers they write case studies about. She was warm, creative, and treated each of her students with respect and dignity. Her classes were engaging and she inventively taught difficult concepts. She made learning fun. If you were a Stith Star, you were very lucky. I keep up with a few of my friends from that class, and we all say she was one of the best teachers we ever had.

Mrs. Stith had shared journals with her students. I remember mine clearly: It was a green pocket folder with tabs, filled with wide rule loose leaf ready for writing. On the cover, Mrs. Stith wrote my name in her near-perfect cursive. We were to write to her any thoughts we had, and she wrote us back, always in blue inked cursive. She always signed her entry with a smiley face next to her signature.

I loved this dialogue with Mrs. Stith, and she made me feel like my thoughts mattered. But, our dialogue didn't end when I moved to the fourth grade. Throughout my life, Mrs. Stith and I have corresponded. I have written her on many events of accomplishment, and she's always written me back sharing her pride and encouragement for my future.

In high school, Mrs. Stith sent me a very special copy of Dr. Seuss's Oh! The Places You'll Go! On the inside cover, she inscribed to me words of encouragement, her belief in me and to celebrate all the places I'll go with brains in my head and shoes in my feet. It is in a special place to me, along with my Waterford Crystal star she sent me when I graduated - because I am forever a Stith Star.

Dr. Seuss was a genius, wasn't he? In a rhyming pattern that makes the complicated idea sound simple, he sums up the highs and lows of the journeys of life. All we need is brains in our head and shoes in our feet. And of course there will be slumps and bumps, and we will feel scared and alone, but as long as we have those brains in our heads and shoes in our feet, we will succeed. We will succeed, 98 3/4 percent guaranteed!

Mrs. Stith made a difference in my life. She is one of the first people to teach me how to treat everyone with dignity, and that believing in people makes all the difference. Mrs. Stith, if I am half of the teacher you have been to me, what a great success I will be!