I provide my students with frequent breaks throughout the day. Either they become distracted, need to release energy, become frustrated, and more. I can read my students very well and can almost tell before they need a break. However, I like when they are self aware and have the language to request a break knowing it would help them.

I personally like when they take a movement break, but this year many of my students just wanted to play. They did not want to engage in movements they weren’t interested in. I tried to come up with new, fun ways to engage them or get their interest, but it did not work. One day, I gave up and decided they should be able to pick what they wanted to do on their break that they deserved. They were in first grade at the time, so I felt play was very appropriate. One student cleaned up very well most times, but I have difficulty with another student who could not get back on task. I was becoming to feel defeated, but then I thought of some new ways to help with this issue. I started setting a visual timer for him and he was able to see how much time he had remaining. This helped, but other times he wanted an hour glass to see how much time was left. I thought this was a great idea and because he was taking iniative, I was so happy.

Any job can be stressful, but not giving up and thinking of new strategies really helped me this part year.

I know every school district is different, but I feel there is limited training for teachers. In my opinion, I feel there should be more effective training on a variety of topics. I currently attend workshops regarding reading and writing workshop, but I would like have more options to attend workshops on topics like effective strategies for teaching students with behavior deficits.

Behavior deficits are becoming more prevalent and it causes a number of issues for teachers and their students. Students become distracted, lessons get skipped, and students become exposed to outbursts and negative behaviors.

I have knowledge on strategies to help decrease the behaviors, but many other teachers are not aware of these strategies. Although they can go to administration or Child Study Team, it is beneficial for them to learn how to put effective strategies in place to decrease these behaviors, so that everyone can learn with learn in the best environment.

I am currently taking courses online and one assignment was regarding cochlear implants. Before taking this class, I did not know much on the topic other than it was new, becoming more popular, and improves the ability to hear. However, what I never thought about was the other side. I thought it was a very simple decision, but as I read more on the topic, I am not too sure what I would do if in a position this affected.

There are many side effects to this implant. Some are mild and some are more severe. Receiving the implant also does not guarantee you will definitely have increased ability to hear. Also, some resources state that receiving the implants does not always lead to better literacy skills like reading, spelling, and writing. In addition to this, there is a very strong deaf population and community that believe this is hurtful to their community. They feel they were born this way for a reason and they should not change this aspect about them just to fit in with the majority of people.

Although I am not in this position, I know if I were it would be difficult because more sides make a very valid point.

When working with students with disabilities, motivation is a key component. Every year, I change the model I choose to use to best fit my students. Some years I do a class motivation system, some years I do individual, and in some years I do both.

School work can be very challenging and difficult for my students, so I like to reward them for their hard work. There are many different methods to use. I have used a marble jar for the whole class and when they were all on task or having a great day or period, I put about 5 marbles into the jar. The students love this! Once the jar is full, I let them choose a preferred activity, whether it be a movie, ice cream party, free play outside, playing on their chrome books. Since they earned it, I want them to take ownership and decide what they would like as their reward. If I was choosing their reward, I do not feel it would as effective.

I feel individual reward system is very important. Who does not like to be told they are doing a great job? I provide my students with verbal praise throughout the day and it really makes an impact on their self confidence. I let my students participate in making their reward system. I have used penny charts, tally marks, tickets, and more. This year, my students want smiley faces on a post it. When they are working hard, especially during less preferred activities, I will give them smiley faces. Once they reach 5, they take a break. During this break, they can go for a walk, play with a toy, build legos, draw on an erase board. I am open to almost anything they ask for (in reason, of course). In previous years, I gave them choices, but it was not as effective. In addition to the smiley faces, I have them do a class reward as well. When my group of students are on task and put forward their best effort, they earn post it notes. They each have to write a message on it. For example, I read 2 books during reading!, I did not get mad during math! I tried my best, etc. They write these messages on a post it note and we fold it up and put it into a jar. Once the jar is full, almost every 2 weeks, they earn something. They usually pick free play outside for 20 minutes. I love this! They are playing together working on social skills and team building. However, before they earn this activity, we read all the messages together and I love seeing those big smiles on their face. Motivation and rewards go a long way!

Each year I am always excited to find out which grade I am teaching. Being a resource teacher, it changes each year. I might get to move to the next grade with my same students or get new students and work with different teachers. Some years, I work with the same teacher in the same grade and other years I move to a completely different grade. Some people may not like this change each year, but I love it.

For the last four years I worked in an upper elementary  grade inclusion class. It was a surprise to get moved to a younger grade this year. I have a number of students I work with, some receive services for specific subjects and some for the entire day. I am always surprised when I go to the meetings to see if the students qualify or do not qualify for special education services. Are they receiving enough? Are they receiving too much? Do the parents agree or disagree? I feel some times we are doing the students a disservice depending on their placement due to a number of reasons. We do not have enough teachers, so we provide push in support to service more students at one time, rather than pull them out.

More students are being classified each year, yet the number of teachers is not increasing. I believe this is a real problem. We have limited special education resource teachers, so are we really doing all that we can for these children? We service multiple grades each year and we rarely ever pull students out of the room. I provide small group instruction all day, everyday in the general education classroom, but as you can imagine, there are a number of distractions for my students.   

Another challenge is the parents disagreeing with the teams decision on placement and services. I know this happens in every district and it may not warrant going to court, but it impedes the students success. The team may recommend the child be in a self contained classroom due to testing results, but the parents do not want that, agree with it, or want to have that stigma. I am not in their position, so I cannot speak on their behalf. However, as a teacher, students placed in a general education classroom that do not have basic skills, may not be able to keep up with the curriculum. Although their work is modified, if they do not have a good understanding of the foundational skills, how can they build upon those. Some students may do fine in these situations, but others may suffer. They act out or become behavioral to avoid difficult work they cannot complete. They feel different from their peers and it affects their self esteem.

I do not know what the answer is, but if the pattern is going to continue, something needs to be done to address this. I cannot speak for all schools and districts, I am just talking from experience in the district I work in now. I love teaching and helping my students succeed, but sometimes, I feel as if I am not setting them up for success due to these hardships.

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton