Well, I think that every person, no matter the profession, is prone to stereotype others. This definitely happen in both primary and secondary classrooms. Part of the problem with secondary is that teachers and administrators become concerned with test scores, drop-out rates, and getting kids to graduate more than anything else. I, secondary certified, see this problem all the time. It's hard to build relationships with students when you shove them in and out of the classroom for only 50 minutes 5 days a week. This, coupled with a huge amount of curriculum to cover, creates no sense of identity for many students. Thus, they are lost in translation. I'm terrible with names and I feel guilty when I don't know someones. This reading has shown me to always check students names and know how to pronounce them correctly.
Don't ever EVER judge someone by name or looks! For example, I have a student whom is pregnant in one of my classes. She is a really good kid, and one of my best students. I did not treat her any differently under any circumstances and I think she really appreciates that. She doesn't want to be judge wrongly, but she doesn't want people to pity her either. I hope that she has appreciated how I have treated her. I'm not here to judge, I'm here to teach.
Wednesday, November 20, 2013
Friday, November 8, 2013
Reflection #3
In my student teaching experience I have had a good experience in spending my first placement completely in a inclusion classroom. This experience really gave me a lot of tools to address low-achieving students. Most importantly, I gained in my understanding of inclusion and the benefits and negative side effects of that kind of classroom.
The Times article titled "How to fix No Child Left Behind", written by Claudia Wallis and Sonja Steptoe explains, " that all kids (except 1% with serious disabilities and an additional 2% with other issues) must be proficient by 2014" (Steptoe & Wallis, 2007). This is a very high goal, one that is going to be difficult to accomplish. There seems to be so many students who struggle in both reading and math, and with my experience, I know a many are in the inclusion classroom.
Inclusion has it benefits and it's pit falls. I really do think that it is beneficial to English Language Learners. They need to not be segregated from other students because they can't speak the language. They already have a social block for this reason. I have seen ELL students mix with regular ed students in the classroom and it is really beneficial for both sides as relationships are formed and ELL students gain the language in a social context.
I really also think this helps regular ed students appreciate special ed students and also be grateful for their own intelligence. As Caroline Moore, Debra Gilbreath, and Fran Maiuri, Fran in "Educating Students with Disabilities in General Education Classrooms: A Summary of the Research" explain, "resulted in positive experiences and improved attitudes on the part of students, both with and without disabilities, and teachers alike" (Moore, Gilbreath, Maiuri, 1998). Inclusion is very beneficial for students with disabilities.
References:
Moore, C., Gilbreath, D., Maiuri, F., Western Regional Resource Center, E. R., & Alaska State Dept. of Education, J. v. (1998). Educating Students with Disabilities in General Education Classrooms: A Summary of the Research.
Wallis, C. (2007). How to Fix No Child Left Behind. Time, 169(23), 33.
The Times article titled "How to fix No Child Left Behind", written by Claudia Wallis and Sonja Steptoe explains, " that all kids (except 1% with serious disabilities and an additional 2% with other issues) must be proficient by 2014" (Steptoe & Wallis, 2007). This is a very high goal, one that is going to be difficult to accomplish. There seems to be so many students who struggle in both reading and math, and with my experience, I know a many are in the inclusion classroom.
Inclusion has it benefits and it's pit falls. I really do think that it is beneficial to English Language Learners. They need to not be segregated from other students because they can't speak the language. They already have a social block for this reason. I have seen ELL students mix with regular ed students in the classroom and it is really beneficial for both sides as relationships are formed and ELL students gain the language in a social context.
I really also think this helps regular ed students appreciate special ed students and also be grateful for their own intelligence. As Caroline Moore, Debra Gilbreath, and Fran Maiuri, Fran in "Educating Students with Disabilities in General Education Classrooms: A Summary of the Research" explain, "resulted in positive experiences and improved attitudes on the part of students, both with and without disabilities, and teachers alike" (Moore, Gilbreath, Maiuri, 1998). Inclusion is very beneficial for students with disabilities.
References:
Moore, C., Gilbreath, D., Maiuri, F., Western Regional Resource Center, E. R., & Alaska State Dept. of Education, J. v. (1998). Educating Students with Disabilities in General Education Classrooms: A Summary of the Research.
Wallis, C. (2007). How to Fix No Child Left Behind. Time, 169(23), 33.
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