Standard 3: Adapting Instruction for Individual Needs
My PowerPoint focused on the ideologies within our society and how they change our thoughts and viewpoints sometimes as humans. I believe, in order to adapt to certain student’s needs, you might have to understand what made that certain ‘difference’ or ‘need’ transpire. In order to help a student, you might need to know what kind of background they come from. You might have to be aware of the ideologies surrounding their lives and yours, and become aware of why this might make every child different in your classroom-- directly effecting how they are able to learn. Once you know why the child may think differently, or may be having a hard time grasping certain material, or behaving a certain way, you might be able to start teaching the child in a productive manner. You might be able to find a way that the child might be able to understand the material, rules, and social cues better.
My second artifact for Standard 3 (within in the PowerPoint above), is a report I wrote about a common behavioral disorder called “ADHD” (Attention Deficit Hyperactive Disorder). This PowerPoint shows I understand that certain children might have certain disorders which might hinder their learning if I don’t know how to deal with it correctly in my classroom.
I understand that I need to still be able to teach all students, no matter what obstacles face me and how the child acts. One way of learning how to teach a child that might suffer for a mental disorder is by doing research about the disorder itself. This way I understand what the child is going through and plan accordingly when I am teaching. It’s important for me to know classroom management skills (such as setting the child’s desk far away from others so everyone can still learn) and also know that professional help, such a school counselor, might be available to me for help if I have questions.
During my year as an intern, I saw that students who had a hard time paying attention needed some extra help. For instance, if a child has a problem focusing, during a spelling test I might sit by them for the majority of the time and make sure they are focusing on the test and give them reminders. Sometimes, I also put the student by others who are always on task and who were leaders within my classroom to remind the student to stay on task.
Further yet, some students just have special needs and the only way to know how to help them is to become creative. I found resources my school had with my lead teacher, and one of my students (who was diagnosed with aspergers) was able to use an AlphaSmart. This helped him not become so frustrated with writing. The AlphaSmart also came in handy when a district writing test was given and one of my students broke her arm. She was able to just type her paper! Sometimes, especially with my ELL students, I also become their scribe. This helps the students who are learning to write what they say and think because they watch me write their thoughts down.
This picture was part of my Classroom Observation Forms and shows how I sometimes adapt my instruction.
My second artifact for Standard 3 (within in the PowerPoint above), is a report I wrote about a common behavioral disorder called “ADHD” (Attention Deficit Hyperactive Disorder). This PowerPoint shows I understand that certain children might have certain disorders which might hinder their learning if I don’t know how to deal with it correctly in my classroom.
I understand that I need to still be able to teach all students, no matter what obstacles face me and how the child acts. One way of learning how to teach a child that might suffer for a mental disorder is by doing research about the disorder itself. This way I understand what the child is going through and plan accordingly when I am teaching. It’s important for me to know classroom management skills (such as setting the child’s desk far away from others so everyone can still learn) and also know that professional help, such a school counselor, might be available to me for help if I have questions.
During my year as an intern, I saw that students who had a hard time paying attention needed some extra help. For instance, if a child has a problem focusing, during a spelling test I might sit by them for the majority of the time and make sure they are focusing on the test and give them reminders. Sometimes, I also put the student by others who are always on task and who were leaders within my classroom to remind the student to stay on task.
Further yet, some students just have special needs and the only way to know how to help them is to become creative. I found resources my school had with my lead teacher, and one of my students (who was diagnosed with aspergers) was able to use an AlphaSmart. This helped him not become so frustrated with writing. The AlphaSmart also came in handy when a district writing test was given and one of my students broke her arm. She was able to just type her paper! Sometimes, especially with my ELL students, I also become their scribe. This helps the students who are learning to write what they say and think because they watch me write their thoughts down.
This picture was part of my Classroom Observation Forms and shows how I sometimes adapt my instruction.
Ethnographic Case Study | |
File Size: | 42 kb |
File Type: | docx |
This is an ethnographic case study I did on a fifth grader. My supervising teacher said that she thinks that he might have Aspergers Disease. In this case, the school counselor wasn’t much help, and I witnessed how my teacher helped him still learn within her classroom and adapted her instructional methods to help him.
My teacher had a lot of patience, but she also knew when the student needed someone to be stern with him. Before I did this case study, I was worried about being able to connect with a child like him, he wasn’t able to socialize like most children, and he didn’t seem to know how to follow directions sometimes. It was interesting to see how my teacher sometimes made different assignments for him, that were on the same level, but something that kept his attention. It was interesting to see how smart he was, and how once he trusted me, he came and asked me questions a lot. I learned I can’t stop teaching the entire class during my lessons when he was having trouble. Instead, I learned to look at him and tell him to please raise his hand, or I went over and touched his shoulder to calm him down, while I continued with my lesson. I learned that I might have to make my lesson’s adaptive for certain students, but it’s important to understand what the child is going through, and who they are as a person to be able to do so.
During my internship year, while teaching second grade, I had a student who was tested during my time there for Aspergers. This student had a hard time socializing with others and sometimes he wasn't able to get all the assignments done. I found sometimes I had to be a scribe for him, too. Other times, when he was having a hard day, I knew that he wouldn't be able to work well in a group setting. I didn't push him to work in a group like I would with other students. I saw that he could still do the work, but I adapted the instruction for him and let him do it by himself. Adapting my teaching to his learning style helped him succeed and excel within my classroom. I also had him find his 'special place' in the classroom when he got really frustrated. He started to automatically go there to calm down and it became a place he felt safe to go to during hard days.
My teacher had a lot of patience, but she also knew when the student needed someone to be stern with him. Before I did this case study, I was worried about being able to connect with a child like him, he wasn’t able to socialize like most children, and he didn’t seem to know how to follow directions sometimes. It was interesting to see how my teacher sometimes made different assignments for him, that were on the same level, but something that kept his attention. It was interesting to see how smart he was, and how once he trusted me, he came and asked me questions a lot. I learned I can’t stop teaching the entire class during my lessons when he was having trouble. Instead, I learned to look at him and tell him to please raise his hand, or I went over and touched his shoulder to calm him down, while I continued with my lesson. I learned that I might have to make my lesson’s adaptive for certain students, but it’s important to understand what the child is going through, and who they are as a person to be able to do so.
During my internship year, while teaching second grade, I had a student who was tested during my time there for Aspergers. This student had a hard time socializing with others and sometimes he wasn't able to get all the assignments done. I found sometimes I had to be a scribe for him, too. Other times, when he was having a hard day, I knew that he wouldn't be able to work well in a group setting. I didn't push him to work in a group like I would with other students. I saw that he could still do the work, but I adapted the instruction for him and let him do it by himself. Adapting my teaching to his learning style helped him succeed and excel within my classroom. I also had him find his 'special place' in the classroom when he got really frustrated. He started to automatically go there to calm down and it became a place he felt safe to go to during hard days.