Transition Periods

I believe that transition can be an extremely useful tool for students. It makes me wonder however, that we put so much effort into our students from pre school to age 21, and then IEP services stop. They are now part of the real world, working towards their independence. I think that it must be difficult for many students to trasition into the world, but I do believe kids that are lucky enough to have devoted, caring and hard working teachers, parents and paraprofessionals will be successful in transition.

I think the website was a useful resource for teachers and parents to ask questions about how thier lives are affected by transition changes. It provides useful website links for additional information and ways for professionals to utilize assessment strategies. I think that looking at other states is also useful to understand how the process is completed throughout various states. It is interesting that we still do not have a common form for every state, city and county and that we have districts reinventing the wheel for every document created! I think more progress would be made if state to state knew what was expected of each student and thier goals therefore aligned.

Feelings about Paraprofessionals

Working with paraprofessionals can be a rewarding, yet difficult situation. For example, after listening in class to the difficulties that a classmate is having with her aide, it makes me think am I better off just working on my own with 29 students? Some questions I was thinking of when she was speaking were:

1. How might you change the situation? Everytime we offered suggestions the ideas were immediately turned down, but perhaps when thinking about both of your needs, what do you both want out of this situation? I imagine both might say the success of their students. If not though, find what both of you are good at. I know I am certainly not a perfect teacher but I know my strengths and I seek out to find others who are good at what they do. Sometimes simply observing another teacher can provide you with a bag ful of tricks and good ideas.

2. How can you change the routines in your classroom where you are both working at what you are good at. If you work best separatly, you should each be running two centers. If you work best with small groups have this aide working one on one. I think when you discover and listen to what they really "want" you will become much happier!!

Not Enough Time in the Day!

I think one of the most difficult challenges of writing IEP goals and collaborating with families and colleagues is that people do not seem to be share their roles and responsibilities equally. Too often, I think that the members of a team work harder, not smarter. When looking at the characteristics of a team, “they must have an organized system of individuals whose behavior is regulated by a common set of norms or values” (p.58, Friend). I know in my school alone we have 72 students identified on IEPs and 3 women who service these children. They are spread thin trying to meet the needs of students in grades K-5, and bouncing between reading, writing, math, in third grade to fourth and then to fifth in the upper grades. They are dealing with different notebooks, textbooks, and lessons and teaching styles and usually come into our classrooms seconds before the lesson begins. I find it very difficult that these special educators are even given a fair opportunity to become part of a team, they do not have time! We are already dealing with class sizes of 30 students per teacher and trying to find the time to meet, schedule norms, share our ideas and collaborate is impossible (especially when we differ in opinion)! When I create lesson plans for her to use at the back table with students I wonder if I seem to be acting too bold or taking over the situation. I want us to collaborate and talk but finding time to do so during the day is our biggest weakness.
The other idea I wanted to note is that while I struggle to find time to meet with the teachers in the school, often times speaking to the parent is just as difficult. Finding the time to talk to them and have them collaborate with you can be time consuming and strenuous on the parent and myself. I often wonder if I do it for this student, why am I not taking the time to collaborate with other parents who do not have an identified child. Ah, I have many frustrations with the whole process and I am trying to just do my best everyday!!!

Collaboration with Parents!

Some thoughts I have been having are regarding a support group I am trying to establish in my school. I am attending an Autism Training in Charlotte in October, and after this conference we will share strategies to teachers and parents with Autistic children. This will also be an opportunity for teachers and parents to collaborate based on what works best for their child. I think that it will be a great opportunity for students to share their insights, but also ask questions about best practices, IEPs and other goals they have for their child! I am excited to start this but realize how we will need to work as a team to implement this program successfully!

I do enjoy having parent teacher conferences, but I can find them intimidating, IF I do not have the material to back up what I am saying. But then it’s like, what can I send home, if I have to keep everything at school to keep as a record!?! Or sometimes, I send something home because I am so proud of them, and I won’t have that resource to share at conferences. Where do you draw the line of what to keep and what to send home!?!

When reading Crucial Conversations this week, I was a bit scared! After taking the test I discovered that I avoid or withdraw myself from crucial conversations. I wonder if I am negatively contributing to groups or conversations but I am also someone who tries to avoid confrontation. Actually the recap of page 55 sounded just like me it was scary! I feel like I to need to work on my conversation skills when talking to especially my boyfriend. Luckily, I think he is the opposite and handles most conversations so well! He knows how to direct me so I won’t get mad and always offers good advice! I definitely need to step back and look at my OWN reactions to situations. I need to self reflect upon my own actions in order to hear how I am handling situations.

Enjoyable Reading and Small Progress Made!

I was very surprised to read the area of listening in our readings for the week. I think that after reading how to be a good listener...I have determined I have many areas to work on. One being that I am quick to judge a person for what they have said rather than the content of their discussion. I also that that acting in silent cues, and pausing will allow me to gather my thoughts and speak concisely. I really felt that this chapter was most effective for the reading we did!

I also really enjoyed reading Crucial Conversations and found out that it also a book on tape that my friend had just read by the same author! The book was called 7 Habits of Highly Effective People which he loved! It has also inspired him to read this book when I am finished which is exciting because he is finally interested in my grad work!!! :)

I felt like I made small progress this week and scheduled a meeting with our Special Ed teacher to have her map out the math plans for 2 weeks. She was so appreciative and really felt included after we talked. I felt like I let her in our little 4th grade bubble and I feel FINALLY that we can start working together as a team rather than as them being outsiders pulling students out of our rooms! Yeya~!:)

Questions I still have: How can we specficially use concrete examples of communication in order to say what we need to say? Will our book explain useful ideas of specific terminology!?

Hello EDU 713!

My name is Katie and I am currently a fourth grade teacher. I am in the reading strand at Meredith College and I am excited because this is my first blog! I think that this would be a fun activity to also use with my students. I look forward to getting to know all of you a little more :)