Group Differences Forum and End of the Semester

I have to admit when I was reading about the group differences forum and trying to understand how it was going to work, I wasn't sure if it was going to be something I would like to do.  I had concerns about how we would discuss things like religion in education and race/racism.  I think that anyone could tell you those are discussions that could sometimes turn into heated debates or even worse.  However, in thinking this I also knew that the group of people that made up our classroom have made the discussion environment very open and accepting of all opinions and comments.  Because our environment was like this, I believed that we could be able to talk about these topics and probably dive into deep discussion!

As we all know (and were present for) the group differences forum went really well.  I was impressed by the professionalism and open-mindedness that our group displayed through the two days.  The discussion was very thoughtful and brought up many different aspects that I had not considered myself. I also liked that different people played the "devil's advocate" role and challenged thoughts and ideas, this is very important to me when I am thinking about issues or decisions and how to solve them.

Some of my favorite discussions were: religion, race, gender, and poverty (okay I am a little biased there).  Within these topics there were many comments and ideas I have heard numerous times as well as those that were completely new.  I found that I was caught between "what I should say because I am a teacher" and "what I should say because I really feel that way" or things my background has taught me throughout my life.  I think that's the hardest aspect for myself in regards to teaching; knowing what is the best culture and environment for children, and doing things that are the "standard" way of doing them (like from when I was in school).  This is a daily struggle with me when I am in the classroom because I also know some of the "standard" ways of doing things are also the easy way out or do not call for much effort.  I know most teacher would never admit that, but if I am being completely honest then that is the truth.  Sometimes you just want to do things the easy and fast way, you can deny it but I really feel like EVERYONE has those days!

Overall, I really liked the group forum and the ability to have a discussion with each other about it.  I wish many of my other classes had incorporated this into their class time because I feel I learned as much from that as I did any other class.  I am very grateful for that experience!

Throughout the semester I have truly enjoyed getting to know the people in this class a little better and being able to discuss and talk openly.  This was one of the few classes that I have felt comfortable doing that in and it was very nice to get to participate.  I want to thank everyone for an awesome semester and wish everyone the best wherever their endeavors take them!

-S

Barb Rentenbach Thoughts.

As I watched these videos there were many different comments that came to mind and hopefully I will successfully articulate those to you in this post!  I truly enjoyed exploring and listening to these videos and am planning to pass them along to other teachers/friends!

How did this presentation change your view of those with Autism?

            This presentation didn’t so much change my view of those with Autism as much as it reinforced them.  I have had and further developed through my classes at UT a view of people with Autism as very intellectual and capable people. Of course there are the stereotypes that are involved, but overall I feel that I have always seen Autism not as a disability but as a unique characteristic that should be talked about within our society. 

            I especially liked the video with the panel of people with Autism using FC’s.  It was very interesting to watch them interact with one another through humor and witty banter.  I feel that it was something you could easily see exchange in a “normal” panel or a setting of people without significant disabilities talking together.

How will you consider autistic children in your classroom in light of this presentation?

            In my classroom I will make a special effort to include the child with Autism through whatever device or accommodation needed.  I feel it is also important to explain this to the other students within the classroom and involve them in the process of making the classroom a great place for ALL students.  I think giving students ownership over this and promoting an environment for acceptance is the first step to help children with Autism in my classroom. 

How does the information you’ve learned affect your future teaching practice?

            Relating back to and expanding on the comments in the above question, I think that learning about FC’s and that some children will have to use them to communicate will greatly affect my future teaching practices.  Also, realizing that children with Autism may need more time to formulate and articulate thoughts, comments, and questions I want to be sure to incorporate that into my curriculum. 

A key point that I want to realize and remember throughout any classroom that I have is that even though children with a disability or not may not articulate or show what they know in the way I am expecting them to, does NOT mean that they are of lower intelligence.  This aspect was something that really shined through both of these videos to me and I am glad that I realized and analyzed this.

Was this information new, and how do you feel about it?

            Some of the information was new to me, as I have mentioned earlier was about the FC device.  I had no idea that those were available to children with autism (I honestly didn’t know they existed).  I think this is a very useful thing not only to children with Autism, but to many children with varying disabilities!

            I am glad to have been exposed to these videos and given the opportunity to analyze and review the thoughts, comments, and ideas presented.  I think seeing Barb in person at her presentation would have been even better, but for now I am glad to have this resource to pass on and reflect on!

-S

The Role of Language in Cognitive Development.

**Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.

Upon looking at the table on page 51, the grade levels that I will examine is K-2.  The suggested strategies for these ages are: 

-read age-appropriate storybooks as a way of enhancing vocabulary

-give corrective feedback when students' use of words indicates inaccurate understanding

-work on listening skills (sitting quietly, paying attention, trying to understand and remember)

-ask follow-up questions to make sure students accurately understand important messages

-ask students to construct narratives about recent events

I think there are many ways I could incorporate or adapt these strategies in my classroom, and many of them I observed from the Kindergarten classroom I have spent time in this semester. In the following few paragraphs I will highlight ideas or strategies used in this classroom.

A way that my teacher incorporates reading storybooks is with a story time incorporated into the classroom's daily routine.  During the literacy block of their day, she reads a book about what they will be writing about in their journal. For example: we read One Fish, Two Fish, Red Fish, Blue Fish By Dr. Seuess and then asked the children to write about their favorite fish.

While I am present in the classroom, the strategy of giving corrective feedback is an ongoing practice throughout the day.  My teacher has made her classroom a safe environment, so when we give them corrective feedback they take it as constructive or as an improvement to their already wonderful writing.  There are even times when I have children asking me if their sentences make since or if a work is spelled right.  While you don't want them to become completely dependent of you telling them how to write or spell, I think this is a good trait for a child to have in their academic lives.

Working on listening skills is probably one of the biggest areas that my classroom focuses on.  Children at this age are still trying to figure out social cues like turn taking and pausing for an answer in conversations with their peers and teachers.  We have to teach children these strategies, and I think often times teachers forget that this is still an emerging skill for these children.  I would stress in my classroom the importance of being able to explain to me directions or comments I have previously told to you.  My teacher requires children to spend about 2-5 seconds before they answer something she asks or says to make sure they understand.  Seeing this in a classroom is very interesting to me, at first I didn't think that this would make a difference, but over a period of time it becomes habit and the children continue to do this on their own.

The last two somewhat go together in my thinking.  I believe that asking follow up questions to ensure understanding will lead the children to construct personal narratives.  Again, within our classroom my teacher will ask many children how things we learn can apply to their lives, or if there are any examples of it in their lives already.  I think that this promotes and supports their thinking and connections with the curriculum they are learning. 

I have truly enjoyed seeing all these aspects throughout my classroom, especially since I have not been "looking" for them.  In knowing all of these aspects are included in my Kindergarten classroom, I feel very confident in my teacher's ability to have the children's best interest in regards to their learning.  And that is always a reassuring feeling in our current world of education!

-S