I feel like I've really been able to assume the role of special education teacher at Isla Bonita, comparable to what I'd be doing in the States. I knew I would be doing pull out teaching here, developing small group and one-on-one lessons, but I didn't expect to complete other special education duties as well.
For example, I've helped create behavioral intervention plans (very informal plans, of course) for numerous students. Rudy had a difficult time concentrating on work in and out of the classroom, so I made this chart for him:
It essentially funtions as a token system; every few instances of observable work Rudy completes, he earns a purple circle. When he earns four circles, he gets one minute playing with whatever toy he carries in his pocket that day (usually a Hot Wheels car).
I've also helped another teacher set up a behavioral system for Mark, one of the students I pull out for reading group. He now has to "earn" joining the 10:00 reading group by getting 10 tally marks or less on his chart. (Each tally mark means the teacher had to remind him to be quiet, get back to work, etc.) He also has the opportunity to earn five minutes of free time with Ms. Lexi (we like to play Pictionary on my tablet) at the end of the day, using the same system.
Additionally, I didn't expect to do consulting with the other teachers on individual and classroom strategies. Someone needed an idea for engaging students in learning time telling, and I showed her my notebook clock manipulative I made for Zachary:
She had her students make similar clocks in their math notebooks. Another teacher talked about trying to do a tanagram activity in her class, but the student with the visual impairment struggled piecing the triangles into the square. I suggested that if they did the activity again, she outlined the student's square with pipe cleaners so she could feel the square's edges.
Thirdly, although I brought supplies for me to create materials (contact paper, file folders, construction paper), I didn't expect them to be used so well. Here is something I created for both Rudy and Khaled for teaching how to spell their names using forward chaining:
Lastly, I certainly didn't anticipate teaching a student who is nonverbal, her entire class, and her teacher how to talk using their hands. I am definitely not a sign language expert, but I think our lessons are going well. Students from other classes are picking up signs, even Dayanara, the student with the visual impairment. Kids all over school will come up to me and sign, "How are you?"
I'm also doing things I had no idea I'd do. I do after-school tutoring with Brisa (good thing I have tutoring experience). I also work with students I wouldn't typically teach; the Florida Center for Reading Research has really helped propel my lessons with them. I've had to come up with modifications for various students on the spot, which is (a) really challenging and (b) not enough time to make it pretty. But it doesn't have to be pretty, I guess; it just has to work.
Overall, I feel like my professors, partnership teacher, and other mentors have really prepared me for this experience without me realizing it. Thanks for all your teachings and encouragement, everyone.
Major difference between what I do here and what I'll do in the U.S.: no paperwork here!
No comments:
Post a Comment