So I felt I learned more from the students today than I taught them. This is partially due to the fact that I was subbing in a life skills class, so the goals for the students were very basic (such as responding via a recorded message board and reaching for the items they wanted). But I feel as if I came out of there knowing much more about students with disabilities.
Don't get me wrong, I have worked with students with disabilities in the past and nannied for some children with disabilities, but only one of those children was on the same level of extremity as these children. I learned about "talkers" today-a nifty tool that allows you to record phrases for nonverbal students to use to communicate. I learned a lot about how important it is to encourage students, even in the littlest things (such as eating lunch and wheeling oneself down the hallway without assistance) and how rewarding it is to see the smile of a student who doesn't speak, but is proud of herself for her accomplishments. I learned how some "regular education" students have a wonderful ability to show kindness and compassion to those less fortunate and the cruelty others display. It has been awhile since I was in high school, so I also rediscovered how strong cliques and social groups are to adolescents.
I love that each day I spend in the presence of children how I learn new things, how I am challenged to show patience even in difficult situations, how the teacher in me shines out, and how great my desire to help others learn becomes. How, even though I may be in charge, I am at the mercy of others, aides, students' moods, resources, helpful (hopefully) staff; and these all make me a better teacher and person.
Tuesday, September 7, 2010
Life
Today is my first day subbing. I am excited but a little anxious. They are high schoolers, special education, but high schoolers non-the-less. I fit much better with the elementary students, but who knows, maybe this will turn out great and I will love them. We shall see!
I have been teaching in a slightly different area of late. I am a Jr Kumon teacher at Kumon Math and Reading. It is a Math and Reading program driven by the worksheet model, to enhance the students' practice methods. Although this is not how I would teach in my classroom, I am certainly become diversified and learning more about the Indian culture and what the typical parent expects from his/her child-which is very high standards for learning. Although it is not the typical classroom, the typical setting or what I would consider to be typical curriculum, it is good for now, while I wait to see what else God has for me to do in life. He has blessed me abundantly, and for that I give him all the praise!
I have been teaching in a slightly different area of late. I am a Jr Kumon teacher at Kumon Math and Reading. It is a Math and Reading program driven by the worksheet model, to enhance the students' practice methods. Although this is not how I would teach in my classroom, I am certainly become diversified and learning more about the Indian culture and what the typical parent expects from his/her child-which is very high standards for learning. Although it is not the typical classroom, the typical setting or what I would consider to be typical curriculum, it is good for now, while I wait to see what else God has for me to do in life. He has blessed me abundantly, and for that I give him all the praise!
Saturday, August 28, 2010
Music and Kids
There are those that argue that music does not effect children, that it does not matter what they listen to, the words are just words. I am attaching a link to a video here. I dare you to watch it and then try to argue that children do not listen to and know the words in the songs they listen to.
Parents- please listen to the lyrics in the music your children are listening to. Are they wholesome and uplifting? Or do they tear others down and teach your child about things you don't want them learning yet?
Parents- please listen to the lyrics in the music your children are listening to. Are they wholesome and uplifting? Or do they tear others down and teach your child about things you don't want them learning yet?
Thursday, July 22, 2010
Welcome!
Welcome to my new URL!! I hope you got here without becoming frustrated. I found it interesting that blogger did not have a way to change the URL by linking it from the last. So I took matters into my own hands and 'kept' both URL's-with this one being the active one. Happy Reading!
Friday, July 9, 2010
Book to Movie
Let me begin the post by saying I love the idea of taking books and turning them into movies. In theory it would give extended life to the story, plot and characters. The problem lies when Hollywood's reproduction does not follow the storyline of the book.
A few months ago I viewed a movie tailor for the motion picture Percy Jackson and the Olympians The Lightning Thief. It looked like an exciting adventure. When I discovered that it was first a book, I decided to read the book prior to watching the movie. I like to read the book first, because, obviously, the author's tale was the inspiration behind the movie to begin with. I purchased the book, thinking my future students might enjoy it as well.
I thoroughly enjoyed Mr Riordan's masterpiece. The book was unpredictable and held twists and turns in the plot that kept me up one night long past the time I normally retire. I liked how I got to grow with Percy and learn things about the half-bloods as he did. I will not give away the plot line to anyone who has not read it, but it is certainly worth reading.
The movie, in itself, was a good movie. The problem was when it did not follow the storyline of the novel. The basic idea of the book was present in the movie, but the plotline and events that led to the ending were scarce. A couple of funny parts that were present in the novel were left out, and multiple fights were left out. Some characters (important ones at that) were left out of the movie. It almost appears as if the filmmakers asked a forgetful person who had read the book what it was about, and wrote the script on that, rather than the novel. Needless to say, I was disappointed with the movie.
A few months ago I viewed a movie tailor for the motion picture Percy Jackson and the Olympians The Lightning Thief. It looked like an exciting adventure. When I discovered that it was first a book, I decided to read the book prior to watching the movie. I like to read the book first, because, obviously, the author's tale was the inspiration behind the movie to begin with. I purchased the book, thinking my future students might enjoy it as well.
I thoroughly enjoyed Mr Riordan's masterpiece. The book was unpredictable and held twists and turns in the plot that kept me up one night long past the time I normally retire. I liked how I got to grow with Percy and learn things about the half-bloods as he did. I will not give away the plot line to anyone who has not read it, but it is certainly worth reading.
The movie, in itself, was a good movie. The problem was when it did not follow the storyline of the novel. The basic idea of the book was present in the movie, but the plotline and events that led to the ending were scarce. A couple of funny parts that were present in the novel were left out, and multiple fights were left out. Some characters (important ones at that) were left out of the movie. It almost appears as if the filmmakers asked a forgetful person who had read the book what it was about, and wrote the script on that, rather than the novel. Needless to say, I was disappointed with the movie.
Thursday, July 1, 2010
Running to Learn
Since getting married, my husband has been encouraging me to run with him. Running has never been something I have been inclined to do, nor is it something I particularly enjoy, but I have been keeping up an intense schedule of going three miles and gradually working on running more and more of it. Currently I am at the halfway point.
While I was out the other day, I began thinking about how running is like learning, especially for students who begrudgingly learn (as I run). As well as getting in better shape, I am also getting a better perspective of how students sometimes think.
For students to whom learning does not come naturally, going to school each day is a struggle. Just as rolling out of bed can be a challenge when I am not motivated to run. Blake encourages me when my motivation is low, just as a teacher and other peers need to support each student in the classroom.
The classroom, then, should be a safe zone, where students can feel free to "fall while running" and know that they will be supported by the rest of the classroom. The classroom should be a place where students can help others grow and push themselves to reach places in which they feel are unreachable. But that task is much more difficult, if not impossible, without all students knowing that the classroom is a safe zone where we can be free to grow as learners and as individuals.
While I was out the other day, I began thinking about how running is like learning, especially for students who begrudgingly learn (as I run). As well as getting in better shape, I am also getting a better perspective of how students sometimes think.
For students to whom learning does not come naturally, going to school each day is a struggle. Just as rolling out of bed can be a challenge when I am not motivated to run. Blake encourages me when my motivation is low, just as a teacher and other peers need to support each student in the classroom.
The classroom, then, should be a safe zone, where students can feel free to "fall while running" and know that they will be supported by the rest of the classroom. The classroom should be a place where students can help others grow and push themselves to reach places in which they feel are unreachable. But that task is much more difficult, if not impossible, without all students knowing that the classroom is a safe zone where we can be free to grow as learners and as individuals.
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