Melissa: Changes

I’ve always hated the expression “the more things change, the more they stay the same,” but that currently sums up my life at school.

When I show up Monday morning, things will be drastically different than they were just last week. One of my students moved over the weekend, so my group of six is now down to five. Losing a student in any class makes a difference, but when one student makes up about 17% of your class, it’s a pretty significant change. And because this was a particularly challenging student, the changes will be, um, pretty darn big.

Because I now have fewer students, I am also losing a paraprofessional during the morning. Administratively, I completely understand the move. Professionally, I know my class will be just fine with one para instead of two. But personally, it kinda stinks. When you work with someone every day for three semesters, especially when he is a very good someone, it’s hard to think about him not being there anymore. I am very glad he gets to stay with us for the part of the afternoon when my students split into two groups and go to two separate general ed classes during my planning time.

And if that wasn’t enough change for one week, it’s also the start of a whole new semester. Change is hard in any classroom, but when you have a group of students with autism spectrum disorders who crave routine, it’s a little extra-scary. We will be venturing out into a general ed social studies class with a teacher who is totally new to all of my students. I’m very thankful this teacher is a genuinely cool guy and seems more than willing to work with me on any accommodations my students need. I am a little sad, however, that science is over for the year, and thus the one block of the day I actually got to spend with another female is now only a memory. Her classroom smelled so nice. But I digress. . . . 

My students are also switching what we call “encore classes,” so now they will be with a new group of general education teachers in subjects such as physical education, FACS, art, and technology. Ah changes, changes, changes!On the other hand, there are so many things that I know will stay the same. Tomorrow morning, five boys will come in, get their points sheets, and prepare for their day. One will ask why he has to stand during the Pledge of Allegiance. I will teach, explain, comfort, reassure, and lead my awesome group of guys. I will joke with them and they will give me a bad time right back. I will probably say one of my oft-repeated phrases; I sometimes jokes that I’m going to make a t-shirt printed with them so I can simply point instead. These sayings would include:

1. What do the directions say?
2. How many people can I talk to at one time?
3. Lunch today is _______.
4. It’s in the directions.
5. If you need to pass gas, please leave the room.
6. Did you read the directions?
7. You really will not starve to death before lunch time, especially as you just had a snack.
8. Um, no, I’ve never heard of those video or computer games, so I’m not sure which I like more.
9. No, there will not be a snow day tomorrow.
10. What? The answer to your question was in the directions? I never would have guessed.

So here’s to second semester! I can’t believe this school year is already halfway over. We’ll keep plugging away while we wait for the one change we all agree can’t come soon enough: SPRING!

Comments

[Mashal J]

I enjoyed reading your post and I would like to add this point: I believe that praise has much effect on students' behaviors. However, we should know the effective steps of providing praise. First, we should select the behavior that we want to increase. Second, we should define the behavior. Third, we should choose appropriate reinforcement that the student likes. We keep in mind that praise is important, but we should use it effectively. Praise should be immediately, frequently, enthusiastically, variably, describing the target behavior, and giving with eye contact. Fourth, we should use effective delivery of positive reinforcement. Delivery should be warm, caring, and genuine, rather than disingenuous. Finally, we should collect the data to make sure that the reinforcement is working with the student.

[Tonietta Scott]

Melissa,

I can understand exactly how you feel. Changes often occur everyday. i rememberwhen I wass teaching EBD, I had nine boys and one aid. It was a challeging time when they removed my aid for four years. It cause all kinds of disruption. Then next day they took one of my kids that been in my classroom for three years. It was another slap in the face. Each time there's a change it makes it harded to try and main stream them into regular education.

I too have tried different methods in trying to main stream the students, but I truly enjoyed how you tried different methods. I love the humor of making the T-shirt. In the long run things did get better for my students. Hang in there Melissa and have a great year.

[Melissa]

Thanks for your comments!

Renee--how is it to have just one girl? I think I would either feel bad for her, or would sneek off with her and talk about lip gloss for a few minutes every day. :o)

I really believe in including my students in general ed as much as possible, but not too much, either. Finding the balance is hard. I think the general ed teacher has a lot to do with the success. The more flexible they are, and the more they let me know ahead of time what's going on, the better things work out. I love the social studies teacher we're with now. We had our first test, and he handed out modified tests to my kids--without me asking him to and in such a way that they looked like the exact same test everyone else was taking.

Something else that's worked well is having our "mancave" to go to. We are never "stuck" in general ed with nowhere to go. We always have the option to come back to the room to work or talk about things or go over the directions more step-by-step.

Tony--I've also had the same-every-day job before and I like teaching a lot better! I'm never bored at work, which is (usually) a good thing. :o)

[Tony]

Melissa,

I really enjoyed reading your post. I could empathsize with just about every part of your writing! I have had the opportunity to work with 4th-6th special ed. math students for the past 4 years and really am considering making my own t-shirts you described. There is no question that there are constant changes throughout the course of a school year. Regarding this, I have concluded that those changes are one of the things I used to hate but now enjoy. I have adapted to the idea that things are not always going to be the same. I love that idea because when I think of the positives regarding change I am reminded of the factory work I did for 5 summers while in college. 5 summers of doing the exact same thing day in and day out. Facing the challenges of change keeps me going, and that is one of the many reasons I have glad I chose to get into education. Good luck!

[Jocelyn]

"Thank you for being so flexible." <- is my mantra of the month. ;)

[Renee Anderson]

Melissa,

I have always said, when you work in education, the years literally fly by. I can't believe in 4 months I will be saying goodbye to a group of boys that I will dearly miss. Some have been with me for three years. I teach an EBD self-contained classroom. When you make your T-shirt, send me one! I especially like: "How many people can I talk to at one time."

I am very interested in the strategies you use to include your students in the regular classroom. I teach 3-5th grade. I have a total of 8 boys and 1 girl. I started the year with two girls, but one transferred (not by choice) to another school. Three of my boys participate in some regular classes and one participates in Quest, twice a week. I have two with autism, both in the 5th grade. Last year, the boy was able to participate in a 4th grade math class during centers time. This year I am having a difficult time finding a placement that fits. I see my primary goal as helping these students understand themselves and control their emotions so that they can participate in the regular education classroom with their peers.

Have a great last half of the year!