What a first week! As a teacher in a self-contained classroom, I was aware that I would be teaching all the subjects to students in all grades, plus two elective courses. I was happy when I found out that I only had one eighth grader for one class, which meant I would only be teaching two grades for the majority of my day.
As the summer progressed, I decided to be proactive and begin lesson planning, which also helped me meet and build relationships with those need-to-know teachers who are the best of the best in their subjects.
Going into pre-planning, I felt assured that I was fully prepared and ready for my students. But by the end of day two, frustration consumed me. It was not the frustration that comes with setting up my first classroom or normal beginning-of-the-school-year stress. Rather, it was the sense that my school expected me to be Captain Planet.
Why Captain Planet? “Earth! Fire! Wind! Water! Heart! . . . By your powers combined, I am Captain Planet!”
At first glance, that doesn’t seem so bad. But those planning meetings are often at conflicting times. Meanwhile, I’m busy with my new special educator duties: trying to complete orientation, acquainting my new paraeducator with her job, trying to not make teaching students with EBD something that resembles a minimum security prison outreach program.
Once the students arrived the following week, I quickly realized that I was still expected to bring my cape to school, fly in and out of meetings, and simply know how things go without any real discussion. Again, I leaned on my closest coworkers for advice and withdrew to the confines of my classroom, leaving only to escort a student or to leave at the end of the day.
I am now entering into week two, and I think I am becoming conditioned to the idea of doing what I can. If I miss something, I’ll figure it out tomorrow when I may have more time. I am still unable to access my caseload’s IEPs and other documentation on the electronic grade book, and I missed the staff development on how to set up our grade books with the system upgrades. All the while, I’m struggling to maintain sixth-grade English at the same time as seventh-grade social studies, and putting out fires between students.
If anyone can suggest some strategies for teaching two classes at once and maintaining a presence within all the grades and subjects, I am all ears. Until then, I think I will leave my cape at home and just make sure my students understand the lesson of the day and have what they need to succeed. Then I’ll join the rest of America in Waiting for Superman.
I am currently student teaching in a school that had different learning specialists for each subject. Like you stated, they spend a lot of their time working with their content area team to make sure that they know the plan for the content that will be presented. However, I have noticed that a lot of the teachers have become content teachers that also happen to be special educators. I find that we have to remember that first and foremost we are special educators, and although we are presenting a specific content, we must do so in a way that is best for the student. The content is not the most important part of teaching, the students are. It seems that you understand this by being the best teacher possible!
Posted by: Megteg | May 01, 2012 at 09:13 PM
I am finishing up my last year in undergrad where I am studying to be a special education teacher with a focus on developmental disabilities. Next Spring (2012) I will be student teaching, and after that it will be graduation and time to get a "big girl" job! It is exciting and terrifying all at the same time. I have a wonderful part-time job working with persons with disabilities and I can't imagine doing anything different with my life--yet there are times when I wish I had more responsibility and was a bigger part of the decision-making team. So, in that aspect I am more than ready to have my own classroom and implement strategies that I think are best suited for my students. On the other hand, what I am most terrified about is the misconception that special education teachers have all the answers. Like you said, every one expects us to wear a cape and have superpowers, we are able to do all and fix all. What happens when I fall short of that expectation and realize I am over my head? What if I finally get what I've been waiting for: more responsibility and decision-making power, and I realize it's more than I can handle?
This may not have been as helpful as you had hoped since I really haven't got any solutions for you; but I guess my point in posting this is to say that it's nice to know we're not alone. That in and of itself can be reassuring enough to give a little boost of confidence in our abilities as teachers. Good luck to you!
Posted by: Becca | September 12, 2011 at 02:25 PM
TEAMWORK! really, that is the answer.
1- ask your administrator to back you up on any requests you make to teachers. Sometimes they do think you have super powers or a magic wand. But realize, they consider you to be the EXPERT and trust me, they are LOST and see you as their guiding light. CC: your administrator when you request something from them. DOCUMENT EVERYTHING!!! CYA!
2- Ask for an EXTRA COPY. I always, at the beginning of the year set up the expectation. Let teachers know that you are supposed to work TOGETHER. My first year, believe ir or not I would modify each and every students' assigments, tests, the works! That is not OUR job. Our job is to give the teachers suggestions and teach them HOW to modify for the student. WE CANNOT POSSIBLE know what is happening all the time in all the classrooms! I once had 13 students with 13 different teachers!
So, if one of the modifications is for ex, reduced assignments....make a list of "what it looks like" 1- complete only odd/even numbers. 2- write half a page .....catch my drift? BEGIN to create a word document with collections of modifications, eventually, you would have created a mini resource book for your SPETS (special ed teachers, like it or not, they ARE!)
request that they CC you a copy of their lesson plan, with your administrators support. and CC your administrator when you make this request to teachers, it makes it a more formal request.
If you are scheduled to go in to support a math lesson where they are going to learn to add (you can come ready with counting chips, a number line, maniputalives, more most important, a toolbox of suggestions for the teacher.) this is the time to work one on one with the general ed teacher and make many suggestions to her on how to modify a lesson. You can model for her/him the first times, but don't let them believe it is YOUR job only to do this. IT IS ALSO THEIR RESPONSIBILITY!! Teachers will feel really supported.
HAVING THEIR LESSON PLANS AHEAD OF TIME, helps you be proactive and not walk into a classroom to service a student for 30 mins, and spend 10 of them just trying to figure out what they are working on!!
3- Be a cheerleader! emphasize with teachers. Some teachers may have never dealt with special needs students! put little support in their boxes to let them know they are going a great job! this was my note to them on the first week: Thank you for making a difference in _________ education! YOU are his SPECIAL NEED!!! (because you are special and he needs you!
4- when creating your master schedule (if you are lucky, you will only have to tweek it 10 times!) first schedule in 10 mins of conferencing with teachers, or grade levels. email teachers you will be working with and have them:
e-mail you their conference times and daily schedules
e-mail you your student's daily schedule (tell them that you need to know where the student is at all times in case you need to pull him/her out for testing or to make up time.....most of the time, they are happy to know that you will come and get them, especially if they have ADHD :0)
it is sooooo much easier for one teacher to give you one student's daily schedule, than to waste a whole week chasing teachers all over the place to get if from them. don't forget to CC you admin with this request.
MEET with teachers! drop in during their conference time. Just say casually "what's up! how's _______ doing? how can I help? are you doing ok with implementing mods? questions, concerns? observation?
DOCUMENT that you dropped in and write down everything.....YOU WILL NOT REMEMBER IT LATER and he teacher is counting on you to get back to her. You might not always have the best answer for them right away, so write it down and email them a response later.
CREATE A GROUP EMAIL OF SPETS! randomly email them the questions above. and say, "sorry I missed you during you conference, questions, concerns, observations?
CARRY A COMMUNICATION LOG with you! A 5 subject notebook if you work with 5 teachers.....I carry a 1 1/2 inch binder laveled CONFIDENTIAL, please return to:________if found. Each tab is for each student and it contains a one page quick reference page with their: mods, ieps, schedule of services and important info., it also contains the lesson plan for that week the teacher emailed me (i highlight the subject in the lesson plan that will be modified or serviced) it saves about 1 minute of time. TIME IS GOLD!
the first page of my binder and that I see first everytime I open it is a TO DO LIST (two columns)
date: results/next step:
1.print lesson plans done (check)
2. confer with Mrs.______at 10:00 e-mail 100's chart
*set your phone alarm if you need to
3.
use a new page for the next day and write down what you didn't get done first ON YOUR BIG 6!!! make sure you at least get 6 things done during the day!!!!!! this is also a good way to CYA when someone asks "what have YOU done all day??!?!" I know, it's a slap in the face!!!! breathe in...breathe out!
If you have students coming in to work on IEP goals......to be continued! let me know if any of these tips have been useful and if you need clarification. best of luck!
Posted by: Yolis Cerda | August 30, 2011 at 06:38 AM
Darn Richard, I never thought to use a cape! I just started teaching my 7th year in a one-room alternative education class serving 9-12 grade students. I am certified in all 5 cores, teach to 7 end-of-instruction tests, and teach 25-30 classes per trimester. I have always felt that if the unattainable is my lot, then I would meet my own adgenda first, that of producing caring people. My focus allows me to motivate my students and produce some amazing group projects. (I graduated 18 of 23 students last year without one droppout.) The only advice I have is to BREATHE! And, follow your heart. Good luck, sometimes you have to be your own best friend and buy yourself a drink.
Posted by: Lisa Shrader | August 22, 2011 at 04:44 PM
I teach 4 and 5 year olds so I don't know if you want any suggestions from me. Sometimes I have special needs children and sometimes I don't...In the beginning it is always good to let the children know what you expect from them. For example, I go over the class rules on the first day and I explain what the consquences are if the rules are not followed. Be consistent with your routine (barring any special events such as field trips or assemblies). But most importantly, do not be too hard on yourself. Some days are better than others. I use the crazy days as learning experiences as to what worked and what didn't and make changes as necessary to my plans.
Posted by: Tiffany | August 22, 2011 at 03:51 PM
I can totally relate to all of your dilemmas! For a moment I thought maybe you secretly peeked into my 3-5th grade EBD self-contained classroom. There is no magic or easy button. Sorry.
However, you are on point by saying you will see that the students understand the lesson of the day and (most importantly) get what they need to succeed. I have been teaching EBD self-contain for four years, and like you collaborating with (or at least tying to) all grade levels so that my students will be on the same page as the regular education peers is next to impossible. After the second week of school, I was already a week behind the regular education class in some subjects. I am sure none of the regular education teachers had students “calling the CIA” on them – trying putting that fire out!
So, I decided to just stay in the ball park. I still try to get to a planning meeting, but most meetings are held in passing, “hey where are you in science, social studies, what story are you on?” As long as I am in the ball park – I feel good. I work with tremendous supportive regular education teachers, who are more than willing to share lesson plans, ideas, and resources. I gather the information – pick out what works for my classroom – and go for it.
My students (who are very close to my heart) are in my classroom for a reason – I choose to focus on “the reasons” and provide skills and strategies that will help them make better social decisions. If I can accomplish that – the academics will naturally “catch up” and fall in place.
Posted by: Renee | August 22, 2011 at 10:07 AM
Check out my website that might help you get through the school year just a little bit easier: "Cool Lesson Plans"
Hope it helps some of the stress off of you.
Posted by: Christy | August 19, 2011 at 11:51 AM
Richard, I completely understand. I did your job for 5 years in a school system in the 7th fastest growing county in the U.S....its tough! The good news is that your peers know this and respect you for your efforts. Your pricipals should also be aware of this and be supportive. You need to remember to BREATH and PRAY. Your heart to help your students will get you through the year and hey, by the end you will be that SUPER HERO...and you will wonder how you managed such an incredible year. Good Luck this year.
Posted by: Christy | August 19, 2011 at 11:44 AM
Hey Richard, I feel ya. The school year is so hectic and stressful and I am always convinced I am forgetting something (half the time, I am correct)... I always remind my students that it's important to make mistakes because that's how we learn. I would do well to remind myself of that from time to time.
Posted by: Jessica | August 18, 2011 at 07:30 PM
I know what you mean. I'm feeling the same way ... constantly wondering what the best way is to balance IEP goals with first grade topics, and third grade topics, the new core standards, and everything else. What if I'm forgetting something ridiculously important?
Posted by: Allisence | August 18, 2011 at 02:04 PM