Jerry: Walking Out the Front Door

“‘It’s a dangerous business, Frodo, going out of your door,’ he used to say. ‘You step into the Road, and if you don’t keep your feet, there is no knowing where you might be swept off to.’” (Bilbo Baggins, from The Fellowship of the Ring, J.R.R. Tolkien, p.82)

When I was in college, I had a professor who really liked to plan and organize—had his schedule down to the minute. I asked him one time, “What about spontaneity? Where’s the space for that?” His response was, “Spontaneity doesn’t accomplish anything.” And I get it that in special education one of the greatest tools in our toolbox is planning and  predictability (Carter, Swedeen, Trainor, 2009). We regiment their daily schedule with picture schedules, routine, and sameness. It helps them to minimize the overwhelming “OhmyGodsomethingisdifferentwhatdoIdonow” kind of disasters.

Frodo, used to the sedentary life of a Hobbit settled around routines of parties, eating, and long rests, had to learn spontaneity. He had to learn to think on his feet (good Hobbit feet!) and be ready for the unexpected day—whatever that day might bring or be or become.

I suppose this holds true for every teacher, not just the special education teacher. Yet something tells me special education teachers are different kinds of Hobbits, more like Bilbo and Frodo than others. Every day is a long walk filled with adventures we cannot plan for, disasters we cannot predict, and joys we cannot anticipate. There is no telling where we will be swept off to after we walk out of the front door of our house and in the front door of the school. Every day is an unexpected party.

That’s what I love about my job. And with all due respect to my professor and his tightly managed, perfectly manicured schedule, I love the fact that I never know exactly what is going to happen with my students. Oh, sure, I have those lesson plans that I have to turn in to the principal each week, behavior management plans, and picture schedules. But I could never predict that one of my students -- one who cannot yet read and barely knows the sounds of the 26 letters of the almighty English alphabet -- would look at me in the middle of our reading lesson and tell me the 15 steps he has learned to load, cock, and fire his BB gun.   

Neither could I imagine another of my students, one whose dad sleeps during the day because he works at night, saying to the class, “When my dad sleeps he is dead to the world.” Really?! A perfect metaphor, a brilliant colloquialism, and used in a masterly way, but, again, from a student in the fourth grade whose reading skills are below the first-grade level.

I could not predict with any certainty that one of my students would go into tantrum mode after he went to the lunchroom, saw the chicken and rice dish being served and announced to anyone listening “that looks like slop!” It was all downhill from there.

Then there was Friday. I simply did not see the meltdown coming. I should have. The signs were there, and I am paid to pay attention—to anticipate, to notice, to be classroom aware, and to do five or six things at once—alas, I did not. I failed and the meltdown ensued. It was all over cardboard blocks, the play area, and some toy cars.

The end result was the emergency removal of the student from the school. I spent the rest of the day feeling absolutely horrible because as I reflected on the situation I realized what I could have done differently, should have done differently, and how, maybe, I could have influenced how that all played out. 

It reinforced what I already know: The special education teacher needs to be able to multi-task while multi-tasking. We have to expect the unexpected. We have to be spontaneous, ready to think quickly. We have to be prepared to scrap a day’s worth of beautifully written lesson plans in order to struggle together with a student who is having a tough time.

I love that I never know exactly what’s going to happen with my students, now I just need to plan better for it. I need to plan for unexpected. That probably sounds strange, but if I cannot predict what will happen, then I need to be aware all the time of things in the classroom that may be catalysts of things I cannot predict.

My professor said that spontaneity doesn’t accomplish anything.  I disagree.  It does accomplish something because it leaves the door open for learning and growth that may not occur within a rigorously planned schedule. Sometimes it is not the student who needs to learn, but the teacher.

Last Friday I walked out of my front door with a plan and was subsequently swept off my feet, just like Bilbo warned Frodo. In the process I learned something valuable about teaching from my students who are differently-abled. We did not plan for a meltdown to occur, but in a sense, it’s okay that it did. I’m glad my students are capable of spontaneity.

Walking out the front door keeps us humble.

Comments

[Kaylee]

I really enjoyed this post. Your writing is fun to read! This is a wonderful reminder that reflecting on your teaching is important to do, but it is also important to be able to let things go. Sometimes outside factors means a meltdown is going to happen no matter what.

I was recently reminded that sometimes the best thing you can do as the teacher is just to be there as someone they trust while they are in crisis. I had a para confront me for giving the students "rewards" after they did something "naughty". However, I explained to the para that sometimes you need to allow the students to calm their minds and bodies first before you can figure out the situation. Trying to deal with a crisis while the student is still wound up is usually going to be counter productive.

I am actually saving this post of yours. I hope to look back at it when I begin my actual teaching to remind myself to reflect, be prepared, and be prepared for the unknown!

[America Sandra Berry]

Your comment is so true, although I am not completely in the classroom as I do the home bound students and it is trying even in their own familiar surroundings. Yes indeed Special Educators must be multitasking all the time, your professor must have little to no experience with the Special needs students from the mildly to the complex every day is different no matter what the lesson plan is, we work around it and get it done maybe not exactly as was planned but done for the benefit of the student. Thanks for your comments.

[Jerry]

Janice,

Thanks for the thoughts. My last week or so has been, frankly, terrible. I have not felt like or remotely believed I am a good teacher because my students seem out of control. There are home issues, medical issues, and more. I'm learning, but the last week I simply wish I already knew.

jerry

[Janice]

Being a special educator in an Emotionally Disabled classroom has made me realize that there has to be some sort of spontaneity. I have days were students need to be removed from the classroom due to behaviors, but the question is: What will the other students do when I am dealing with a crisis? When it comes to dealing with these different changes in schedule I have set up different centers throughout the classroom that are fun and education in which the students know to go to if another student goes into crisis. You talked about feeling like you could have done something differently when you can tell that a crisis is about to happen. I find that a lot of the time I can see some precursors to the problems, but sometimes you do not know what is going on with the student and even the interventions may not help. I have had two students in the past two weeks that needed to be removed from the school due to their behavior and I have sat and reflected on what I could have done differently in those situations. So many things run through my head and it helps me develop different fun and educational activities in the classroom that could possibly prevent these behaviors from occuring.

[Jerry]

Kathy,

So glad to hear from you!! I hope all is well. Thanks for reading and sharing. I should send you an email and let you know all that is going on in my life...so much cool stuff. I am learning so much it isn't even funny.

jerry

[Kathy Wojciak]

As a semi retired special education teacher I would like to share my thoughts on being flexible in the classroom. It is a great skill to teach the children because life in the classroom is much like life outside the classroom. As much as I appreciate routines in my life I need to accept when routines change and be flexible. We need to teach that to our students because daily life is not predictable. If you always stick to a schedule you can miss out on some pretty special things

[Stephanie C]

Jerry,

I thoroughly enjoyed reading your post, and I couldn't agree more! I am a person who loves to plan and organize lessons. As a student teacher and being in the classroom for a little over a week, I have quickly learned that plans do not always work out. Today, for example, my cooperating teacher had planned a math lesson to teach to our students. I arrived in the classroom and my cooperating teacher was not there, but all of my students were ready to learn. I quickly picked up the book and worked through the problems, with the class, the teacher had written down. I noticed that many of my students were having difficulty with evaluating powers, so I thought on my toes and created a mini lesson. During my mini lesson, I realized that for most of my students the concept started to click. I then posted a few more examples on the board and had them find the solutions. We then went over what they each got, and all of them had the answers correct. It was one of the most rewarding experiences seeing the smile on my student's faces when they finally grasped the concept.

I strongly agree with your phrase: “The special education teacher needs to be able to multi-task while multi-tasking. We have to expect the unexpected. We have to be spontaneous and ready to think quickly.” I have found it so true these past few weeks in the classroom. So many things have occurred in the classroom that I have learned that I need to be aware of. I also have learned that the classroom environment and mood of students can change in the blink of an eye.

Thank you for your words and helping me realize that it is okay to not follow through with plans or for a student to have a meltdown!

[Brandi]

Jerry, I thoroughly enjoyed your post. First, because you referred to LOTR. Second, it is a comfort for me as a future special eductor to learn that structure is important for learning and growth, but in many circumstances spontaneity creates more unique learning experiences. In my student teaching placement we have students that will escalate and meltdown, but they come out of those meltdowns learning something. My cooperating teacher always emphasizes that if a student goes into crisis, it's okay, because the only way that he or she will learn to manage his or her behaviors and reactions is if he or she has a meltdown and works through it. I agree whole wholeheartedly that spontaneity is something that should be embraced, because who knows what we can learn in those moments that we don't expect?

[Jerry]

Thanks everyone who has posted a reply. I really enjoy reading about your different experiences and how each day teaches us something new. In a future post, I am going to write about what I learned today from one of my students. We were conducting a debriefing with the student once he calmed down from his tantrum, and he revealed some startling information--of his own freewill--that was a huge breakthrough for him.

Having this information from him, voluntarily, will greatly assist in designing an antecedent intervention which will help him manage his anger and calm down quicker. I can't wait to share with you, but I will say this: it was totally unscripted, totally unrehearsed, and totally voluntary on his part.

It was, in short, beautiful.

[Brittany]

Jerry, Thanks for the post. I am learning through my undergraduate experiences that the only way you can stay sane in this profession is to be flexible. You never exactly know what kind of students you will get each year or how they are going to behave for the day. Each of the students are predictable yet so unpredictable. It amazes me that we as humans want/ need to control the way things go so much that most people are not able to be flexible enough to handle them when they don't go as expected. It is easier said then done to want to be flexible with students and life. I am currently working on trying to be more flexible with my students and the way they are working. This is a challenge never have worked with the range of abilities I am working with and ages. I am sure it gets easier with time and better once you start to know the students a lot more.

[Gerryanne]

Jerry,
I love this idea you introduce in your blog this week. Yes, it is beneficial to be organized with students who have disabilities, but it's nice to see the beauty and sometimes frustration that can come out of spontaneity or unorganized instruction. Sometimes students open up more, or you find out an interesting fact about their learning habits. Students surprise you at these moments and that's what makes teaching so great. Thank you for sharing all your wonderful teachable moments.

[Sabrina]

I am finding that I am completely okay with the flexibility I need to have as a Special Education teacher. When I have experienced meltdowns in my own surroundings, I too was able to usually look back and say, "I saw that coming." I have picked up a motto from college that goes something like this, "You have to 'flex and flow'." I am happy that I am in control enough of my classroom that I can decide what is going to work best, and sometimes it is not the best, which only makes for a great self-evaluation at the end of my day or week. I enjoyed your post, it was great and had so much good insight. Thank you.

[Jerry]

@Avery...you captured the heart of my post perfectly. I love your story. Thanks for sharing.

Jerry

[Suzette Tidrick]

We all have those days when we look back and think what we could have done differently. The important thing is we continue to examine and refine our practices no matter how long we have been in the profession.

[Avery]

I love your post. I think the first time it really hit me about the need of special educators to be flexible was on my first fieldtrip. I could not predict that one student would pull the fire alarm in the museum, another hide in the bathroom, and another run away. Expect the unexpected when working in special education.

[Jo]

Jerry ~ I really enjoyed your blog. I will be student teaching next semester, and both excited and nervous. I have worked in several schools as a paraprofessional, but have not been in charge of an entire classroom. I need to keep in mind that no matter how prepared i am with my lesson plans, I cannot control what will happen throughout the day. Each day will be different than the previous one. I worked with a teacher who once told me that if you cannot be flexible and willing to be able to adjust (quickly) to changes, being a special education teacher is not the right profession!

[Kristin]

Jerry
I just worked in an ESY classroom and my cooperating teacher once told me a “Special Ed teachers best plan is the un-planned times” and she always told me to expect the unexpected. I agree as a teacher you need to be organized and have several sets of plans just in case you first set blows up. But sometimes during the unexpected times (even when you think this might not go well) you might see your students shine. Keep up the great work you are doing.

[Graciela]

Jerry, I also enjoyed reading your post. I am new special education teacher working in the area of moderate to severe. Throughout my preparation and training in becoming a special education educator. Planning was always drilled in my head. Now that I have my own classroom I have learned the importance of planning but also being flexible. I may have all these great ideas and lesson plans planned out. However, in the world of special education this does not always work. Sometimes you just have to go with the flow. One day at a time, all we have is the present moment.

The beauty of working with students with special needs is that every day is new and filled success and challenges. No day is alike and every day is unique. After finishing my first month of teaching I have learned to approach my teaching and planning in a more relaxed way and taking one day at a time.

[Brooke]

I work with differently-abled children at a family resource home and through my practicum experiences in the schools. I can relate to spontaneity and flexibility because I think every day is different. I plan the day out for the children I work with and they usually work best with a regular routine, but anything can change the routine. If a staff calls in sick, the children need to share staff and that can change what kind of activities they are able to do throughout the day. Adjusting the schedule or daily plan is a must at that point and that’s where spontaneity and flexibility comes in. We try to make activities as fun and enjoyable as possible, even if they are not a part of the regular routine. I also expect the unexpected; I work with some children who are difficult to read. One in particular shows signs that his behaviors are beginning to escalate, but many times the signs are subtle. I need to know where he is at all times and I need to stand between him and other children. He gets physically aggressive towards his peers and staff to the point that we need to put him into a rule-40 hold to protect him and everyone else. Expecting the unexpected is extremely important when working with him, because we never know what will annoy him or make him mad. Even with the challenges I have faced, I love my job and I wouldn't trade those children for the world.

[Chandra]

Jerry, I completely agree that sometimes you learn the most about yourself and your students in the times that aren't planned or on the schedule. I am currently in my first semester as a student teacher in a DCD SP room. The first week was a lot of getting to know the kids and trying to set up some sort of routine. Even though my cooperating teacher and I planned and planned the week before, we deviated greatly from the 'plan' everyday. I have learned all about students setting one another off while having behaviors. Chain reactions are no good. I have learned about due process and 'restraint' paperwork. I have learned that at the end of the day, even though a student may have had a terrible day at school, the things that happen unexpectedly, are some of the best. I very much agree that we SPED teachers need to be thinking 20 steps ahead and planning 'what-if's in our head at all times. I know that it won't be an easy journey, but that it will be worth taking.

[Jerry]

@Andrew...you are right: thinking on your feet is very important precisely because, as all of us know, we simply have no idea what goes on during the break our students have from 3 PM to 8 AM. There are so many things that can affect their daily participation and interest and many more things that will/can at some level become catalysts for meltdown level events. We do our best to minimize such events through our structures, etc.

One thing I have found is a continual problem is this: lack of sleep. I know exactly when my students have not slept well the night before. But these are things we cannot control. We do what we can between 8 AM and 3 PM. It's tricky sometimes, but the longer we are with our students, the better we know them and their own peculiar routines too.

As I mentioned to others, being classroom aware is of utmost importance.

[Jerry]

@Laura,

Don't be too down on the idea of 'planning out a whole unit.' To be sure, my lesson plans are rigorously planned and pay the strictest attention to detail.

On the other hand, it is true that day by day is an idea too. I did a split placement for student teaching: half in an EBD resource room and the other half in a MD self-contained unit. My EBD mentor had no problems with lesson plans being daily planned; not so much with my MD mentor. It was all very complicated. I think what you will find is that every situation is different and needs to be handled differently...although it might be true that your local contract will require you to turn in lesson plans weekly to your principal. Thus, you will at least have a skeleton to work from even if the meat is fleshed out later.

Anyhow, I get what you are saying. You sound enthusiastic. Don't let the weight of local rules destroy your enthusiasm for working with young people. The best thing I can say is this: be aware, pay attention to your students, pay attention to your para-pros. Your eyes and ears will be your greatest allies.

jerry

[Andrew]

Jerry, I enjoyed reading your comparisons in this article. As I prepare to become a special educator, I am continually reminded that I need to be able to expect the unexpected. I know that being able to prepare and plan is a very important part of the job, but I think that being able to think on my feet and "multi-task while multi-tasking" might be just as important, if not more. Going forward I think your comparison might be something I use to help myself keep perspective. It's a dangerous business, going out your door, but someone has to do it.

[Laura]

Jerry, I thoroughly enjoyed reading this post, and could not agree with you more! I am learning this everyday in my student teaching experience. I love structure, routine, and knowing what exactly is going to happen next. However, I know that in the world of special education, this is not a possibility! Everyday brings with it a new situation and a new journey. We never know what will happen next and that is the beauty of special education. I have only been in my student teaching placement for one week, however, it only took that one week for me to experience so many different changes to the schedule. Students were absent, students did not understand certain concepts, the computers weren’t working, and so many other hurdles occurred. Now, since I am a planner and enjoy routine and structure, one might think that I hated the unknown and unexpected. However, I was empowered by it all! I learned quickly that planning out a whole unit is not reasonable, and rather, I need to take it one day at a time, and if I was lucky, one week at a time. I love the comment you made: the special education teacher needs to multi-task while multi-tasking! Some days it feels like your head is spinning a million miles per hour.. and that’s okay. That’s how it is supposed to be. The true test is whether we as teachers can adapt to our students and work with them and not against them. We have a tough job as special educators, but one of the most rewarding jobs. It sounds like you are doing a great job multi-tasking while multi-tasking!

[Jerry]

Kristine, that is a beautiful response, one that I am glad you wrote. I'm also glad you glad you left in the 'f' and didn't change it to a 'v'. :-)

Anyhow, you are right: the challenges we face every day are sometimes heated by fire. Yet I'm also reminded that fire has a strange way of purifying certain elements.

Thank you for a thoughtful response.

[Kristine]

Being a special educator, I never thought of myself as a hobbit. Elfen magic and immortality seem more compatible with the challenges that come with the job. But I like your image of the sure-footed hobbit wandering into the unknown. We may have days when we feel as if we are nearing the fires of Mordor and wonder if we will ever return to the Shire. But we do return to the tranquility and predictability of the Shire and everything is fine. I think it's good to teach students that they can always find their way back to their Shire even when they venture out.