Reality 101: CEC's blog for new teachers

Kaylie: Standardized Testing Week. Enough Said.

As I’ve explained before, all of my students participate in alternate assessments, which are called the TCAP-Alt Portfolio here in Tennessee. Those were completed and submitted in February. This week, however, is regular standardized TCAP testing at my school, and, although my students do not participate, I did not escape this week unaffected. 

I was selected by the school counselor and resource teacher to administer the TCAP to a student who receives testing accommodations. This particular student is allowed as many breaks as needed during testing, a separate setting and read-aloud. This means that he and I will be together in a small conference room where I will give him the test by reading each question and answer choice. With the read-aloud accommodation, you are also allowed to repeat as many questions and answers as necessary and as many times as necessary. 

Reality Check with Allisence: Still New to Teaching

Remember Allisence? She wrote for Reality 101 in 2011–12. Allisence was just starting a second career and in her first year of teaching last time she blogged. Reality 101 is circling back with her for a Reality Check to get her perspective and sage advice for new teachers.

Last year, I was a first-year teacher trying to figure out how to navigate the system and balance student schedules that made my room feel like a three-ring circus. I was perplexed by how to teach such a wide range of students, but even though I have a year of experience under my belt, everything seems that much more complicated!

John: Behavior Management Update

Last semester I wrote about some issues I was having with behavior management. The problem was that I needed a system that gave me options for rewarding positive behavior and punishing negative behavior. The system also needed to be developmentally appropriate for the students in my class—many of whom already think that the occupational classes are “childish.”

Thanks to the input from many of you all, I developed a plan that I felt would be an improvement in all areas. I am sharing the plan I came up with so that it could possibly help some of you. Feel free to take and modify it!

John: New Year's Resolutions

As 2012 rolls into 2013, now seems like a good time to make some resolutions for this year. One nice thing about teaching in a high school situation like mine is that all courses last only one semester. Last semester’s classes are done, and I get a fresh start with a new set of students. Without further ado, here are my 2013 resolutions.

Behavior management -- I'm determined to get behavior management under control this semester. Thanks to the feedback I received from many of you on an earlier post, I have devised a plan that I believe both positively reinforces positive behavior and punishes negative behavior. I introduced the plan to the students today and they seem to like it. I’ll keep you updated on the progress of the system, and if it works, I’ll share it with you to try!

Help Wanted, An Effective Behavior Management System for High School Students

If you are a fan of music from the late ‘70s, “I’m sending out an SOS. I’m sending out an SOS. I’m sending out…” You get the idea.

Here is the problem. Behavior management. Behavior management is a common struggle for new teachers and a common topic to come up in a teacher job interview.

My main problem is the largest of the three classes I teach. The 19 students are all very high functioning. AND LOUD. I don’t have disruptive outbursts or any of the extreme behaviors you hear horror stories about in college and that fellow Reality 101 blogger Kaylie experienced recently. I just have students that like to talk and talk loudly.

Jerry: Managing Adults During Meltdowns

In a classroom full of boys there are bound to be times when things are somewhat hectic, chaotic and downright ugly. In my classroom, we label such times as Meltdown Level Events or MLEs. We take these events very seriously and even though these events sometimes happen rather unexpectedly, we are always on high alert and well prepared.

When I was first hired for my position last February, I took some time to do some observations. I really had no idea what the staff was talking about when they informed me that my student frequently engaged in rage-filled shouting episodes that would make Sam Kinison seem rather weak by comparison. Then I experienced a MLE. It is truly a sight to behold. I have heard this child scream himself hoarse. It is brutal for the child to experience; it is painful to witness and even worse when one of his meltdowns is aimed at you.

Jerry: (Para) Professional, Part Three

I know a paraprofessional who was responsible for getting children off the bus in the morning. Among the children who were helped off the bus was a student with multiple disabilities who was amazingly adept at taking off her shoes and did so frequently. One morning, the student arrived on the bus and had, predictably, in the course of her ride, taken off her shoes. The paraprofessional collected the child and promptly allowed her to walk into the school building without shoes, in nothing but socks. In November. This was, in my view, an individual who was not trained properly to work with students with disabilities.

In this final part of my three part series, I will note three ideas that I have come across in literature and in my personal experience that I believe might pave the way forward if we are serious about providing paraprofessionals with the respect their work deserves.

Kaylie: What To Do When Things Go Wrong

It was before 8 a.m. on Tuesday. My students were signing the daily sign-in sheet, completing the morning work assignment on the board, eating breakfast, looking at library books, and, of course, some were just milling around the room visiting. One of the last buses arrived, and three of my students entered the room. I was at my desk glancing at an IEP needing revision soon when I hear words that sound worse than nails on a chalkboard to me: “I haven’t had my medicine today! I’ll probably be a little rowdy!”

Let me start by saying that I am in no way against behavioral medication and truly believe that it helps a number of kids be successful. I don’t think it should be the first behavioral intervention, however, and find it very upsetting when some of my students believe they are not responsible for their own behavior after missing medication. Needless to say, this is not the first time I’ve had a student give me the old “I can’t help it; I haven’t had my medicine!” spiel. It is true that not taking medications can affect behavior, but I am a firm believer that students must still learn to make good choices.   

John: Help! I’ve Fallen into Paperwork, and I Can’t Get Out!

Keeping paperwork organized is probably the biggest headache I have as a new teacher. In talking to many other teachers, experienced and new, I know I am not alone in the deluge of paperwork. I have been working on a system of practical ways to keep things organized and have found what I think is a pretty manageable system.

Of course, everyone is different, and I am continually tweaking my own system. Maybe something that I do will be helpful to you or get you thinking about an area you need a plan for that you have not thought of already.

Jerry: (Para) Professionals, Part Two

When I was student teaching, I had to learn the hard way that being a teacher in a special education classroom involves more than knowing good ABA or PBIS or RTI or any of the other million and one interventions we have at our disposal each day. It also means being a manager of people and learning how to get those people to work in a way that ultimately benefits the students, and to work with the teacher to create an environment where education can happen.

Two experiences really brought the issue of the paraprofessional to the forefront of my thinking so that even now I tend to obsess about it to the point that, maybe in the future, I can conduct some research and begin to offer ways to make that job a rewarding career for some folks.

Jerry: (Para) Professionals, Part One

“Many paraprofessionals who assist with instructional tasks do not receive the training that they need so that they can be successful at these tasks.” (Keller, Bucholz, Brady, 2007).

Indeed, this was one of the biggest issues during my student teaching experience that I decided would not be an issue when I actually started teaching. Ironically, I understand it too well because I started out as an educational assistant and, at times, was a substitute in the special education classroom. Trust me when I say that, given what I now know about students with disabilities, I was worse than clueless then.

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.

Kaylie: The Best Laid Plans Sometimes Fail...

Describing myself as a planner is a strong understatement. There should probably be a diagnosis for the extent to which I meticulously outline as many areas of my life as possible. It all boils down to a desire for control and to be “hyper-responsible” (a term I once read in article that fits me perfectly). My life, however, has recently shifted into high-gear and left me without enough hours in the day to plan my every waking moment, but what frustrates me to no end is that I feel I now have more things that NEED to be planned than ever!

At school, I’m planning weekly lessons, IEPs and their associated meetings, and a presentation at an upcoming conference. I also have taken on a night job teaching an introductory special education course at a local college, which begins this week. Outside of work there’s Sunday school lessons, activities for the youth group, and, last but not least, a wedding. Wow, I really need to transition to the next paragraph before I have a nervous breakdown!

John: Bullying Prevention-Are We Doing Enough?

During the week of inservice, I was very thankful for my principal’s sensitivity to our time and for not filling the week with frivolous meetings. We did have one important training meeting, however. All faculty at my school underwent training for a new program called the Olweus Bully Prevention Program.

The training was very eye-opening regarding the frequency and types of bullying that high school students experience. The program included a survey given to all students at my school last spring. To see the responses from actual students made the national statistics become very real. Because of my profession and passion, one of the statistics that stood out to me was that students with disabilities are at a greater risk of being a victim of bullying. As a teacher one of the most painful statistics to read was that only 26.7 percent of girls and 34.2 percent of boys thought that teachers “often” or “almost always” try to stop bullying.*

Kaylie: Establishing Strong Communication with Thy Fathers and Mothers

Typing this post is testimony that I survived the first week of school. I’ll give a brief Sports Center rundown of the highlights:

• Thrilled that my returning students quickly settled back into the classroom routine.
• Met seven amazing, full-of-personality sixth graders.
• Was informed that I will likely receive another student in the upcoming weeks along with an individual assistant for that student.
• Discovered I have an IEP to write for a student I’ve known for approximately four days.
• Had one of my students accidently activate the fire alarm in the cafeteria during lunchtime. 

Needless to say, I did not set my alarm clock on Saturday! Oh, and on a personal note, I got engaged this weekend! I’ve definitely been blessed with an exciting week!

Jessica: Go With the Flow

Last week, due to the number of overnight field trips taking place (science camp and 8th grade graduation trip), I wound up subbing with third, fourth, and seventh graders.  At a small rural school, it’s sometimes hard to hire substitute teachers, and it’s also hard to be the substitute teacher at our school, particularly when it’s close to the end of the year and the students are restless. I willingly agreed, and even thought myself prepared.

All the students had research to do on their countries that they will be presenting for International Night this coming Thursday. Third and fourth graders had France; seventh had Egypt.

Allisence: Testing Breaks the Classroom “Norm”

Having been back in the classroom a good two weeks now since returning from Denver, you’d think my students and I would have adjusted back to our normal schedule already, but what is normal, really?

Here’s a glimpse at our week right after the conference:

Monday: “Today you will take the Science/writing portion of the Arizona Instrument to Measure Standards (AIMS) …”

Tuesday: “Today you will take Reading, Part 1 and Math, Part 1 of the AIMS…”

Wednesday: “Today is a half day so please rest your brain and don’t think about testing even though you’ve been testing the past two days and will test the next two days.”

Thursday: “Today you will take Reading, Part 2 and Math, Part 2 of the AIMS…”

Friday: “Today you will take Reading, Part 3 and Math, Part 3 of the AIMS…”

Jessica: Can We Really Save Them All?

While still working on my credential, I observed a teacher who reserves a space in her classroom for the students who don’t want to learn. Students can choose to sit in the back of the room and joke around quietly with each other rather than waste her time and take away from the students who actually do want to learn. After she installed that routine in her classroom, she noted a remarkable leap in productive instructional time. The students who wanted to learn improved by leaps and bounds as compared to when she tried to teach them alongside unwilling participants. At the time, I was horrified by her plan and wrote my assigned reflection on just that thought: horrified that someone would give up on kids. Here’s a quick quip from that reflection: “If I am to succeed in Special Ed, I have to believe that there should be better expectations than the simple one of ‘be quiet while I teach the others.’”

Allisence: Schedules and Schedules and Schedules—Oh My!

I started with three and things were easy. Two weeks into the school year, I got another and things were still going well. Two months ago, I got another one for half a day, which was something I could handle. Two weeks ago, I got another and all of a sudden everything was thrown for a loop. If you haven’t figured it out yet, I’m talking about students.

I’m certainly not complaining about the size of my class. I’m pretty sure I have the smallest class in my entire district and I dare say one of the smallest classes ever, but considering the students that are currently on my caseload, things are definitely not easy.

Richard: Helping or Hurting?

Working as an EBD teacher in my first year is hard! I struggle daily with deciding what battles to fight and which not to fight. I am constantly asking myself if I am protecting the student from their disability or if I am enabling them. I recently chose not to address a student's actions, and because I didn't, the child took that inch and ran a mile with it, resulting in her fighting with another student. I was told that every negative or inappropriate student behavior in EBD has to be addressed and dealt with. I disagree.

In retrospect I should have addressed the first issue so that it didn't end with my student fighting another. I also realize that I am new at this and I will make mistakes along the way. This bad decision has made me excessively aware of each and every thing my students do as I work through all the potential outcomes of an action before I provide a response. I honestly detest it.

Theresa: Mini-Lessons on Mini-Lessons

This year my school has decided to use mini-lessons as a way to increase our student’s comprehension. As a school we have been doing professional readings, watching video clips (both of good mini-lessons and not-so-good mini-lessons), developing and modeling them as well. I really got a feel for all of the components that must be in a mini-lesson: Connection, Teaching Point, Active Engagement, and Link. Because I am on my school’s Instructional Leadership Team, I was one of the first to begin piloting mini-lessons in my classroom. When it came time to actually try out my mini-lesson I was excited. I thought that my students would really enjoy it and I couldn’t wait to hear their discussions during the active engagement component.

I planned and planned and was finally ready for my math mini-lesson. I called my students over to the carpet, and the wonderful smooth transition that I envisioned in my mind was so different from what I was witnessing. I should have known at this point that this wasn’t going to be good, but I kept going.

Jessica: Making Every Minute Count

Just because I’m still on winter break doesn’t mean I’m not planning things for the upcoming weeks. I find it ironic that some of my favorite days at school are the days when there are no students, though I use this time to organize my room and prepare it for their return. Being a fairly new teacher, I’m also still learning about what works and what doesn’t work when it comes to classroom organization.

For example, you know what doesn’t work in my classroom? My current pencil system. To all of you veteran teachers out there, feel free to have a good laugh at me right now because I’m on the losing side of the battle between me… and my classroom pencils. It’s like this: from August to December, several students would daily break their pencils and walk to the pencil sharpener, at which point the situation dramatically worsened because if more than one person was in line, they would talk, and if they waited in their seats, they would only be paying attention to when they could get up to use the sharpener. Lest we think the problem ended when the bell rang, the number of students who left my classroom with my pencil diminished the number of pencils for use the next day.  

Richard: Economic Reform—Room 605 Style

I base my classroom management on a token economy system that involves points and rewards. A token economy is the most-recommended form of classroom management strategy in practice today. I say that because when I research other options, I can’t find any!

I recently went to a consortium in which we were presented with a system that uses points and levels and rewards. The system seemed nice but had significant downfalls in my opinion, which is what I want to explore this post: How do you effectively blend PBIS and a token economy to maximize positive student behavior?

I have been taught and advised that in a token economy, what a student earns is to never be taken away. The prevailing idea is that they do not yet understand consequences and that by mimicking the real world, I run the risk of losing the child to defiance for the remainder of the year.

Theresa: Classroom Management Woes

“Teacher…teacher…TEACHER!!!”

“I will call on students that raise their hands, and my name is not ‘Teacher.’”

“But why can’t I call you that? You ARE a teacher!”

Classroom management is something I really believe is one of my strengths. Yet this year, I feel like I’m having difficulty getting all of my students on board. I’m frequently getting outbursts like the ones above. I’m trying to figure out what I’m doing differently this year, but I think that it’s simply that the dynamics my students bring to the classroom are a lot different than what I’m used to.

This year presents a really unique challenge for me: My students will be as quiet as possible when I give them an in-class assignment to work on. It is sometimes so silent that I can hear a pin drop. (And yes, I know this is not a usual occurrence in special education resource rooms!)

Richard: Welcome, Ricky-Dude!

Reflecting back on my favorite teachers in grade school, I realize that most of them had class pets. Somehow, those teachers just seemed more fun and I actually looked forward to being in their classes.

So I decided to get a class pet of my own. I felt that the responsibility of daily feeding, plus the potential for fostering the pet over breaks, would be a great way to help my students with EBD grow, mature, and increase their positive behaviors. I also knew they would love the opportunity to play with something other than a board game (LIFE is an amazing game to reward students’ work on reading and basic computation skills, by the way!).

During our fall break, I purchased a guinea pig that, at least according to the salesperson, may have his own form of EBD. He is very active and loves to randomly run around his cage bucking like a bull and knocking things over. I was told he even “bullied” others to get to the Timothy Hay he loves so much. I instantly knew that he was the perfect pet for my students!

Theresa: New School Year, New Classroom

I remember a veteran teacher once telling me, “You know, teachers who are really good at cleaning up classrooms tend to get their classrooms changed a lot.”

That seems to be the case with me. Once again, it is time to set up my classroom for the year, and once again, I am moving to a new classroom. It seems that I am one of those teachers who is really good at turning an ugly classroom into a very functional and inviting space for my students.

I loved how big my first classroom was. There was so much space that my students could spread out and work or read without disturbing their peers. There were tons of extra desks and tables that made it really easy to designate spaces for centers and other classroom activities. Granted, the dingy carpet was held together by various layers of duct tape, but I did not mind. Some deodorizing spray, carpet squares, and throw pillows were all it took so you did not notice the carpet.

Allisence: Managing for Dummies

In 1991, Dan Gookin might have been the most ingenious dummy on Earth. Ingenious because he authored the first in a series of more than 1,600 books (take that, J.K. Rowling!). And a dummy because he dared to call pretty much everyone who can read the English language . . . a dummy.

And yet he got away with it. Why? Because his book, DOS for Dummies, explained to “the rest of us” what DOS is. I, for one, have not read this book, so I am still unable to call myself an enlightened DOS dummy. However, there is one For Dummies book that I could really use right about now: Managing for Dummies.

Pretty much every single class I’ve taken thus far in my masters and certification program has talked about how to collaborate with paraprofessionals, how to incorporate them in instruction, and how to create a classroom culture that embraces the strengths of all its members. I heard the same things so many times that it became quite ingrained, but none of it really hit me until I started teaching this year.

Allisence: 5 Things Making a Comeback

I love the way Converse All Stars look, but I’m not such a fan of how much they cost, so I bought some look-alikes. During a recent visit home, my dad took one look at my shoes and commented that Converses were “in” when he was young because they were affordable—and now everyone’s paying $60 for what should be cheap shoes.

This got me thinking about all the things that are making a comeback. Supposedly the current economy is causing everyone to subconsciously reminisce about happier times. I don’t know about that, but I do know many things besides ’70s clothing seem to be enjoying a comeback.

So here’s my list of top five things making a comeback this school year.

Chalkboards. While the rest of the nation seems to be moving toward SMART Boards, I’ve been blessed with a chalkboard. You know, those dusty green wall-hangers kids with sensory issues don’t like? That being said, my school is at capacity this year, so we’re using classrooms that haven’t been used for years. Guess I’ll have to limit the black clothing. . . .

Allisence: Designing My Dream Classroom

There’s a story that during the Vietnam War, a certain prisoner survived the torture of being in a cell all alone for years by planning, in incredible detail, a dream house that he would build once he returned home. In his head, he knew exactly how many nails, how many 2x4s, and how many tiles he would need. When he got home, he built that house and, in terms of the materials he had estimated in his head, was only off by one plank of wood.

This summer, I’ve been pretending to have a smidgen of the ability that prisoner of war had and designed my dream classroom. I’ve planned out, in incredible detail, all the cute little students, where each table and desk will be, and the collaborative general educators I’m going to be working with next year.

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.

Megan: Special Education Rockstar

“Welcome to the jungle. We take it day by day.” ~ Guns N' Roses

I think there are days when every special education teacher feels like a rockstar. Everything falls into perfect harmony, just like a concert. The curriculum programs are in sync, the staff is all on the same page, the students are ready and willing to listen, and every intervention hits that perfect pitch. The “audience” leaves learning something new. You walk out of the room knowing you made a difference, feeling . . . well, like a rockstar!

And as every rockstar knows, there are slumps. I am in one of those slumps right now. If you had asked me six weeks ago what is the most essential characteristic of a special education teacher, I would have said flexibility. Now, I’m learning just how flexible I can be.

Megan: Teacher or Entertainer?

I recently saw a quote from author Gail Godwin: “Good teaching is one-fourth preparation and three-fourths theater.”

This really got me thinking about how I teach: Is it true? The performance aspect of teaching was definitely not taught in any class I have ever taken. I think all different types of personalities can teach effectively, and I don’t believe there is only one right way to teach. But remembering my own education, the teachers who were the most interesting to watch and listen to were indeed the teachers I responded best to.

Do I have that talent? I definitely feel that I am putting on a daily performance to keep my students engaged; I will try anything to keep them interested and not putting their silly putty in their hair. I once took a brain-based learning class that said that students’ brains are evolving differently and that lessons need to be more colorful, more fast-paced, and more fun to keep them interested in learning. When my students learn to read sight words from video games, how do I compete?

Brad: Hands out of Pockets, Get Busy!

When I worked as a busboy at a Vietnamese restaurant, I would abhor a slow evening. A restaurant doesn’t need to have a constant line of costumers to remain successful, but it needs enough to establish a rhythm, both for its clientele and its staff.

Tables cleared, I would be ahead of my work and give in to the temptation to watch diners from the safety of the bamboo service window. Each time it happened, the Vietnamese owner reached out to deliver a quick tap to my arm. “Hands out of pockets, get busy!” she’d say. By the end of the night, I’d have learned to help the dishwasher and to sweep the front entryway between turning tables.

Fast-forward some 15 years later. After earning degrees in English and Special Education, the mantra “hands out of pockets, get busy” still rumbles through my mind. I’ve come to appreciate that we all have a particular rhythm of learning. I’ve come to push myself to become more aware of the subtle cues students give.

Jennifer: Relaxed Learning

With the chaos of the year behind me and the start of summer school complete, a surprising wave of relaxation has taken over. In preparation for summer school I had been nervously gathering materials and planning through my days, anxious about a new group of students whose skills and interests were foreign to me.

It has been a complete week, and so far it seems that all of my frantic bracing for the unknown was all for nothing. Summer school is such a breeze! I say that enthusiastically because up until this point summer school has always been difficult from the first day to the very last.

Last year I ran summer school much like I did my classroom. We had our daily schedule which we adhered to as much as possible, we had lots of academic tasks that needed to be finished in almost the same order that I had been completing them during the year, and because last year I actually did have the students I had during the school year, I was simply continuing on from where we left off.

Jennifer: Taking Time to Make Mistakes

Recently I have been feeling somewhat overwhelmed at work. My one class has split into five different programs just to meet everyone’s needs, and it has become much too easy to get caught up in lesson planning and assessments and forget my basic roles as a teacher.

I’ve been coming home stressed, always with a million things on my mind. I’ve tried to keep that stress out of my classroom, but it hasn’t been easy. With testing season coming up, I want to make sure I squeeze in all the lessons that I have planned. I realized that my students have been feeling overwhelmed too, and I know it is because my teaching is either too fast or too much. But with everything that needs to get done, it has been difficult to figure out where to make changes to our schedule.

I am currently taking courses to complete a second credential, and last week one of my classmates shared a story that inadvertently helped me put my whole “rushing” problem into perspective. She told about a time when she and her master teacher watched a little girl drop her cookie in the dirt during lunch. The student came over and asked if she could go wash it off. My classmate almost said “no” and for her to get her back to her seat, but the master teacher stopped her and told the little girl to go ahead.

Jennifer: All-or-Nothing Teaching

When I first began teaching, I thought I would lose 15 pounds the first week. I figured I was getting enough exercise with all that moving around, so I put the gym off to the side and would only go when I could devote a full hour. Even if I had 30 minutes, I would just say “I’ll go when I can get a real workout” and again delay my gym date.

The result of my “all or nothing” attitude was actually an EXTRA 10 pounds by the end of the year. No joke. I am writing about this not to drum up support for my love of anything baked—especially  chocolate chip cookies—or in hopes of finding someone to commiserate with, but because I have recently found that the “all or nothing” approach that was so detrimental to my exercise habits has recently snuck its way into my teaching as well.

At the end of each week, I review the lessons that were planned and those that were never completed. I recently discovered that the list of lessons completed was much shorter than that of those waiting to be learned. At first I just thought it was because we move at a much slower pace . . . but I feel like that perspective essentially blames the students for how far we get. My students go at the pace that I set, move to the schedule I have put together. The problem was not in their learning needs, but rather in the fact that I would only teach certain subjects if we had at least a full 40 minutes to dedicate to them.

Jennifer: Christmas Came Early This Year

Just when I thought I had everything under control, I got an unexpected Christmas present . . . a new student. This messes everything up: all my scheduling, all the lessons and groupings. It even screws up our recess and lunch, but I could not possibly be any happier. I’ve learned to love it when this happens; it’s like a fresh start.

Maybe it was about time to scrap the old schedule anyway, and maybe this is a chance to see necessary improvements that we would not have considered otherwise. Honestly, this student is going to need our help BIG time if we are going to meet her goals. She not only has academic goals, but also major behavior goals that are really cutting into our lessons right now. But my class is being fantastic about it and I’ve never seen a group work together and encourage each other the way they have these past two weeks. It’s an amazing thing to see.

Ellen: Hands to Self!

I have a student who is aggressive toward me on a daily basis. When denied access to sensory  self-stimulating behavior that involves touching (but not intentionally hurting) other students, he hits, bites, scratches, and pinches me. I am able to keep the other students safe—they are not in danger—but managing his aggression toward me requires constant vigilance.

We’ve started the formal Functional Behavior Assessment (FBA) process, which should yield us a formal Behavior Intervention Plan in a few weeks. I’ve been keeping anecdotal data since April, but outside support and consultation for this student’s behavior have been slow and limited. I think the FBA process will get some other very valuable sets of eyes on the problem and I am very hopeful that we can try some interventions that will prevent him from having to go into a more restrictive setting.

Finally, a chance to fix up your room!

By Barbara Baditoi

It is now Thursday, and your open house is Friday. You have spent precious time this week completing required teacher activities -- and now panic may be setting in. Sometime during the week before school officially begins, elementary and middle school students will visit the building to meet their teachers and view their classrooms, while rising and transfer high school students may attend open house to pick up their class schedules.

Although your room should be inviting, warm, and welcome, remember that classroom atmosphere and environment is generated in part by the tone of the adults and students in the room. That will come as the year progresses. For now, you need to organize the desks, computers, SMART Board, and so on; decorate the walls; and post room and school rules.

One of the first questions elementary students ask is “Where do I sit?” Clearly post visuals and names to help them locate their desks and other routines and procedures they will need to follow. Put up weekly and daily class schedules and, for students with more severe needs, post individual schedules. Curriculum-related material, including state- and district-wide goals, should be readily available. Parents will be pleased to know you will be following a district- and state-mandated curriculum appropriate for their child. Prepare packets of material about your classroom for the parents and include important items such as the bus schedule and the cost of lunch.

Key Points on Creating Learning Centers

By Gayle Solis Zavala
Special Education Teacher, Gove Elementary, Belle Glade, Fla.
CEC 2009 Clarissa Hug National Teacher of the Year

“Learning centers” can take on a variety of shapes in any given classroom. They allow students to learn and practice new skills and provide an awesome opportunity for them to sharpen their social skills (i.e., turn taking, good sportsmanship, appropriate use of materials, pragmatic communication skills, and task completion).

I have a few key considerations for setting up learning centers in your own classroom:

1) Decide what centers to set up based on classroom needs and space. Depending on the needs of your students, you will become aware of what skills to focus on. And the amount of room you have available will sometimes determine the number of centers you can practically set up.

Over the years, I have generally set up a computer center; an independent reading center (an area that includes picture books, easy reading books, magazines, photo albums, and maps); and a listening center (with a Language Master, LeapPad stories, and CD or tape player). What I expect the students to accomplish in the learning centers may change, but usually the procedure for using the equipment and materials doesn’t change. The various software programs should be modeled and monitored to ensure students are using them appropriately and haven’t wandered off onto the internet!

How do you create a welcoming classroom climate?

 By Gayle Solis Zavala
Special Education Teacher, Gove Elementary, Belle Glade, Fla.
CEC 2009 Clarissa Hug National Teacher of the Year

It is my pleasure and honor to participate in the CEC blog. I have just returned from a wonderful trip to Lake Tahoe, Calif., for a family wedding. My first bit of advice to my fellow teachers is that you DO make time in your busy lives to relax and take time for yourself and time with family and friends. And not just during the summer time, but throughout the school year.

Teachers do not only impart knowledge and new skills to students, they are also caretakers of hearts and feelings. But teachers must take time to care for themselves so that they can be physically, mentally, and emotionally prepared to reach out to their students each day.

With that said, I want to encourage teachers to prepare for welcoming their students back by getting organized and helping their students get organized. I am going to admit that organization is one of my weaknesses, so I have really had to consciously work on it. But in the end, the more prepared I am, the better teacher I can be.

Who's in Charge?

The scene: a fourth-grade math class comprised of students with mixed abilities, including three students with IEPs.

9:25 a.m. - The teacher asks the students to take their seats and to begin the warm-up problems she has on the board. She tells them they have 10 minutes to complete the warm-up and then they will start the new lesson for the day.

9:30 a.m. – Very few of the students are in their seats working on the warm-up. Students are either in line at the pencil sharpener, have asked permission to go to the restroom, are talking to one another, or are talking to the teacher.

How to Organize Classroom Meetings

Today, in my final post, I'd like to discuss designing and implementing class meetings. As I've said, this is a wonderful way to create a positive classroom environment and teach your students to respect each other.

A few tips to get you started:

• Select a name for your class meeting. This will identify your class meeting(s) as a specific activity with guidelines, rules, and expectations. 
• Set a specific time for your meeting and be consistent. Our students thrive on routine.
• What will your seating arrangement be? On the floor, at desks, at tables? Assess the structural needs of your group.
• Tell the students the purpose of class meetings, such as getting along with others, building a sense of community, problem solving, and sharing their feelings and information about themselves. They should know that this is one way they will learn to express themselves appropriately, communicate, and develop social skills.  

Class Meetings: Developing a Supportive Climate in Your Classroom

Congratulations! You "Survived & Thrived" through February and are ready to embrace March, welcome Daylight Savings time, partake in St. Patrick’s Day festivities, and celebrate the official beginning of SPRING! It’s a wonderful time of year, full of hope, renewed energy, and high expectations.

In my February 12th post, I mentioned class meetings as a useful strategy for building positive relationships with students. In today’s post, I’d like to discuss why they are important to include in your daily or weekly schedule.

An organized and productive classroom of any type -- general ed., special ed., co-taught, self-contained, or resource, etc. -- will promote a positive climate. In turn, a positive classroom climate will promote effective instruction. Your goal should be to create a classroom community where students feel safe, respect peers and adults, are excited about learning, and are motivated to be successful. (Survive & Thrive: Tips for Special Educators, Maureen Gale, DayOne Publishing, 2008)

Behavior Management Resources

Hi everyone! Thanks for joining Reality 101 for New Teachers. Behavior is my niche, so this week I thought I’d share some of my favorite behavior management resources. Just about everyone in special education keeps lists of resources nearby, as we are always looking for more items to add to our bag of tricks. Also, in our profession, just when you think you’ve seen it all, watch out -- something new, interesting, or challenging is right around the corner!

Enjoy these resources and please join in, comment, and share your favorites. We really appreciate your input. This is your blog!

http://www.cec.sped.org -- Home of your professional organization!

www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html -- Great graphing tools for monitoring academics and behavior.

http://712educators.about.com/ -- Search engine with links to resources for educators.

Self-reflection and Classroom Organization

Happy Presidents’ Day! Having a day off gives us time to enjoy our favorite activities and de-stress from day-to-day responsibilities. I enjoy gardening and walking my dogs. Both provide me with quiet time to reflect on what’s going well and what goals I’ll set next.

Self-reflection is an important tool for special educators. Ask yourself questions such as:

• What’s working the way I want it to during my day?
• What time of day, subject, and/or activity is the most difficult to complete?
• What feels hectic during the day?
• Which students are meeting their goals? Which students are not?
• Are students meeting my behavioral expectations?

When we take the time to reflect on our success in the classroom and what we want to improve, we’re able to monitor our progress, set goals for improvement, and give ourselves a much-needed pat on the back. In today’s blog, we’ll take a look at how we can further improve our classroom organization.

Classroom Management

Originally posted April 8, 2008

By Carol Dinsdale
2005 CEC Clarissa Hug Teacher of the Year

Dear Readers,

I am the teacher of 2nd and 3rd grade students with Emotional and Behavioral Disabilities (EBD) at Mount Vernon Elementary School in St. Petersburg, FL. I am also a National Board Certified Teacher in the area of Middle Child Generalist (MCG). Many people ask why a teacher of exceptional children would pursue certification in this general education area. My job is to get my students (as much as I love them) out of my classroom and back into the general education environment. With my regular education MCG certification, I am confident my students are prepared to succeed when they leave my ESE room!

Originally posted April 8, 2008

By Carol Dinsdale
2005 CEC Clarissa Hug Teacher of the Year

Dear Readers,

I am the teacher of 2nd and 3rd grade students with Emotional and Behavioral Disabilities (EBD) at Mount Vernon Elementary School in St. Petersburg, FL. I am also a National Board Certified Teacher in the area of Middle Child Generalist (MCG). Many people ask why a teacher of exceptional children would pursue certification in this general education area. My job is to get my students (as much as I love them) out of my classroom and back into the general education environment. With my regular education MCG certification, I am confident my students are prepared to succeed when they leave my ESE room!

The Gift of Time

Hello,

My name is Tanya Moorehead. I am a second-year Ph.D. student in Exceptional Education at the University of Central Florida. Dr. Lisa Dieker is one of the faculty members at the university that I have the pleasure of working alongside.

I am a certified K-12 Special Education teacher in the state of Connecticut. I have a Bachelors of Science in Education and a Masters of Art in Special Education from the University of Connecticut. Before entering the doctoral program at UCF, I was a special education teacher for seven years in the Bloomfield Public School system, where I was named Teacher of the Year. I have had the pleasure of teaching 6th-8th grade students.

On an average day I could be found co-teaching with my colleagues in language arts, social studies, and math classes. When I wasn’t in classrooms, I spent a considerable amount of time in IEP meetings collaborating with support staff (school counselors, psychologists, social workers, and paraprofessionals).

For my first blog post, I am going to give you a gift. What do we all need more of? TIME! That is your gift. I am going to share one of the ways that I saved time as a teacher while simultaneously soliciting student participation and boosting their self esteem.

We all have bulletin boards to create. Why not allow your students to contribute to the construction? This can work at any grade level. Here are some quick and easy steps to make this idea work for you.

1. Select 10 to 12 bulletin board themes for the school year. The themes can connect with the instruction, seasons, holidays, subject areas, hobbies of students and/or teachers, student work, current events, or special school events, just to name a few.

Classroom Management

Dear Readers,

My name is Carol Dinsdale. I am the teacher of 2nd and 3rd grade students with Emotional and Behavioral Disabilities (EBD) at Mount Vernon Elementary School in St. Petersburg, FL.  I am honored to have been chosen the 2005 Clarissa Hug Teacher of the Year, and I am a National Board Certified Teacher in the area of Middle Child Generalist (MCG). Many people ask why a teacher of exceptional children would pursue certification in this general education area. My job is to get my students (as much as I love them) out of my classroom and back into the general education environment.  With the regular education MCG certification, I am confident my students are prepared to succeed when they leave my ESE room!

Grades, On Task, On Time, and More!

How I hate coming up with a letter grade.  How can one letter inform a parent (or the student) of how well (or poorly) the student performed in my class?!  But it’s the system we use, so we do the best we can.

I use a TALID system:

T – On Task and on Time
A – Area
L – Language and Listening
I – Interactions with peers and staff; ID card
D – Followed Directions