Portfolio Project

You can find Amanda Denkenberger and my project at our blogspot.
This semester has been a trying one, but in the end we made it!

Emma Golmam once said, “No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.”

Learn & Serve 9

Today was very simple. We started off in the Computer Lab, and I worked with the same student from last class, making sure she got ten correct answers in a row. Then, I stayed later in the lab while a couple of students were still finishing the program and the other students had gone back to the classroom with Mrs. Capatosto. When we got back to the classroom, everyone was sitting on the Reading Rug listening to Mrs. Capatosto tell how they were on the purple level on the Great Reader’s Steps. The book being read was still “Ox-Cart Man” from last class. While still on the Reading Rug, the students were put into groups of three to four, and were given a vocabulary word from the book, which we discussed about last class. Using their background knowledge, the groups had to write everything they knew about the word on a sheet of paper. A few minutes later, each group was called to share their papers. I really liked how Mrs. Capatosto set up groups when talking about vocabulary. It makes it fun for the students and grabs a hold of their attention. When everyone was done, the students were allowed to have their snack while reading independently. However, a student asked if they could read their books to me, and I agreed. A little while later, I left the classroom and signed out at the front office.

Learn & Serve 8

Today in the Computer Lab, the students were again working on Fast ForWord. This program has gotten very tedious and somewhat boring. I sat with a student during this time to make sure she got ten answers correct in a row. When we got back to the classroom, I noticed how the main word wall is across the classroom on the wall. I’m not sure if this was a good idea, considering how high up it was placed. My opinion is to have the word wall at eye level. The students sat on the Reading Rug, and Mrs. Capatosto went over the “Great Reader’s Steps.” The steps were all written in different colors to represent each level.
Activate Background Knowledge (Green)
Identify why background knowledge is helpful (Red)
Using what you know throughout the story (Purple)
Using clues to build knowledge (Black)
Asking questions to build your background knowledge (Blue)

Then, Mrs. Capatosto read, “Ox-Cart Man” while discussing the vocabulary words in the book. The students were asked to find similarities or connections from the cover, title, and background knowledge. First, Mrs. Capatosto shared her background knowledge, and then other students were called on to share their own background knowledge. Next, Mrs. Capatosto walked to the other side of the room to change the centers on her chart; the students instantly starting talking. To my surprise and amazement, a couple of students did the (clap, clap, raise hand) action to be quiet. I was very impressed by this; that the students took on the teacher role, and realized that they needed to be quiet. We started the centers either the computer, listening or guided reading station. As the students were working in their centers, I walked around the room noticing all the different vocabulary for each subject. For math, some of the vocabulary words were geometry, vertex, vertices, edge, cone, cylinder, cube, solid figure, flat surface, pyramid, sphere, and rectangular prism. About ten to fifteen minutes before I left, a student read their book to me. I love when the students ask if they can read to me because I get to see the excitement in their eyes as they proudly show off their reading skills. After this, I left the classroom and signed out at the front office.

Blog Nov. 5th

Today in class, Prof. McLaughlin introduced a name game to the class, to which we played in the lobby at the Academic Complex. In the middle of the game, some of the OU students joined in on the game. Then, we moved to DePaul, where we all put our bags, and met up with the rest of the OU students. In my group were Brittni and Sarah, and our OU student was Amanda. We took Amanda to the Castellani Art Museum, and this was where we took our photographs of portraying habits of personable and rude. This was a fun activity because it got us out of our comfort zone, and increased the chance to talk with one another. Next, we took a walk over to Gally where we took 2 videos portraying rudeness. After we were done, we walked back to DePaul and played three of the four stations(Story, Play-Doh, Fort, Intellegences). This experience was good for me because it helped me get to know someone who had a disability. I noticed that she tended to be a bit quiet until we started asking her questions and really involving her in our activity.
This activity would have been great for a student who is deaf, because they still would have been able to input their creativity into the group. In order to participate in each of the stations, one does not need to speak vocally in order to voice their opinion. For example, with the Play-Doh or Fort station, students worked together to build a fort or students worked individually to make something which described them.

Week 9 (10/29/09)

Today I was absent from class, but will comeplete the following question.
Have you ever spent time with an adult with a cognitive or developmental disability? If yes, describe and explain.
I have spent time with adults who are deaf, and have a mental disability that makes them act and think like teenagers. It's very different, considering they are much older than me, and continue to think the way someone my age would. At sometimes it may seem uncomfortable, but that is only because I'm not used to adults who act that way. Becoming a special education teacher is going to push and challenge me to become a better teacher, and to become more comfortable around every student.

Learn & Serve 7

Like usual, I started off by signing into the office and heading to the Computer Lab to sit with a student during the Fast ForWord program. When the students completed the program, I walked around the room to check their scores, but remained behind with three students who still needed to finish, and the rest of the class went back with Mrs. Capatosto to the classroom. There were two emails in the Computer Lab that were situated on a bulletin board which was supposed to correspond with Fast ForWord.
Scientific Learning and Brain Connection.

Back in the classroom, Mrs. Capatosto was reading, “In November” by Cynthia Rylant, and during this time the students were to make connections in the book. After reading, the class was instructed to each read a book and make two connections on post-it notes; Mrs. Capatosto gave them the post-it notes. When each student was finished with their reading and two connections, the class began their centers. There was listening to a book being read to them, at the computers in the back of the room, or the listening station which was another place to listen to a book being read, but this used a tape player. The last center was guided reading with Mrs. Capatosto. As the class was finishing with centers, I left the room to sign out at the front office.

Learn & Serve 6

Today after signing in to the office, I walked upstairs to the Computer Lab to find the students and Mrs. Capatosto using the program Fast ForWord. This time, Mrs. Capatosto asked me to sit with a student to make sure she completes ten correct answers in a row, and that she pays attention. Meanwhile, Mrs. Capatosto was listening to another student’s computer as they played the program. I noticed that the teachers here are more casual in their attire. For example, today Mrs. Capatosto wore jeans with the G.J. Mann School sweatshirt. I’m not used to seeing teachers dress this casual, because when I was in elementary school my teachers always dressed up, except on Fridays. It was a half day for the students today, and four students were absent; whether it was because they were sick or because it was a half day, I’m not sure. When most of the students were done with the program, Mrs. Capatosto asked me to stay in the Computer Lab with four students while they played the demo of the program on Fast ForWord to which they had the most difficulty with. When the four students finished, we walked back to the classroom and everyone was enjoying their snack time. Also, some students were counting their October tickets. The goal is to earn the most tickets in order to win recess in the gymnasium for only their classroom. This gives the students responsibility and to be accountable to one another in their behaviors. When snack was done, the students began reading silently by themselves or with a partner. One of the students read a book about puppies to me. About ten to fifteen minutes later, a couple of students shared their reading worksheet which told about which book they had chosen to read from a different day. I’m guessing it was a homework assignment for the 25 Books Club. Before I left, the students were given lunches in paper bags, which were distributed by aides of the school. Whenever there is a half day, the school must give each student a lunch before dismissal. As the students were accepting their lunches, I left the classroom to sign out in the office.

Learn & Serve 5

When I was in the Computer Lab this morning, Mrs. Capatosto told me that only 2nd graders in the Niagara Falls schools were using the Fast ForWord program. Then, I put the students new score charts into their folders and sharpened pencils for them, so that they would be able to write down their scores when they were finished. Later when the students completed the program for the day, I walked around the room and checked their scores.
In the meantime, Mrs. Capatosto continues to keep track of the students' scores by the Fast ForWord Progress Tracker. However, at the end of computer time, two students had not finished, so I stayed with them until they did as the rest of the class went back to the classroom with Mrs. Capatosto. When the two students and I went back to the classroom, we found everyone else sitting on the Reading Rug discussing their weekend events. This was enjoyable for the students because they got to share for themselves as well as hearing about their teacher’s weekend events with her family. After, Mrs. Capatosto read the book, “Dear Mr. Blueberry,” and the students were to respond to “when” questions. Next was centers, and the students were allowed to eat their snacks during this time. The centers for today were guided reading with Mrs. Capatosto, partner reading, listening to a book at the computer or listening to a book from a cassette player with their selected group of classmates. As the students were moving to their centers, Mrs. Capatosto went to the bulletin board to change jobs (line leaders, paper passer, messenger, mail box, caboose, lights & door, etc,). I love the idea of having jobs in a classroom because it gives each student a responsibility and a way for quiet students to participate with others. At Guided Reading today, the students were to review the vocabulary words from their assigned book, read the book as a group, and then work on a questions worksheet pertaining to the book. As the students were finishing up the centers, I got my belongings and left the classroom to go sign out at the office.

Learn & Serve 4

Today was another short day at Learn & Serve. I signed in and walked to the Computer Lab. Mrs. Capatosto had me cut out vocabulary words and stick them into a bag to which I would label. I also checked the scores of the students to the Fast ForWord program. We check their scores every time they play the program.
When we got back to the classroom, Mrs. Capatosto asked me to take a select group of students into the hallway. There, they worked on a worksheet practicing their handwriting of the letter “a” or “o”. These students tend to write sloppy, and Mrs. Capatosto wants them to write these letters correctly now rather than learn later. Outside of the classroom, there is a big table with chairs and a chalkboard for any teacher who wants to teach a small group of students in the hallway. I love this idea, but in order to do this, I would make sure I had another teacher or aide in the classroom watching the rest of the students. Working with this group was fun because I had the control to tell them whether they needed to do a line of letters over again; the students respected me enough to listen when I told them this too. When these students finished, we went back into the classroom to find the rest of the class involved in partner or independent reading. Mrs. Capatosto asked a student to read their books to me, so we went into the hallway. This student had much difficulty reading their books, and I wondered how much the students had actually read the story before, since these books were supposed to be repeatedly read. I helped the student sound out words he did not know, and at times he expected me to just tell him the word. After reading two books, we headed back in the classroom, and I left to go sign out.

Learn & Serve 3

Today, after I signed into the front office, I went to the Computer Lab as I usually do on a Tuesday morning. The students were continuing to use the Fast ForWord program which tests their listening and visual skills on sounds and shapes. This program is recommended for parents to purchase it at their own home for their children. After we returned to the classroom, Mrs. Capatosto allowed the students to have their snack and to listen to the High School Musical 3 soundtrack. This was surprising to me that a teacher would allow this free time; however, the students really enjoyed this time even as they were still under control by the teacher. I was impressed that no students were causing trouble during this time.

Next was the Reading Rug, where Mrs. Capatosto read “Manny’s Cows: The Niagara Fall’s Tale”. At this time, the students were asked a number of comprehension or schema questions. They were to think, tell your partner, and then raise you hand when you were done. This was an easy task for the students and it kept them paying attention to the story because they were to interact in groups, instead of just thinking about their own opinions of the story. Then, we had centers (Listening, Computers, Guided/Partner Reading). I usually walk around the room to each station making sure the students are staying on track, and that there are no computer difficulties with the students in the back of the room. Mrs. Capatosto has a great group of students this year; I never have to worry about these students giving me a hard time. I really respect and admire teachers in the elementary level who know how to keep control of their students, even if they may run out of the room for a minute. At 11am I left the classroom and signed out at the front office.

Learn & Serve 2

My second day consisted of me signing into the front office, and then going upstairs to Mrs. Capastosto’s room where the class had taken attendance by using the Smart Board. Then, the announcements were held live on the television. This was a tool I had seen used at the last learn & serve placement I was at in the Tonawanda School District. I also noticed big lined paper on the white board which was either titled “My Favorite Restaurant” or “My Favorite TV Show.” On each of these papers, punctuation such as periods, commas and capitalization were all pointed out by post-it notes. Next, the students took out their spelling notebooks, and Mrs. Capatosto walked around the room to check homework. During this time, the students worked on their “bell work” which was about addition. After the homework was checked, two homework sheets about ABC order and short “I” words (middle, dish, pig, rich, sick) and subtraction were discussed as a class. For the math sheets, a few students told the class about their picture stories. The students then moved onto another worksheet about short “I” words. One student read the directions by using a small microphone which was attached to a lanyard. This tool is mostly given to students who are soft spoken. Next, it was time for centers; students were split into three different groups who either went to computers, guided reading, partner reading or the listening center. Mrs. Capatosto has this schedule on the wall where the students can refer to it every day, to make sure their group is going to the correct place. This is an effective tool in keeping your students on track and it helps them develop a sense of responsibility for themselves and their group. Each of the centers are focused on the fluency and speed of the students as they read and reread their books. In the guided reading center, Mrs. Capatosto worked with a group of students who read a book together, one at a time, and then they completed a worksheet together about the book. At the listening center, a group of students used headphones to follow along to a tape that read a story to them. This is more of an individual assignment, seeing as the students are not supposed to be talking to each other as the story is being read to them. Next, it was clean up time, and after this Mrs. Capatosto had the students sit on the reading rug. She placed two chairs next to her, and these seats were for students who chose to share their reading sheet which listed the title, author, and picture of a book they had read for the 25 Books Club. Before it was time for me to leave, the students had their snack, and took out their work study notebooks in order to work on long and short “a” words, such as map, train, and rake. Here's a website I found on short "a" activites.

Weekend 8 Video (10/22/09)

When approaching a parent of your student, there are a few facts you need to know. First, parents want to make sure the teacher is "doing their job" and teaching their child correctly. Second, you must have patience with parents; they will be criticizing you because they care about the well-being of their child's education. Third, you may think that the students "push your buttons" but the parents can be even worse at times of disagreement.

After watching the Parent-Teacher Conference Video about teachers interacting with parents, it is evident that we as teachers need to makes sure parents know about what is happening in the classroom. It is important that we let them know that their child is valued with their skills and learning growth. To the fact of engaging a pleasant conversation at parent-teacher conferences, the key to this is openness and honesty. In the best interest of the child, it is not fair for a teacher to just describe every student as "such a pleasure to have in class." You must give examples of how imporatant they are as an individual, and also on their academic growth.

Quiz 7

5 Words
Act 1- follies(1)Line 11, descretion(2) Line 3, pewter(3)Line 74, superfluious(4)Line 91, squire(2)Line6
Act 2- malitia(15), quarreling(16), extravagent(17), attentive, impudent(16)
Act 3- possession(37)Line 7, bashful(38), astonished(38), resistance(49) Line336, malicious(47)Line271
Act 4- Constance(51), elopment(51), rogue(52)Line 43, prudently(53), entreaty(54)
Act 5- peremptory(66)Line 15, rebuke(72)Line 46, impudence(68)Line 54, thicket(74)Line 80, levity(74)Line 111, contrivances(82)Line 141







Characters & Theme Songs
Hardcastle-(Cleaning this Gun-Rodney Atkins)
Mrs. Hardcastle-(Rich Girl-Gwen Stefani)
Kate Hardcastle-(Someone to save you-One Republic)
Tony Lumpkin-(Get this Party Started-Pink)
Constance Neville-(Love Story-Taylor Swift)
Marlow-(Fool-Lifehouse)
Hastings-(A Foggy Day in London-Michael Buble)
Sir Charles Marlow/Stingo, the Landlord(Anything Like Me-Brad Paisley)
Pimple the Maid/Serving Wench(Stand-Rascal Flatts)
Diggory/Dick Muggins, the tax collector(Say-John Mayer)
Roger/Little Aminadab(Violin Concerto No. 3-Mozart)
Thomas/Jack Slang, the horse director(Symphony No. 40-Mozart)

1. This activty can be done in a group or individually. It is a way to see if a student is aware of the play and its characters.
2. This challenges students to read the play, think about the characters and what sets them apart from each other, and to choose songs which best describe the characters.
3. Our audience are teenagers in high school, who most likely prefer today's music rather than older music. As teachers, we need to incorporate our students' lives into the classroom in order to keep their attention.

1. This is podcasting. Here I was telling a story with the influence of five pictures.

2. This challenges you to make a story with only five pictures, and to sit in front of a camera.

3. The only background knowledge I am using is to use my WebCam, as well as posting the video.

Learn & Serve #1

After signing in at the front office, I walked up the stairs to the first class ahead. My first reaction was that I couldn’t believe there was actually a smart board in the classroom. When I was in grade school, we did not have this kind of technology. As I talked to Mrs. Capatosto, my Learn & Serve teacher of a 2nd grade class, she told me that the smart boards were in each classroom, and they were new in the Niagara Falls School District. I found out the teachers could post their book on the smart board using an overhead connected to the board, and in this way, the students may show their answers in front of the class on the erasable smart board. This makes the class more interactive and fun. Mrs. Capatosto also showed me how the smart board allows her to take attendance of the class as well as completing other assignments. The students were then given time for sharpening their pencils and Mrs. Capatosto would be coming around the room to check their ABC order spelling homework. I also noticed how the students are allowed to have water bottles, as well as snack times. This is because on certain Tuesdays, the G. J. Mann staff have to meet and the students must be dismissed early. After checking homework, it was time to go downstairs to the auditorium where the Principal, Mrs. Kerins, would read a book to the students, as to signify the Book of the Month. She chose “Flight to the Moon.” After she finished reading, the sixth graders went on stage and performed two songs which were made to encourage younger students to read for the 25 books club. Their performance was amazing because their teacher changed two popular songs in catchy songs about reading. The 6th grade teachers used “21 Guns” by Green Day and changed it to “25 Books.” Also, she used “Beat it” by Michael Jackson and changed that to “Read it.” When everything was done, Mrs. Kerins played the song “The Climb” by Miley Cyrus as the students walked back to class. I thought this was a great idea because it showed how the staff was using something from the child’s world, music, and bringing it into the school in order to encourage them to become better readers and workers. We went back to class and went over the spelling homework which was on short “e” words. After this, Mrs. Capatosto used her computer to put number lines on the smart board to which she would show how to add numbers. Then, students were called to the back of the room to put their math work books on the overhead, which is connected to the smart board, and they were to show their double addition worksheet. Lastly, students were called to the front, one at a time, to write double addition problems, in order from 1+1 to 10+10, on one of the white dry erase boards. This was to show how repetition helps students to remember their assignments more, whether it is mathematics or reading. Overall, I say this was a great first day in my Learn & Serve placement. Now I am able to see a more technological classroom; something different than what I grew up with. I have also noticed how much the smart boards are now used, and they are a great help in the classroom.

Entry #4

http://www.scribd.com/share/upload/16116986/enq5kwqhibk0vowwqzv

MORAL DILEMMA Students with leaning disabilities often need modifications in their assignments in order to minimize the impact of their disabilities and to facilitate their success. Kevin's IEP, for example, includes extended time on exams, no penalty for spelling errors on essays written in class, and ability to use the computer for extensive written work. You are Kevin's high school English teacher, and one of your students has protested that giving these accommodations to Kevin is not fair. The protest is growing, and now several students have voiced their resentment of Kevin's special treatment.
Blog about:
A. How will you handle this?
I will inform the rest of the students that Kevin needs this extra help, and it's not just an easy way out for him; he still has to work hard. Also, I would remind the students that I always offer extra help either in the morning before classes or afterschool if they ever have trouble with any of the assignments.

B. What are your personal beliefs about this issue, and how will your beliefs affect your professional decisions?
I feel that there are exceptions for students needing extra help, and there is no excuse for a student to say that they never were offered any help from their teacher. I'm not saying every teacher has the time every day after school to help their students, but there should be other teachers willing to help explain any material to students in a way they would understand. For my own students I will make and plan extra time for my students to get help if needed; this could be done during recess, lunch, or after school.

C. What does “fair” mean in the educational context for individuals with special learning needs?
Students with special needs are still given assignments related to and similar to assignments done by the rest of their classmates; however, they are given extra help. All of the children, with or without a learning disability need to realize that they will not have everything handed to them; they will need to learn responsibility and earn people's respect by how they treat others and what they learn throughout life, especially in their education.

Entry #3

The pieces can never fit together unless EVERYONE makes it work, and has the same goal in mind for each child.

In what ways has social bias affected the achievement of girls with gifts?

• Some characteristics of a gifted child include independent, assertive, aware of their full potential, and highly intelligent compared to other children their own age or older.
• When a girl is pronounced gifted, this goes against the typical characteristcs of a gifted child because girls are taught to take on the "feminine" role. This includes being passive, dependent, etc,.
• These stereotypes may cause girls to hide their gifts for fear of going against what society teaches them.
• Also, gifted female students when they get older may not be taken as seriously as male students would be. They would both get the same level of academic encouraging in grade school, but as they age, views on these children will change.
  

Gifted Development Center

Teaching Gifted Children

Define and discuss the concept of twice exceptional.

• Twice exceptional is when a child may have a disablity and be gifted at the same time.
• Just because you may have a disability does not mean that you are not intellectually gifted; it could be just hidden.
• In some cases, children who are diagnosed with autism may be highly intellegent although most autistic children tend to have average or below-average intelligence.
• These amazing children may have high intelligence, but they could also have poor social skills, which comes to the fact that these children need help in that area of their life.
• Children need help with social skills, regardless of their academic intelligence.

Imagine Teaching Robin Williams

Lost Treasures

Entry #2

PL94-142 was aimed primarily at the school-age population. Describe four major pieces of legislation that extended rights to children with disabilities.

• By 1982, the federal government sought to spend up to $3 billion in aiding the states which had previously been supported to providing services for children with disabilities.


• In 1990, the government was still spending about $1 billion a year in aiding these states; however in return for the aid, these states were required to evidence that they were providing services for these children in need.


• These laws put pressure on the public school systems in demanding more assessment, parental contract, and student evaluation. Many teachers and educational staff have protested about the laws, but that had done no good.


• This change showed how the federal government went from hardly being involved in the special education programs to becoming a huge impact on the future of aid for special education students.

Enabling Legislation

Introduction to Special Education-Public Policy

Identify and briefly explain the six key principles of PL 94-142, the
Education for All Handicapped Children Act.

• Zero reject - It is mandatory that every child with a disability will be provided a free and appropriate public education.


• Nondiscriminatory evaluation - A full individualized examination will be given to every student before being placed in a special ed. program. This consists of appropriate tests which apply to each child's cultural and linguistic background.


• Individualized education program - Also known as IEP; it is a program given to each student with a disability who receives special education. It describes the child's present performance and goals for the upcoming school year, the services needed, and the schedule used to accomplish the student's goals.


• Least restrictive environment - Children with disabilities must not be educated with children who do not have disabilities/not handicapped.


• Due process - Rules made to ensure accountability between educational staff and parents in making decisions about the child/student.


• Parental participation - Parents must be invovled in their child's IEP development, and they have the right to their child's education records.

Principles of IDEA

Synopsis of Federal and State Policies

Entry #1

How do parents and siblings respond to the presence of a child with
disabilities in the family?
Parents face two problems: "the symbolic death of the child who was to be" and the feeling of shock, "denial, guilt, anger, and sadness"(Kirk, 16). First, every parent prays for a happy and healthy baby, but whenever that expectation is not fulfilled, the parents have to learn to accept the child that is born. This takes humility and love for the child, even if they are born with a disability. Secondly, parents begin to feel as if it is their fault for the child's health. Some parents may "react with severe depression" (Kirk, 16). There are a number of support groups open to parents with children who have disabilities. In addition to these problems faced by parents, they also face financial issues when caring for their children. Both parents and siblings must make it a priority to care for the well-being of the child with a disability, as they need daily care, and some of these children may not even be able to feed or clothe themselves. This task cannot be handled by just the parents, but only as a family. They all need to stick together to encourage and love one another, accepting them for who they are, not what they can or cannot do.
NYSCEC
GEC: The Guild for Exceptional Children

How does cultural diversity affect the future of exceptional children?
When a child has a disability, they have a hard time understanding school related material, and it becomes even harder when there is so much diversity in a classroom. Students come from different backgrounds or environments, which create misunderstandings for both students and teachers. If a teacher is from the United States and a student is from India or another foreign country, there may be both a language or religion barrier. The teacher needs to be aware of each student's background, and in this way, the teacher will be more apt to know how to reach each individual in a way that's easier for the student to learn. In addition, with all the changing technology, it is important for teachers to introduce this to exceptional children. Technology is a great learning tool to being with, such as using a computer or television to show a visual of a book that may have been read in class. This engages the students into a discussion, and will keep their attention more than if they student was just handed an assignment. When invovling the entire classroom in a group activity, students are more apt to remember what was discussed.
Cultural Diversity in the Classroom
Linguistic and Cultural Diversity