1. What do you see as your role in an inclusive environment?
My role in an inclusive environment is to support and nurture ALL students no matter their background or ability level. My job is to also work closely with support teachers and special education teachers in order to create a positive and successfully learning environment for all students in my classroom. I also see my role as one of nurturing and creating an environment of understanding. Students considered 'general ed' should work together with students with disabilities and vic versa. The classroom should be one cohesive unit not divided into groups or sections.
2. How will you collaborate with special education teachers?
In order to have successful collaboration with another teacher (special education teacher or not), I must create a positive working relationship. It is important to respect the other teacher's background knowledge and expertise in his/her area. I will collaborate with special education teachers as often as needed to promote the best learning environment possible for my special education students. Meetings should be held weekly at the minimum.
3. How can you make sure that you are reaching students of all levels? (so hard)
Although this is a very difficult task, meeting with special area teachers is key to making sure I'm reaching students of all levels. By understanding the specific needs of each student I can be certain I am 'reaching' them. Also, using effective forms of formative assessments regularly will help guide my instruction on a daily basis as well as help with creating and establishing effective modifications and accomodations.
4. What is your role in an IEP meeting
My role in an IEP meeting is to support my student and to report (share) my knowledge of the student exactly as I see it in my classroom. My job is not to suggest certain types of support (unless I am certain that it will help - and I have expertise in that area). My job also consists of sharing anecdotal notes, work samples, and assessment grades taken in my classroom (general ed classroom).
Post 2:
I have really missed having my students this week! It was neat that the kids were leaving on a break as well since it was like all of our last day. The kids were super excited to show me the "gifts" and artwork they had made me as a goodbye gift. One thing I think that every school should participate is "Drops in my bucket". The students, teachers, and staff are involved in the activity. The idea comes from a children's book regarding drops in my/a bucket. The idea is for each person involved to write a sweet, encouraging, thankful, or friendly comment on a drop (a sheet of paper cut to look like a drop of water). Then the person puts the drop into the bucket of whoever it was for. There are buckets located on each grade level hall. Teachers are encouraged to participate each month or so in their own classroom. My teacher used it as an extra writing activity one day. After every student had placed a drop in the bucket, the students drew a drop out (randomly) and then read who it was to, from, and the message. The students just lit up to hear the sweet and encouraging words of their peers. To continue this theme, on my last day my students handed me a book of drops. Each student in the classroom wrote a drop for my bucket. It was so touching to have something from each individual student. Some of the messages were hilarious, some were tear-jerkers, but all of them let me see into the world of my students. :D
Inclusion Response:
1. What do you see as your role in an inclusive environment?
My role in an inclusive environment is to support and nurture ALL students no matter their background or ability level. My job is to also work closely with support teachers and special education teachers in order to create a positive and successfully learning environment for all students in my classroom. I also see my role as one of nurturing and creating an environment of understanding. Students considered 'general ed' should work together with students with disabilities and vic versa. The classroom should be one cohesive unit not divided into groups or sections.
2. How will you collaborate with special education teachers?
In order to have successful collaboration with another teacher (special education teacher or not), I must create a positive working relationship. It is important to respect the other teacher's background knowledge and expertise in his/her area. I will collaborate with special education teachers as often as needed to promote the best learning environment possible for my special education students. Meetings should be held weekly at the minimum.
3. How can you make sure that you are reaching students of all levels? (so hard)
Although this is a very difficult task, meeting with special area teachers is key to making sure I'm reaching students of all levels. By understanding the specific needs of each student I can be certain I am 'reaching' them. Also, using effective forms of formative assessments regularly will help guide my instruction on a daily basis as well as help with creating and establishing effective modifications and accomodations.
4. What is your role in an IEP meeting
My role in an IEP meeting is to support my student and to report (share) my knowledge of the student exactly as I see it in my classroom. My job is not to suggest certain types of support (unless I am certain that it will help - and I have expertise in that area). My job also consists of sharing anecdotal notes, work samples, and assessment grades taken in my classroom (general ed classroom).
Post 2:
I have really missed having my students this week! It was neat that the kids were leaving on a break as well since it was like all of our last day. The kids were super excited to show me the "gifts" and artwork they had made me as a goodbye gift. One thing I think that every school should participate is "Drops in my bucket". The students, teachers, and staff are involved in the activity. The idea comes from a children's book regarding drops in my/a bucket. The idea is for each person involved to write a sweet, encouraging, thankful, or friendly comment on a drop (a sheet of paper cut to look like a drop of water). Then the person puts the drop into the bucket of whoever it was for. There are buckets located on each grade level hall. Teachers are encouraged to participate each month or so in their own classroom. My teacher used it as an extra writing activity one day. After every student had placed a drop in the bucket, the students drew a drop out (randomly) and then read who it was to, from, and the message. The students just lit up to hear the sweet and encouraging words of their peers. To continue this theme, on my last day my students handed me a book of drops. Each student in the classroom wrote a drop for my bucket. It was so touching to have something from each individual student. Some of the messages were hilarious, some were tear-jerkers, but all of them let me see into the world of my students. :D