I was very intimidated by this class in the beginning. Mr. Becksfort and his laid back teaching style set me at ease right away. The low key atmosphere helped me relax. I think because of this I was way more open and willing to try new things. We did not have the pressure of mass reading material and tests. It was a very hands on practical class. The information was presented (using technology) and then we were given ample practice time in class. I appreciated having the time in class while Mr. Becksfort was there to "trouble shoot". For a lot of us these were new skills being taught. There is nothing more frustrating than trying to conquer something new on your own. I was worried that I would become so frustrated that I would either give up or turn out sub-standard work. The only reason that did not happen was all the one-on-one help!!
Because of this class I am now addicted to Prezi. I have created 4 presentations on prezi.com since Mr. Becksfort introduced us to it. I also love voicethread.com. These are two great tools I will continue to use. My teenagers cannot believe I have a blog and a web site. The best part clearly was Mr. Becksfort and all his help. The downside is remembering all the things introduced to us. The worst part of the class was continually feeling lost and/or confused. However, the mini successes along the way (blog, web site, prezi, and voicethread) brought such a feeling of pride and accomplishment. I truly appreciate the teaching style and laid back environment of this course.
Friday, April 29, 2011
Thursday, April 28, 2011
Technology and Teaching
Technology definitely changes the way we teach. I'm sure there are still plenty of teachers who have not entered the 21st century. I must admit I was in about 1999 when I started this course. I now see the value in keeping up with the technological times. It is a central part of the life experiences of students today. They have grown up with fast food, cell phones, internet, movies on demand, microwavable everything, books online, the list goes on and on. The point being...they are experiencing life where just about anything can be obtained and/or completed instantly.
If teachers want to reach the 21st century learner, technology is essential. The tools teachers have to create lessons are virtually endless. The hard part is keeping up with it. However, the most basic technologies are great for record keeping and communicating. Teachers today have the ability to instantly get a message to a parent or instantly check a student's grades. These are both time savers!!
While there are many up-sides to technology, teachers must use it wisely. There isn't anything wrong with going back to the basics every now and then. I think some of us would refer to that as the "good old days" when life was simple.
If teachers want to reach the 21st century learner, technology is essential. The tools teachers have to create lessons are virtually endless. The hard part is keeping up with it. However, the most basic technologies are great for record keeping and communicating. Teachers today have the ability to instantly get a message to a parent or instantly check a student's grades. These are both time savers!!
While there are many up-sides to technology, teachers must use it wisely. There isn't anything wrong with going back to the basics every now and then. I think some of us would refer to that as the "good old days" when life was simple.
Wednesday, April 13, 2011
2.0 Tools
The introduction to Web 2.0 tools, for me, was unsettling. As the discussion of Web 2.0 tools progressed, I realized how little I know. It turns out you really only need to know a few to create great learning experiences. I used Voice Thread (www.voicethread.com). The site provides a creative, free, easy way to develop tailor made lessons. I used it for a phonics lesson. Once you have your sequence of pictures, you record your voice and/or printed text. I loved it!! I thought it was very easy to learn. It would not be a tool I would use if I needed movement in the lesson. These are still shots. Voice thread allows you to "tell the story".
This tool provides the teacher a flexible way to tailor the content for a particular student or a particular lesson. I was amazed at how easy it was to create this lesson. The students could add there voice to a lesson. The teacher could tell social stories using voice thread. The possibility are endless. I am excited to share my (short) lesson and share my experience with this tool. If I can navigate this web site, ANYONE can.
This tool provides the teacher a flexible way to tailor the content for a particular student or a particular lesson. I was amazed at how easy it was to create this lesson. The students could add there voice to a lesson. The teacher could tell social stories using voice thread. The possibility are endless. I am excited to share my (short) lesson and share my experience with this tool. If I can navigate this web site, ANYONE can.
Thursday, April 7, 2011
Value in Learning From Fiction
The way I interpret the question for our blog post this week is to reflect and/or assess the value in comparing movies about teachers. Usually our posts are directly tied to the assignment for that week. With that said, I found watching movies about teachers inspiring. The movies I watched were based on true stories. However, I'm sure the writers and director took a lot of creative liberties. Hence, creating a work of fiction.
After watching these movies I realized the best teachers make a concerted effort to reach their students. There are specific qualities that are inherently required to interest, motivate, and gain the trust of any group of learners. The teacher must be willing to get to know their students. It is much easier to interest and motivate them if you have at least a general understanding of there lives. What is their frame of reference? What are their experiences? By knowing them and tailoring your approach to teaching them, you are on your way to gaining their trust. Once a group of learners trust in you and the environment you have created, you have a better chance of getting them to want to do well. The ultimate goal of a teacher should be to get your students to want to learn. Students who have a hunger for achievement, are more receptive to being challenged. Teachers who are able to get their students to believe in themselves are in a better position to continue to raise the bar.
The value (for me) in completing this assignment was the realization that teachers who are willing to go the extra mile, think outside the box, and always stand up for what they think their students need make the best teachers. These movies showed people who never gave up on their students and did not allow their students to give up on themselves.
After watching these movies I realized the best teachers make a concerted effort to reach their students. There are specific qualities that are inherently required to interest, motivate, and gain the trust of any group of learners. The teacher must be willing to get to know their students. It is much easier to interest and motivate them if you have at least a general understanding of there lives. What is their frame of reference? What are their experiences? By knowing them and tailoring your approach to teaching them, you are on your way to gaining their trust. Once a group of learners trust in you and the environment you have created, you have a better chance of getting them to want to do well. The ultimate goal of a teacher should be to get your students to want to learn. Students who have a hunger for achievement, are more receptive to being challenged. Teachers who are able to get their students to believe in themselves are in a better position to continue to raise the bar.
The value (for me) in completing this assignment was the realization that teachers who are willing to go the extra mile, think outside the box, and always stand up for what they think their students need make the best teachers. These movies showed people who never gave up on their students and did not allow their students to give up on themselves.
Tuesday, April 5, 2011
Movie Comparison Paper
Movie Comparison Paper
I watched Freedom Writers staring Hillary Swank and Stand and Deliver staring Edward James Olmos. Both movies were based on true stories. They depicted high school teachers, new to the profession, who were enthusiastic and eager to educate their students.
The two teachers portrayed were truly inspirational. They had the “difficult” students. Their students had low academic scores and came from low socioeconomic homes. The diverse ethnicity of the students in Freedom Writers added to the problems the teacher, Mrs. Gruwell, had to overcome. The school was part of the voluntary integration project in California during the early nineties. Several students were bussed to the school from outlying neighborhoods. This created a school population separated by race. The students, whether white, Hispanic, Asian, or African American, all stayed within their own groups. It facilitated a gang like atmosphere at the school. None of her students, initially, felt they belonged. They brought their territorial attitudes into the classroom. With this “gang mentality”, difficult home lives, low academic scores, and unwillingness to learn, the school administrators and teachers had written them off.
Erin Gruwell, a first year teacher, chose this school because of the voluntary integration project. She felt the “war” needed to be fought in the classroom. She would not falter in her ambition to reach them. Erin Gruwell battled to gain their respect and struggled with the department heads to obtain the materials she thought would reach them. Her determination and willingness to hold her ground on both fronts lead to her success in motivating them to want to learn. She really stepped outside the box and created a classroom environment tailored to their life experiences. She did not simply teach them, she took them out and showed them. They became so vested in their educational experience with her that room 203 became their home. The students in room 203 published their journal writings and titled it Freedom Writers.
There were similar experiences for Jamie Escalante. He was the teacher portrayed in Stand and Deliver. This story took place in the early eighties at East Garfield High School in East LA. This school was populated with Mexican American students. The school was facing the loss of funding due to low academic scores. He left a career to become a teacher. While older than Erin Gruwell, he was also a first year teacher. His attitude was that students would rise to the level of expectations. If you set the bar high and show them they can learn, they will rise to the occasion. He taught remedial math. Within days he was teaching them algebra and by their sophomore year he was teaching them AP Calculus. Mr. Escalante dedicated an immense amount of time and expected his students to dedicate their time to achieve the ultimate success, passing the AP Calculus exam. Like in Freedom Writers, this group of students became a family. They were dedicated to their teacher and each other. In 1982 all 18 students passed the AP calculus exam (twice).
Both of these teachers moved heaven and earth to reach their students. They took a personal interest in their lives and in their ability to learn. Neither one let the students use their ethnicity or home lives as an excuse to fail. They believed in these kids and taught the kids to believe in themselves. The students in both stories accomplished great things against all odds. The teachers did not simply teach them English and/or Calculus. They taught them how to overcome adversity, trust in each other, and believe there is value in learning. The title, Stand and Deliver, sums up the accomplishments of both teachers. They both stood up for their students and delivered everything they promised.
Thursday, March 31, 2011
Value in Portfolio Assessments
Students are evaluated and assessed in a variety of ways all throughout their educational life. Most of these assessments are evaluating a student's performance at that point in time. Having students create a body of work allows both the teacher and the student to see the progression of their skills. It is just as important for the student to see how they have improved. This affords them the opportunity to see their journey not just the end result.
There are other advantages to requiring students to create Portfolios by which to assess their abilities. For one it allows students to showcase their work. It forces students to keep a collection in one transportable place. It also helps a student stay organized and hopefully mindful of a bigger picture. Knowing each piece of work is part of a larger body that will be evaluated may create a more diligent effort.
There are other advantages to requiring students to create Portfolios by which to assess their abilities. For one it allows students to showcase their work. It forces students to keep a collection in one transportable place. It also helps a student stay organized and hopefully mindful of a bigger picture. Knowing each piece of work is part of a larger body that will be evaluated may create a more diligent effort.
Presentation Critique
Presentation Critique
It is a bit disconcerting watching yourself on video. Most people have an image of themselves. They have an idea in their mind of how they look and sound. Even though we use mirrors when we get ready or to check ourselves during the day, we still hold on to this mental image. Mirrors and photographs only show a snapshot in time. A video obviously provides a running depiction. It enables you to view yourself through the lens of how others see and hear you. It allows you to see your facial expressions, body language and gestures. You also hear your own voice, your tone, inflections and your pace. The purpose of this paper is to critique my video taped lesson plan.
The day I presented the lesson I felt incredibly please with my presentation. I am extremely comfortable presenting anything in front of anyone. I felt it was an effective, interesting lesson. Then I viewed the video. There were certain aspects of my presentation that immediately jumped out at me. First, my voice was shockingly irritating. While I thought the pace of my speaking was appropriate, my tone was boarder line infantile. The lesson was designed for children with the intellectual development of a kindergartner. I made an effort to use colorful, encouraging language, but I was hoping it would sound more instructional rather than maternal. In other words, I wanted to come across as a teacher of kindergartners rather than a mother playing a game with her 5 year-old. There were parts of the presentation that my voice cracked or seemed to go 3 octaves higher than my regular speaking voice. It was very nice to be able to edit those parts out.
Next, I was surprised at how much I turned to look at the SmartBoard. Children with special needs require more eye contact, more engaging body language. I felt I was a bit too tied to the technology being used. Part of that was the nature of the assignment. In reality I would not present this material in such a communal way. I would present it in a much more intimate manner. However, if I did have a group or a lesson that lent itself to such an instructional tool, I would practice the lesson with the technology to ensure more a more fluent presentation. I fumbled with the technology in about three different places during the lesson.
There were things I liked and thought were done well. As I stated above, the pace of the lesson was good. Most of the lesson was fluent and smooth. I knew the content. I presented it in a clear, organized, fluent manner. I like the materials (i.e. the three worksheets) I used to present the lesson. I thought they were colorful, developmentally appropriate, and engaging.
If I could do the lesson again, I would watch my tone and be mindful of the “dumbing down” effect. I don’t know if you can really change the sound of your own voice. It is something that most people never get used to, hearing their own voice on tape. Hopefully simply being aware of my voice going up to almost a shrill at points will help keep that aspect in check. I would definitely practice the lesson with the SmartBoard. I needed to be more familiar with how to use the technology to ensure a more fluid, smooth flow.
It is a bit disconcerting watching yourself on video. Most people have an image of themselves. They have an idea in their mind of how they look and sound. Even though we use mirrors when we get ready or to check ourselves during the day, we still hold on to this mental image. Mirrors and photographs only show a snapshot in time. A video obviously provides a running depiction. It enables you to view yourself through the lens of how others see and hear you. It allows you to see your facial expressions, body language and gestures. You also hear your own voice, your tone, inflections and your pace. The purpose of this paper is to critique my video taped lesson plan.
The day I presented the lesson I felt incredibly please with my presentation. I am extremely comfortable presenting anything in front of anyone. I felt it was an effective, interesting lesson. Then I viewed the video. There were certain aspects of my presentation that immediately jumped out at me. First, my voice was shockingly irritating. While I thought the pace of my speaking was appropriate, my tone was boarder line infantile. The lesson was designed for children with the intellectual development of a kindergartner. I made an effort to use colorful, encouraging language, but I was hoping it would sound more instructional rather than maternal. In other words, I wanted to come across as a teacher of kindergartners rather than a mother playing a game with her 5 year-old. There were parts of the presentation that my voice cracked or seemed to go 3 octaves higher than my regular speaking voice. It was very nice to be able to edit those parts out.
Next, I was surprised at how much I turned to look at the SmartBoard. Children with special needs require more eye contact, more engaging body language. I felt I was a bit too tied to the technology being used. Part of that was the nature of the assignment. In reality I would not present this material in such a communal way. I would present it in a much more intimate manner. However, if I did have a group or a lesson that lent itself to such an instructional tool, I would practice the lesson with the technology to ensure more a more fluent presentation. I fumbled with the technology in about three different places during the lesson.
There were things I liked and thought were done well. As I stated above, the pace of the lesson was good. Most of the lesson was fluent and smooth. I knew the content. I presented it in a clear, organized, fluent manner. I like the materials (i.e. the three worksheets) I used to present the lesson. I thought they were colorful, developmentally appropriate, and engaging.
If I could do the lesson again, I would watch my tone and be mindful of the “dumbing down” effect. I don’t know if you can really change the sound of your own voice. It is something that most people never get used to, hearing their own voice on tape. Hopefully simply being aware of my voice going up to almost a shrill at points will help keep that aspect in check. I would definitely practice the lesson with the SmartBoard. I needed to be more familiar with how to use the technology to ensure a more fluid, smooth flow.
Sunday, March 27, 2011
Self-Critique
Wow! The initial viewing of my video was as frightening as viewing my bankstatements. Hearing my own voice and seeing myself as others see me was very unsettling. I would love to blame the camera or the camera angle as adding weight. But clearly a new diet plan is in order. Once I got over the shock of how I looked and sounded, I was able to view the video with a constructively critical eye. Self-reflection and self-evaluation are valuable endeavors. There is always room to improve and learn about yourself. I would not want to critique myself all the time, but it definitely promotes the idea of personal growth. I guess you could call it growing pains. There were things I liked and the things I did not like I edited out. In reality we do not get to edit out what did not work. Critiquing the presentation in its entirety forced me to recognize areas that could be improved. Many times in a classroom setting you have one shot to present the information. The teachers who have taken a critical view of their presentation skills (and worked on weak areas) are in a better position to communicate more fluently and effectively.
Thursday, March 17, 2011
Video editing
Video editing is a great way to take video and cut it down to how you want your lesson plan to appear. It allows you to take the best of what you have done and highlight it. We all make mistakes or have parts of a lesson we want to "do over" or "take something out". With editing you actually can. I'm very excited to learn how to edit. Again, this is something new and outside my comfort zone. It is a skill though in this age of technology I really need to have.
Wednesday, March 2, 2011
Lesson Planning and Technology
There are several wonderful technologies I used to put together a lesson plan on the 5 senses. First, I used a computer program called Writing with Symbols to create two worksheets for children with low reading skills. You type the text and it produces the words with picture symbols above the words. This is a standard program used in special education classrooms.
I also used a scanner to download the worksheets onto my Mac and then to a jump drive. I searched online and found great pictures of an ear, a nose, a hand, a tongue, and eyes and pasted all of them on one sheet to use as a visual for the lesson.
After I created 2 worksheets and the visual images, I put them on a jump drive. I took the jump drive to an elementary school teacher and he helped me save it on SmartBoard Notebook. He helped me format/save each one so I could use the SmartBoard pins easily. Apparently if they are not formatted/saved in this way the pins don't always cooperate. Who knew??
I am very excited to use the SmartBoard to present the lesson plan. The list of technologies used for this lesson plan are as follows: Writing with Symbols computer program, google image, a scanner, a jump drive, and a SmartBoard. It is nice to have access to all these technological tools. However, I would be remiss to not acknowledge the human factor that helped all this come together. I want to thank Mr. Gates, the third grade teacher at Meadowview Elementary, who spent his plan period helping me prepare the documents for the SmartBoard. Thank you, thank you, thank you!!
I also used a scanner to download the worksheets onto my Mac and then to a jump drive. I searched online and found great pictures of an ear, a nose, a hand, a tongue, and eyes and pasted all of them on one sheet to use as a visual for the lesson.
After I created 2 worksheets and the visual images, I put them on a jump drive. I took the jump drive to an elementary school teacher and he helped me save it on SmartBoard Notebook. He helped me format/save each one so I could use the SmartBoard pins easily. Apparently if they are not formatted/saved in this way the pins don't always cooperate. Who knew??
I am very excited to use the SmartBoard to present the lesson plan. The list of technologies used for this lesson plan are as follows: Writing with Symbols computer program, google image, a scanner, a jump drive, and a SmartBoard. It is nice to have access to all these technological tools. However, I would be remiss to not acknowledge the human factor that helped all this come together. I want to thank Mr. Gates, the third grade teacher at Meadowview Elementary, who spent his plan period helping me prepare the documents for the SmartBoard. Thank you, thank you, thank you!!
Thursday, February 24, 2011
HTML
I had to google HTML to see what it was before I could post this blog. Now that I know it is a "language" to set up web designs I feel very confident that I would have NO use for it at all. During the mid eighties (yes I'm dating myself) I had to take a computer programing course. I cannot even remember the computer language. I think it was...Cobal or something?? I chose to take it in the summer because professors seem to be more relaxed during the summer. A good friend of mine, who was an IS major, help me every step of the way. I couldn't tell you one thing I learned. I retained the information long enough to get through the class, then boom it was gone!!! I am all for WYSIWYG and a technology teacher standing right there to guide me through step by step. This blog and our web page has already sent me WAY out of my comfort zone. I cannot imagine learning HTML for the purpose of designing a web page. You may as well as me to give a presentation on astrophysics in French.
Wednesday, February 16, 2011
Creative Commons
I'm so over winter weather. This photo has two of my favorite things the sun setting and the beach!! It brings a warm feeling to my heart. Working and school is stressing me out. However, it is nice to know there are web sites which we can access with limited copyright items. As future teachers Creative Commons is a great tool. Knowing our rights as teachers with regard to copyright laws is useful given our limited funds and time. Why reinvent the wheel every time we want to create a lesson. Being able to borrow bits and pieces of things others have done saves both time and money. Technology and the knowledge of how to navigate through it will probably prove to be the most useful part of my very expensive education!!
Wednesday, February 9, 2011
My Concerns
Currently I am a substitute teacher, hence I do not always have an opportunity to develop a real rapport with the students. Because I sub K-12, I am potentially changing gears daily. I could be in kindergarten on Monday and High School physics on Tuesday. With this type of schedule I must always be mindful of where I am and how I present myself to the students. I never know how things I say or do are going to be interpreted or repeated.
Once I have my own students my concerns will shift to the balancing act of keeping higher functioning students engaged and interested while not leaving lower students in the dust. I know I will also be very concerned with creating the best learning environment possible for all levels of learners. I really haven't given much thought about "legal" issues. I am much more concerned with my ability to effectively manage required curriculum and the overall learning experience of my students. I am a big believer that learning should be fun! In order for that to happen sometimes you have to think outside the box. This doesn't always mesh with what parents and/or administrators think you should be doing in the classroom.
Once I have my own students my concerns will shift to the balancing act of keeping higher functioning students engaged and interested while not leaving lower students in the dust. I know I will also be very concerned with creating the best learning environment possible for all levels of learners. I really haven't given much thought about "legal" issues. I am much more concerned with my ability to effectively manage required curriculum and the overall learning experience of my students. I am a big believer that learning should be fun! In order for that to happen sometimes you have to think outside the box. This doesn't always mesh with what parents and/or administrators think you should be doing in the classroom.
Friday, February 4, 2011
Wednesday, February 2, 2011
Hong v. Doe 1988
Carla McDonough
Case Review
February 2, 2011
Name: Honig v. Doe 1988
Topic: Suspending and/or Expulsion of Students Identified as Emotionally Disturbed
Issues: A school in California expelled two students, who were identified as Emotionally Disturbed, for violent and disruptive behavior related to their disability. By expelling the children the school violated the student's rights protected under EHA (Education of the Handicapped Act of 1975). Under EHA students have the right to a "free and appropriate public education". The other two provisions stated as safeguards under EHA are the "change of placement" and the "stay-put" provisions 20 U. S. C.1415(e) (3). The "stay-put " provision states that the disabled child shall remain in his/her current educational placement pending completion of any review proceedings. A concurrent issue is whether a District Court may order a State to provide educational services directly to a disabled child when the local agency fails to do so.
Facts: This was the first case to reach the Supreme Court dealing with the discipline of special education children. The facts in the case involved the proposed expulsion by the San Francisco School District of two students with emotional disabilities and aggressive tendencies. The first student, John Doe, was a "socially and physically awkward" 17-year-old who had difficulty controlling his impulses and anger. He had physical abnormalities, speech difficulties, and poor grooming habits which resulted in his being the target of teasing and ridicule. In a response to taunts from a fellow student at a developmental center for disabled students, he reacted in an explosive manner anticipated by his individualized education program (IEP). He choked the student with enough force to leave abrasions on the boy's neck.
While being escorted to the principal's office, he kicked out a window. In December 1980 Doe was suspended from school for 5 days, and the principal recommended that he be expelled. Suit was brought, and the federal district court issued a temporary order directing the school to return Doe to his then current educational placement (Bartlett 1989).
The other student, Jack Smith, was identified as an emotionally disturbed child in the second grade. Despite above-average intelligence, he experienced social and academic problems as a result of extreme hyperactivity and low self-esteem. Smith was placed in several alternative school settings, but by sixth grade was placed back in a special education program in a regular middle school. After experiencing behavior problems, including stealing, extorting money from fellow students, and making sexual comments to fellow classmates, his educational program was reduced to half-days. In November 1980 Smith made additional lewd comments to female students and he was suspended for 5 days and recommended for expulsion (Bartlett 1989).
Findings: The District Court ruled the school could not take any disciplinary actions other than a two or five day suspension against any disabled student for disability-related misconduct, or from effecting any change in educational placement without parental consent pending any EHA proceedings. The court also rule that the State must provide services for any disabled student when local agency or unable to do so. On appeal, the Court of Appeals upheld this decision agreeing with the District Court that an indefinite suspension in aid of expulsion constitutes a prohibited "change in placement" under EHA 1415(e)(3) and the "stay-put" provision. The court did conclude however, that a fixed suspension of up to 30 days did not fall under the reach of these provisions. It also upheld the decision that States must provide services directly to the disabled student when local agency failed to do so. Finally, the Supreme Court reaffirmed the right of students with behavioral difficulties to a "free and appropriate public education". Further, students with disabilities cannot be excluded from school for any misbehavior that is related to their disability. The U.S. Supreme Court held that a student could be suspended for a period of ten days. More than ten days triggers the Due Process Clause of the 14th Amendment (484 U.S. 305, 309).
New Exceptions: In 1994 Congress modified the change in placement and pendency rules. The new exception which would allow schools to unilaterally-imposed interim placement for students with disabilities who bring guns to school (Lometa 2001).
Implications: As educators we must be aware of the rights of disabled students with regard to disciplinary actions. Credible sources estimated that 3% to 10% of school aged children are diagnosed with emotional disturbance (Kauffman 2005). IEPs are legal documents and are fiercely protected. We must be mindful of the emotional status of our students and document any and all behavioral issues. Schools must have alternative educational programs for disturbed students who, per the misconduct, cannot function in their current education program.
Sources
Bartlett, Larry (1989). Disciplining handicapped students: legal issues in light of Honig v. Doe. http://findarticles.com/p/articles/mi_hb3130/is_n4_v55/ai_n28583183/
Kauffman J.M. (2005). Characteristics of Emotional & Behavioral Disorders of Children & Youth (8th ed.) Upper Saddle River. Nj: Merrill/Prentice Hill.
Lometa (2001). Honig v. Doe 108s. Ct. 592 (1988). Honig v. Doe@Everything2.com
United States Supreme Court 484 U.S. 305 (1988). Honig, California Superintendent of Public Instruction v. Doe, et al. No. 86-728. www.wrightslaw.com.
Case Review
February 2, 2011
Name: Honig v. Doe 1988
Topic: Suspending and/or Expulsion of Students Identified as Emotionally Disturbed
Issues: A school in California expelled two students, who were identified as Emotionally Disturbed, for violent and disruptive behavior related to their disability. By expelling the children the school violated the student's rights protected under EHA (Education of the Handicapped Act of 1975). Under EHA students have the right to a "free and appropriate public education". The other two provisions stated as safeguards under EHA are the "change of placement" and the "stay-put" provisions 20 U. S. C.1415(e) (3). The "stay-put " provision states that the disabled child shall remain in his/her current educational placement pending completion of any review proceedings. A concurrent issue is whether a District Court may order a State to provide educational services directly to a disabled child when the local agency fails to do so.
Facts: This was the first case to reach the Supreme Court dealing with the discipline of special education children. The facts in the case involved the proposed expulsion by the San Francisco School District of two students with emotional disabilities and aggressive tendencies. The first student, John Doe, was a "socially and physically awkward" 17-year-old who had difficulty controlling his impulses and anger. He had physical abnormalities, speech difficulties, and poor grooming habits which resulted in his being the target of teasing and ridicule. In a response to taunts from a fellow student at a developmental center for disabled students, he reacted in an explosive manner anticipated by his individualized education program (IEP). He choked the student with enough force to leave abrasions on the boy's neck.
While being escorted to the principal's office, he kicked out a window. In December 1980 Doe was suspended from school for 5 days, and the principal recommended that he be expelled. Suit was brought, and the federal district court issued a temporary order directing the school to return Doe to his then current educational placement (Bartlett 1989).
The other student, Jack Smith, was identified as an emotionally disturbed child in the second grade. Despite above-average intelligence, he experienced social and academic problems as a result of extreme hyperactivity and low self-esteem. Smith was placed in several alternative school settings, but by sixth grade was placed back in a special education program in a regular middle school. After experiencing behavior problems, including stealing, extorting money from fellow students, and making sexual comments to fellow classmates, his educational program was reduced to half-days. In November 1980 Smith made additional lewd comments to female students and he was suspended for 5 days and recommended for expulsion (Bartlett 1989).
Findings: The District Court ruled the school could not take any disciplinary actions other than a two or five day suspension against any disabled student for disability-related misconduct, or from effecting any change in educational placement without parental consent pending any EHA proceedings. The court also rule that the State must provide services for any disabled student when local agency or unable to do so. On appeal, the Court of Appeals upheld this decision agreeing with the District Court that an indefinite suspension in aid of expulsion constitutes a prohibited "change in placement" under EHA 1415(e)(3) and the "stay-put" provision. The court did conclude however, that a fixed suspension of up to 30 days did not fall under the reach of these provisions. It also upheld the decision that States must provide services directly to the disabled student when local agency failed to do so. Finally, the Supreme Court reaffirmed the right of students with behavioral difficulties to a "free and appropriate public education". Further, students with disabilities cannot be excluded from school for any misbehavior that is related to their disability. The U.S. Supreme Court held that a student could be suspended for a period of ten days. More than ten days triggers the Due Process Clause of the 14th Amendment (484 U.S. 305, 309).
New Exceptions: In 1994 Congress modified the change in placement and pendency rules. The new exception which would allow schools to unilaterally-imposed interim placement for students with disabilities who bring guns to school (Lometa 2001).
Implications: As educators we must be aware of the rights of disabled students with regard to disciplinary actions. Credible sources estimated that 3% to 10% of school aged children are diagnosed with emotional disturbance (Kauffman 2005). IEPs are legal documents and are fiercely protected. We must be mindful of the emotional status of our students and document any and all behavioral issues. Schools must have alternative educational programs for disturbed students who, per the misconduct, cannot function in their current education program.
Sources
Bartlett, Larry (1989). Disciplining handicapped students: legal issues in light of Honig v. Doe. http://findarticles.com/p/articles/mi_hb3130/is_n4_v55/ai_n28583183/
Kauffman J.M. (2005). Characteristics of Emotional & Behavioral Disorders of Children & Youth (8th ed.) Upper Saddle River. Nj: Merrill/Prentice Hill.
Lometa (2001). Honig v. Doe 108s. Ct. 592 (1988). Honig v. Doe@Everything2.com
United States Supreme Court 484 U.S. 305 (1988). Honig, California Superintendent of Public Instruction v. Doe, et al. No. 86-728. www.wrightslaw.com.
Wednesday, January 26, 2011
What Makes A Good Presentation?
This post is really a shot in the dark. I'm simply answering the question based on how I personally evaluate the quality of a presentation. This is not based on any readings or research on the topic. With that said, I taught public speaking at Miami University in the late 80's. The basic frame work for any speech or presentation is; tell them what you are going to tell them, then tell them, then tell them what you told them. It seems silly when you first read it, but it works. This is like the framing of a house. The foundation of the "house" is the background work. You must know your material. Do the research and be prepared. The rest of the house your are building comes in the form of the walls which are the facts and the furnishings which are the visuals used. Organize the information so it is interesting and easy to follow. Two very important elements of a good presentation are know your material and know your audience! But the single most import element is keep it simple. If your audience cannot follow your presentation, all the bells and whistles don't amount to anything but a waist of your effort and a waist of their time.
Thursday, January 20, 2011
Digital Storytelling in Education: Creating Transformations through Narrative
Carla McDonough
Technology & Topics for Educators
Mr. Becksfort
January 20, 2011
Technology & Topics for Educators
Mr. Becksfort
January 20, 2011
Journal Review
In the article "Digital Storytelling in Teacher Education; Transformations through Narrative" written by James R. Skouge and Kavita Rao they describe using digital storytelling to promote teaching core values and inquiry-based learning. Skouge and Rao work in the Special Education Department at the University of Hawaii. Digital storytelling uses a variety of techniques including things such as photographs, news media, video recordings, audio, slide shows, and music to name a few. They content that "digital storytelling provides an engaging way to bring lessons about community, culture, local values, and traditions into the classroom" (54). The idea is to use these varying types of technology to tell a story and then to share the "story" with others. Sharing the story should promote a better understanding of the person, issues, or concerns being addressed. Skouge and Rao state "Our technique may be summed up with tree swords: explore, reflect, and envision. Students explore with hands-on learning, reflect on their learning, and envision how they might apply the technology in their classroom" (59).
There are great ideas provided in this article. However, I would have liked to have learned more about how they used this with special needs children. They did discuss a college age girl who is in a wheel chair. She video taped aspects of her daily life and the challenges she faces navigating through her environment. The digital story revealed major problems with her handicap accessible apartment. The idea of the project was to share the video with others to enlighten the general public of what it is like to live and move through an environment in a wheel chair. Unfortunately, the article really did not give more examples of using digital storytelling with special needs children.
With that said, there are several ideas I though would work for this population of students. The first way I would employ this method in a special education classroom would be with nonverbal children or children with speech problems. Imagine handing them a video camera and letting them video their surroundings. A teacher might be surprised what the student would choose to tape. You may gain insight to what interests them or what does not interest them. This type of information could then be used to taylor lesson plans and/or aid in creating a reward system for desired behaviors.
It is common to see special education teachers use social stories to explain desired behaviors and desired outcomes. These social stories are written at their level and typically story board type medium. Digital storytelling would add a new dimension. It allows the story to come alive for the student and may help clarify what the teacher wants from them.
Special education teachers use the computer to enhance reading skills. There are programs to help children with word recognition, sentence structure, and phonics. It is also common to see picture icons and text written with symbols to enhance reading success. Digital storytelling could be another tool used to help students with concepts such as beginning, middle, and end. Setting up a project for the students to make their own book. The book could be about themselves or something that interests them. The student could use pictures, names, and settings from their own life. Engaging them in such a project could enhance their interest and encourage inquiry-based learning.
Finally,a special education teacher could share these digital stories with the community, other students, typical teachers and parents. The end goal of sharing is to create a better understanding and hopefully more empathy toward the uniqueness of this population of children. The visual medium is a powerful tool. With the advances in technology and the availability to teachers, digital storytelling has great promise in the classroom.
Source: Skouge, James R.: Rao, Kavita. Educational Perspectives, v42 n1-2 p. 54-60 2009. Database ERIC. www.eric.ed.gov/PDFS/ej858390.pdf
Wednesday, January 19, 2011
Thursday, January 13, 2011
Subscribe to:
Posts (Atom)