Chapter 14 - Culturally Responsive Teaching Practices

Last year was my first year of teaching.  I was surprised at the number of different cultures represented in my Pickens County classroom.  I had Hispanic, Chinese, Indian, African-American, and White children in my classroom.  A couple of these children could speak very little English.  I feel that I did a fairly good job of making these children feel loved and welcomed in my classroom.  Even though they may have not always understood what I was saying, smiles and hugs mean the same thing in all languages.  At the beginning of the year, I spend a great deal of time teaching kindness and respect for others.  I do this mainly through read-alouds, discussions, and reviewing classroom rules and expectations.  Our schools also teaches character education.  Our guidance counselor teaches a lesson to my class once a month.  I try to review the monthly word/concept on a regular basis.

This year, my classes are not quite as diverse.  I have one Hispanic student and two African-American students.  I have been guilty of trying to "not see them as different."  I need to pay more attention to their different learning styles and their different backgrounds.  I found the chart on page 323 to be very helpful.  I would like to see a similar chart for other cultures as well.

In the future, I plan to become more educated on various cultures.  For example, I never thought about African-American students being more communal than other students.  But, I can see that now that it has been brought to my attention.  I want to embrace all of my students.  I want every child that enters my classroom to feel welcomed, loved, and respected.

Chapter 9 - Mathematics

Math is my favorite subject.  If I have the privilege of teaching an older grade one day, I would love to teach math and science.  (Maybe I should have been a boy.)  In 4K, our math curriculum consists of learning to count, identifying and writing numbers, recognizing and creating patterns, and identifying shapes.  Many of these skills are taught through calendar math.

I feel that I do a good job of teaching these math skills.  I use a variety of teaching methods to reach a variety of students.  For example, I use music, poems, and rhymes to teach many of the above-skills.  I also use Promethean board activities and play games, such as number Bingo and color and shapes Bingo.  We also do activities such as making number books and shapes houses, just to name a few.

One area that I need to improve in is patience.  Because learning math skills came easy to me, I become frustrated with kids that can not remember numbers, shapes, etc.  My own son has trouble remembering multiplication facts.  It is hard for me to understand that.  I just want to say, "Just memorize them!"

I plan to improve in the area of teaching mathematics by incorporating even more hands-on activities.  For my students that "just don't get it," I will try to use more tactile learning activities to see if that will help them.  My students are very young.  Some of the them may simply need more time and practice.  In the event that I teach an older grade, I will research additional methods for teaching math.

Chapter 13- Assistive Technology

I have never had a student that required the use of assistive technology.  However, I do use technology in my classroom on a daily basis.  I use flip charts on the Promethean board to teach a variety of things, including phonics and math skills.  I use Brain Pop, Jr., Starfall, and United Streaming videos to enhance instruction.  My students are also allowed to "play" on my board during center time.  They also review letter sounds on Starfall while at computer center.

Before reading the chapter on assistive technology, I thought I was fairly up-to-date on computer technology.  Now, I realize there is a lot of programs and software out there that I had never heard of.  I have only touched the "tip of the iceberg" in regards to the use of technology in my classroom.

In the future, I would like to take some technology classes.  Most of the technology that I use, I learned on my own through the sink or swim method.  I am looking forward to getting new interactive white boards and receiving training on how to use them.  I also plan to utilize some of the programs mentioned in the text that simulate real-life situations.  Students are always wanting to know why they need to learn something.  There are many programs that allow students to experience "real-life," especially in regard to math.

Chapter 8 - Written Expression

The only writing that we do in 4K is learning to correctly form letters, and write some popcorn words near the end of the school year.  Occasionally, students will dictate sentences for me to write.  But writing as discussed in this chapter is a little over our heads.  When I assisted in a 5K classroom, the students had writing journals.  Usually twice a week, the students would write in their journals.  Sometimes we would give them the topic, other times they were allowed to choose what to write about.  Prior to writing, they drew a picture.  During conferencing, they would explain what was happening in the picture.  Then, we directed them to make their writing match their pictures.  This was an excruciating process, especially at the beginning of the year.  As the year progressed, the students could do more and more on their own.  Once their writing was complete, they were allowed to share in the "author's chair."  Sharing was our favorite part of the writing process.

While student teaching in second grade, I realized that I knew very little about teaching writing.  That was the hardest part of my student teaching.  I did not have any classes on how to teach writing while working toward my undergraduate degree.  Since I am not a strong writer myself, this is one area that I found difficult to teach.  Fortunately, the classroom teacher was there to guide me through it.  At that time, she was focusing on teaching mini-lessons on writing strategies.

In the future (if I teach an older grade), I will research ways to teach writing effectively.  I will look for a class to take that teaches writing strategies.   I will also use materials such as the story elements graphic organizer in Figure 8.1, as well as some of the strategies, i.e TREE, SCOPE and COPS, listed in the text.  I will also utilize modeling and peer editing when teaching writing.

WEBLIOGRAPHY

ESL Sites

* Dave's ESL Cafe    

This is an ESL website that provides help for teachers, parents, and students.

www.eslcafe.com/ideas/

*  ESL Galaxy  

This site provides great lesson plans, materials, and activities for ESL students.

www.esl-galaxy.com/

* Spelling City    

This website provides interactive help with spelling, vocabulary, and grammar.

www.spellingcity.com

* Using English   

This site provides worksheets to assist ESL students.

www.usingenglish.com/handouts

* Brain Pop ESL  

This site provides various levels of support for teaching reading, writing, speaking, and listening skills.

www.brainpopesl.com/

Reading Sites

* Reading Rockets

Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.

http://www.readingrockets.com

*Reading Rockets

This article provides homework strategies for teaching students with learning disabilities.

http://www.readingrockets.org/article/202/


Classroom Management Sites

* Teacher Vision  

This website provides classroom management strategies to assist with challenging classroom behaviors.

www.teachervision.fen.com/classroom-management/behavioral-problems/26200.html

* Positive Behavior Interventions and Support  

This sites describes PBIS, which is an effective school wide interventions plan. My school participates in a PBIS program.

www.pbis.org/

* Sparkle Box

This is a wonderful side that has a variety of information, including classroom management tips, signs and behavior reports.

http://www.sparklebox.co.uk/usa/

Interventions Sites

*AIMS Web   

AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention.

www.aimsweb.com

* Research Institute on Progress Monitoring

This site provides information on RTI

http://www.progressmonitoring.org

* Intervention Central

This site provides a variety of services including the ability to create behavior report cards, make charts, worksheet generators, and more.

http://www.interventioncentral.org

*National Research Center on Learning Disabilities

This site provides valuable information on RTI in addition to information on learning disabilities.

http://www.nrcld.org

MISC Sites

* Center on Instruction

This site has a wealth of information on a variety of topics including ELL, Special Education, RTI, and Literacy.

http://www.centeroninstruction.org

*  Teaching Today

This website provides a variety on information on ELL teaching strategies, differentiating instruction, interventions, classroom management and other teaching tips.

 http://teachingtoday.glencoe.com

* KidZui

This site provides online activities for autistic children, students with learning disabilities, and other special needs kids.

www.kidzui.com/special_needs

* Brain Pop, Jr.      

A fun site that teaches various information on a variety of subjects for students in K-3.

www.brainpopjr.com

* Brain Pop

A fun site that teaches various information on a variety of subjects for students in 4th grade and above.

 www.brainpop.com

* GameGoo

A fun site that has interactive games that provide practice with reading skills.

www.earobics.com/gamegoo

* StarFall

This website has a variety of interactive activities for young students.  I use it every week for phonics instruction.  The students go to this site when they are in computer center.

http://www.starfall.com

Chapter 7 - Reading Comphrension

My students do not read independently yet, but I read-aloud to them several times a day.  I like to use visuals, including graphic organizers, with my students.  This past week, we enjoyed a theme unit on penguins.  (Our letter this week was "Pp").  Together we created a KWL chart on penguins.  My students are not quite ready for mnemonics or letter strategies that employ acronyms, but I use poems and songs to teach many concepts.

One area that I am currently working on is questioning.  I am trying to move from the basic knowledge and comprehension questions, to more higher-level thinking questions.  My students amaze me sometimes with the answers (and insight) to questions that I ask about a book I have read.  I have recently tried to implement group projects with my students.  At first, I did not think that 4 year-olds could work collaboratively and cooperatively together (other than centers, of course).  I have been pleasantly surprised.

I will continue to work on questioning strategies with my students.  I also plan to do more group work with my students.  For the most part, they have worked very well together.   Additionally, I am going to do more modeling self-instruction or think-aloud skills.

Chapter 6 - Reading Instruction

In the last two years, I have had seven ESL students.  All but two of them spoke and understood English fairly well.  According to the text, the primary learning disability for CLDE learners is reading.  Since my 4K students have not yet learned to read, it is impossible to know if this particular disability is present.  One area that I feel I do well in is developing positive relationships with the child and their family.  Even if the parents do not speak and understand English, there are ways to show you care.  Smiling means the same thing in all languages.

Since, phonics and phonemic awareness are a big part of the 4K curriculum, I need to pay closer attention to the different sounds made by vowels in different languages.  Also I need to be more conscious of my use of figurative language, such as similes, metaphors and idioms.  Double meanings for words is also confusing to many students (both English speakers and ELLs).  I am also guilty of only discussing customs or traditions of various cultures during holidays or special events.

My desire is to move to a higher grade level in the near future.  In the event that I do transfer to another grade level and teach reading, I plan to try several of the reading programs listed in the text.  I am particularly interested in Modified Guided Reading.  It looks similar to the "Cunningham" method used by the K5 teachers at my school.  I like to idea of introducing the text through picture walks, making predictions, and making connections to the students' personal lives.  I will also consult "veteran" teachers and current research to implement the best reading strategies for all students.

Chapter 12 - Assessment

It is virtually impossible to have a student tested for a learning disability in 4K.  Since the students do not take written tests, it is hard to prove that a disability exists.  I have two students that I am sure have either learning disabilities or emotional/social disabilities.  I have repeatedly gone to personnel in my school and at the district office about these students, but to no avail.  These students are not a problem to have in the classroom.  They simply do not function at the same level as the other students.  One student has only spoken once all year, and that was a yell when someone threw something at him.  Since all of our assessments are oral, I can not get an accurate assessment of his learning because he will not communicate with me.  The other student speaks, but can't carry on a conversation and does not interact with the other children.  She also does not eat food.  She is living off of PediaSure.  She brings it in a "sippy cup" and drinks it at lunch.  She is five!

Since I have not been successful in obtaining assistance with these students, it is hard to say what I am doing right.  For all of my students, I try to differentiate instruction by using a variety of teaching strategies.  I use literature, visuals, music, poems, finger-plays, and hands-on learning whenever possible.  I also incorporate technology via the Promethean Board.  I use flip charts, show United Streaming videos, and use Brain Pop, Jr. whenever possible.

With both of the above-mentioned students, I feel that their greatest needs are social interaction.  I have not done a good job of finding ways to increase interactions.  When we do group work, they usually stand back and watch the others.  At center time and recess, they play near the other children, but not with them.

In the future, I plan to continue to seek help for these students.  It is not fair to make them wait until first grade to get the assistance they need.  I will also research ways to help them interact.  I will use opportunities that arise to try to get them to communicate and interact with the other students.

Chapter 5 - Classroom Management

I agree that managing classroom behavior is one of the most difficult aspects of teaching.  I feel that I have a good behavior system in place.  However, there are always a couple of students that don't respond to it the way that I desire.  Since my students are so young, I have a very simple behavior/ reward system.  I use a three-color (a stop light) system.  Students that have good behavior and stay on green are rewarded each day with a small treat.  As suggested in the text, I have simple, positive rules posted in the classroom.  I refer to the rules often.  I also feel that I do a good job with transition times.  Since most of our activities are done as whole group, there is not a lot of problems with students finishing at various times.   I try to remind the students through out the day of what is going to happen next, and I give them cues before a transition happens.

One thing that I do have difficulty with is keeping the kids quiet during transition times.  Any time there is a break in teaching, the kids think it is okay to talk.  They also have a hard time with the concept of whispering.  I have tried to teach them to use "inside voices" but they get so excited during activities, such as centers that they can't seem to control their volume.

One strategy listed in the text that I had not heard of is "tootling."  I love this concept.  My students LOVE to tattle.  It drives me crazy!  I have tried telling them to monitor their own behavior, don't tattle, etc. but nothing seems to work.  I am definitely going to try the tootling idea.  I have a couple of students that really have a hard time following classroom expectations, and the kids especially love to tattle on them.  As a matter-of-fact, they get blamed for things that they don't even do.  I am going to encourage the kids to only report good behaviors for these students.  I can't wait to see if it works.

Chapter 3 - Low-Incidence Disabilities

I have only been teaching for a couple of years.  Previously, I worked as a K5 assistant.  In those seven years, I have seen several cases of low-incidence disabilities.  One of my first years in the school system, we had a student that had tramatic brain injury due to being shaken as a baby.  Due to the violent shaking, his eye sight was very bad.  To accommodate him, we sat him in close proximity to the Promethean board and provided one-on-one help when possible.  He repeated K5 and began receiving some instruction from the resource teacher.  Another year, we had a student with an orthopedic impairment.  This little boy had a form of dwarfism.  His hand and fingers were not properly developed.  He also needed a lot of one-on-one assistance.  He had special writing utensils and scissors that he used.  Then last year, I had a student with a hearing impairement.  She wore a hearing aide and received instruction from the itenerant teacher.  To accomodate her, I sat her in close proximity to me and the board.  I put her in a position where her right ear (her better ear) was turned toward me.  Since she read lips, I tried to look directly at her when speaking to her.

After reading this chapter, I realize that there are many other things that we could have done for these students.  For example, for both the student with visual impairment and the student with hearing impairment, I should have paid more attention to the lighting in the classroom.  It is obvious that someone that has trouble seeing would need optimal light, but so does a person that depends on lip reading.  I also never really considered that the student with the hearing impairment might have trouble understanding videos and lessons on the Promethean board since it was more difficult  for her to read lips.

In the future, I will be more conscious of the lighting and noise distractions in the classroom.  I will also consider using an amplification system and other technology to assist learnings with hearing impairments.  If I teach an older grade, I will use close captioning with videos and more graphic organizers for instructional content.  I will also advocate for techology assistance when appropriate.  The student mentioned earlier that has the orthopedic disability was promised a "special" computer to help him with his work.  He was in our classroom for two years and we never received it.  He is no longer at our school.  I hope he is receiving the services that he needs at his new school.

Chapter 2 High-Incidence Disabilities

Of the high-incidence disabilities, the ones I have seen the most of in my classes are speech disorders and ADHD.  Since I teach 4K, most of my students have not been tested for disabilities.  However, the speech teacher does screen 4K students, and ADHD is fairly recognizable even if it has not been diagnosed.  In order to help my students with attention issues, I try to keep them on track by using routines and consistency from one day to the next.  For two of my students this year (that I suspect may have ADHD) I put a colored "x" on their spots on the carpet.  Therefore, when they leave their spot, I don't have to argue with them as to which spot is theirs.  I can simply say, you need to go back to your spot.  I also try to give these students verbal cues and frequent warnings when their behavior is becoming too distracting. Additionally,  I try to give them (and all my students) frequent breaks and opportunities to move around. 

I am afraid that I am not adequately accommodating students with speech disorders.  I really don't know how to help them.  I only have a couple of students that receive speech therapy, but I have a hard time understanding half of the kids in my class.  I know it is frustrating for some of them when they have to repeat things over and over.  At times, I just want to agree with what they are saying so they won't become embarrassed.

I need to research ways to better assist students with speech issues.  I will speak with our speech teacher and ask her for some specific things that I can do in the classroom to help them.  I also need to do a better job of helping students with ADHD or emotion/behavior disorders make friends.  I have one student that acts more like a two-year old than a four year-old.  (I suspect that she will eventually have a diagnosis).  She does not know how to play with the other children.  She hits and pushes the other kids, and pulls at their clothes.  The other kids think she is being mean, but I think she just doesn't know how to interact with other children.  I would like to find some ways to get her involved in their play.

Chapter 4 - Collaboration

Our school participates in TAP, which is a teacher incentive program.  One of the requirements of TAP is that members of each grade level meet together weekly for training and collaboration.  Since I am the only 4K teacher in the school, I meet with the 5K teachers.  Two of the special education teachers are also in our group.  This gives me the opportunity to speak with the “Smart Start” special education teacher about students in my class.  It also allows me to keep abreast of what the kindergarten teachers are working on with their classes.  I also collaborate with parents.  However, some parents are hesitant to recognize the difficulties their children are experiencing.

One thing that I struggle with is constructive criticism.  I am not good at giving it or receiving it.  I also need to work on my listening skills.  It is so easy to think about what you are going to say next instead of really listening to the thoughts and ideas of others.

One area that I would like to improve in is collaboration with other 4K teachers.  Since I am the only 4K teacher at either of my schools, I rarely communicate with other 4K teachers.  I need to make a point to contact other 4K teachers in my district to find out how they handle students with special needs and other classroom challenges.  I also need to do a better job of treating my assistant as a co-teacher and teaching my students to treat her as a teacher as well.

Chapter 1 - Response to Intervention

As a teacher of 4K, I have not been a part of the RTI process.  At our school, it typically starts at first grade although I believe some kindergarten teachers have used it from time to time.  Even though I have not been officially involved in RTI, I have used some of the primary prevention methods listed in the textbook.  In particular, I use small-group activities and learning centers every day in 4K.  My students rotate through centers on a weekly basis.  Each day a different group of four to five students come to my center for small group phonics instruction.  The next day they rotate to another center.  My assistant also has a center, and there are three other independent learning centers.

One strategy that I have not used a lot is peer tutoring.  Since my kids can’t read (or write well) it is difficult to implement peer tutoring.  Students do work together on projects in centers from time to time.

I have a couple of children that I am concerned about.    I have one child that functions more like a two-year old than a four-year old.  I have voiced my concerns to several school personnel but nothing has been done yet.  I have started paperwork for her.  She was recently approved to receive money from Social Security so I know there are some documented issues.  For one thing, she refuses to eat.  She only drinks Pedia Sure from a “Sippy” cup.  However, mom says her daughter doesn’t have a medical diagnosis.   I have another student that has not spoken all year, although his parents say he talks at home.  I feel that I need to do a better job of advocating for these students.