Task 5

First, I read the article "Real-World Issues Motivate Students." The article really put my mind at ease on some of the things I have made attempts to do with my students. The teachers which was involved with this article provided the students with a project but their project started out with a question which involved them and how it relates to a real-world problem regarding them as an individual. Even though I deal with special education students and they may not know exactly the real-world problems they deal with, most of my higher functioning students know what they want to do after high school. As I have developed their IEP's (individual education plan), I take into consideration where they what to be after high school, and develop those skills throughout high school to get them where they want to be. When my students understand the skills they will need to get to their end goal they work harder and enjoy coming to school.

Secondly, I watched a video "Positive behavior support- Smile and wave." This was a pretty cool video. This video was geared toward elementary students but definitely at my special education students level. Its funny because I have the student which likes to invaded individuals personal space by hugging people he knows, and I also have the loud/soft talker in my classroom. I like the smile and wave technique because in high school or at any level to invade personal space. He is a touchy-feely students but he has to understand boundaries. The smile and wave has been the easiest technique I have seen, I will definitely try it this week.

Lastly, I read a the blog, "Effective classroom strategies for Students with Autism." I found this blog very interesting and like what this particular teacher had to say. I currently have two students diagnose as Autistic. As she stated, both my students has an obsession with a particular thing. For both of them i have use this to my advantage when a appropriate. You definitely see a change in work ethic and motivation when it involves what they like.

How does this relate to the work you do in your classroom?

Motivation is a huge deciding factor in my classroom. If my students are not motivated to learn it makes it very difficult to do my job. I deal with more discipline issues and not wanting to do work. When work is directly related to the things the students like and/or interested in they are motivated to do work.

How does this deepen your thinking about this domain?

My thinking toward this domain as deepen by knowing and understanding every student needs to be motivated to learn. We all know this but how do we get there. I know by making my class fun my students enjoying coming to school and for me thats been half the battle.

How could this fit into your inquiry plan?

This fits into my inquiry plan because this is the relevant materials I need to possess to be a better teacher and advocate for my students. The materials which i have read and watched has provided information and ideas i can use in my classroom tomorrow.

Task 4: Instruction

What domain did I choose and why?

The domain I chose is Domain 2; The Classroom Environment. Classroom environment is very dear to my heart because this is where the trust is instilled into students in my classroom. As stated in some of my other post, if my students trust me and their having fun in my classroom they are willing to learn new and different things. If your classroom environment is structured correctly, students will feel safe and step outside their comfort zone and will be open to learn and will not want to disappoint.

Which component from this domain are you most comfortable with?

I'm most comfortable will establishing a culture for learning. I only have one rule in my classroom "treat others as you would want to be treated" and this is not just for other students. I have 5 para-educators in my classroom and the expectation of respect is high. This rule is ruled with an iron fist and my students understand if this rule is broken, consequences will follow. When teaching students with disabilities, the understanding of accountability, respect, ans self-motivation has to be established early and over emphasized.

Which component from this domain do you believe most strongly ties to instruction?

The component which ties to instructions would be creating an environment of respect. I believe students have to have a complete and clear understanding of all expectations, not just in the classroom but in all areas of the school. Once students understand the teachers expectations, this is where the educational process can become a fun learning environment.

Which component from this domain would you like to zero in on in your own instruction?

The component I want to zero in on would be classroom management. Not because I have a lot of behavior issues in my classroom but because I do not do a lot of small group instruction due to the different learning styles of my students. In most cases, I have to provide individual instruction to my students because they are all at different learning levels. I'm very fortunate to have assists so once I have provide instruction, they can continue to assist if need be.

How the domains look in my classroom

Respect. In my classroom my students have excellent respect for each other and other teachers within the school. They know my expectations and it doesn't matter if it's in my classroom or in a general education classroom. Do your best and if you do not understand something, ask. In most cases, they ask before they even trying but to me thats a great improvement because in the past they wouldn't ask, they would sit there until someone came to them and ask if they was okay or understood what is asked from them.

Expectation. My students understand what I expect from them, it's simple. Do your best and if you don't know, ask. I may be naive in thinking this way but with Special education students, they have to know and understand how to ask for help. After high school, what are they going to do at work if they don't understand something, just stand there until someone comes by to help. No, thats not how society works and they need to understand what it takes to be successful outside of the school environment.

On-Task. My school is on block schedule, which means we have 4 classes per day for one hour and half. I'm in a unique situation because I only have my class as a whole for only one block per day. During the block I have my students, we go out in the community twice a week and work on community skills needed for success after high school. During the other blocks, I could have 2 to 3 students at a time and this is when I work on instructions goals which deal with their IEP (individual education plan). Needdless to say, on task is not an issue because my students get a lot of individual attention throughout the school day.

Classroom management. As I stated above, being on a block schedule benefits me greatly. Due to not having all my students together all day allows me to have a lot individual time with my students. All my students are mainstreamed into regular educational classes. With the help of my para educators we are able to provide individual instruction throughout the school day. All my students enjoy being in the regular educational environment but they also know if they are disruptive they will be in my classroom during that time. Behavior thus has been a non-issue.

Classroom environment. I believe my classroom is set up to be a good learning environment. My desk is current in the back corner overlooking the entire classroom. I have nine desk in the center of the room facing the dry erase board for instruction. On each side of the students desk, I have tables for small group instruction. I the back corner of the room I have a rehabilitation mat to stretch out my students which Are in wheelchairs. In another corner I have a book shelve with 3 bag beans for students can do some independent reading. Lastly, I have an entertainment area where I have a dvd player and Wii. The Wii has been an added bonus for my multi-handicap students. It has been excellent for hand-eye coordination and functional motor skills.

My question:

At the high school level, what can I do to continue to motivate and build self-confidence no matter of educational abilities?