From+the+crazy+mixed-up+files+of+Ms.+Gretta+M.+DesCamp

=ED 571 INCLUSION STRATEGIES THURSDAY SESSION = =Hello, my name is Gretta DesCamp. Welcome to my page! =

= =I am very excited to be a part of SOU's MAT program, and to be studying with such a wide variety of creative, interesting and intelligent future teachers! I believe that we have shown so far a great persistence strength of character as we strive to complete this rigorous course. =

=The things that bring me joy in life are many and varied. I love to garden, dance, sing, and play guitar. I enjoy many different kinds of crafts, from crochet to collage to painting (I like to use old windows as my canvasses!). I ride my bike constantly, because I have neither a car nor a driver's license. I love spending time with my nephews and nieces, who are all very smart and creative. I am a big proponent of exercise and healthy eating, so I spend a good portion of my free time cooking healthy, delicious meals, hiking, jogging or doing yoga or pilates. =

=As an educator, I want to bring my passions into the classroom, and incorporate elements of diet, fitness, music, art and gardening into my Language Arts classroom. I also hope to foster in my classroom a feeling of safety and security, so that my students will also feel comfortable sharing what drives them, what makes them passionate. I will strive, whenever possible, to make connections between my students' interests and passions and the material I teach. = = = =My greatest fear about becoming a teacher is that I will not be able to juggle all the needs of my classroom, such as adaptation of curriculum, behavioral issues, fairness, and discipline, and still have time to bring my joys and those of my students into my lessons. I am also concerned that my own familiar and comfortable relationship with reading and writing will make it difficult for me to empathize with students who struggle with these two subjects. There were certainly times in my schooling when I was stopped in my tracks by a concept I just couldn't seem to grasp, but this usually occurred in math or science. It made me feel angry, frustrated and stupid, and I need to remember these feelings when dealing with students who claim to hate the subjects that I love so well. = = = =I hope to learn in this course real, applicable strategies for adapting curriculum, creating class rules, and dealing with discipline so that I can provide every student in my class with the best education possible. =

= = = = =ATTENTION AND MEMORY This topic pertains to me quite strongly in my current placement, as many of my students have been diagnosed with ADD, ADHD and other learning disabilities. I struggle every day to maintain their attention, and memory is a constant concern as students strive to keep their materials together and their assignments straight. = =The most useful resource I found for ATTENTION was = =15 Strategies for Managing Attention Problems on the Center for Development and Learning website = Retrieved from: http://www.cdl.org/resource-library/articles/Strategies_For_Managing_Attention.php) = This page basically boils down all the essential aspects of attention that were covered in our textbook, but in a much more manageable format. From this website I learned the following: = =1. Use private visual or verbal signals, touch, or proximity to gain the attention of a student whose mind is wandering. If you are delivering important information, stand right in front of the student and make eye contact. "Now listen very carefully. I am going to give you instructions for your homework." = =2. Make it relevant. If you cannot connect what you're teaching to your students, they won't connect to you. Find a way to make your information affect their lives. For instance, when teaching a unit on slavery, you could have your students research their own lineage, and see if they have any connections to enslaved people or their owners. = =3. Vary your instruction. There should always be movement in your class. I've heard it said that people can only pay attention for as many minutes as the years they are old, and this is very true in my classroom. Break each class period up into 15 minute sessions, and try to put as much physical activity in as possible. If necessary, have the students stand and stretch, or jog in place, to let out energy. = =4. Minimize noise and distraction, including distraction in your teaching (this part is actually from the textbook). This means that you should always know your objectives, so you have a clear idea of what you want to teach and why. Stick to the main ideas, and try not to go down rabbit trails after side topics. = =5. Help students get organized. This page suggested a binder with just three sections: Work to be Completed, Completed Work, Work to be Saved. This would be a great help to every single one of my kids! = = = =<span style="font-family: 'Times New Roman',Times,serif;">Of course, this website also had a page for improving student memory. How fortuitous! This page was retrieved from = http://www.cdl.org/resource-library/articles/memory_strategies_May06.php = =

<span style="font-family: 'Times New Roman',Times,serif;">From this page I learned some excellent tips about MEMORY:
==<span style="font-family: 'Times New Roman',Times,serif;">1. If you provide directions in multiple formats, it will help every student remember. Seeing instruction on the overhead while the teacher or students read it aloud supports the retention of information twice over. == ==<span style="font-family: 'Times New Roman',Times,serif;">2. Give practice tests to ensure retention. Students who have to retrieve information in a trial run before a test or assignment are more likely to succeed in the final assessment. There is less pressure for a practice test, it prepares students for the material or the types of questions you will ask, and it alleviates test anxiety by giving you practice. In addition, it is an excellent formative assessment tool, to see if you are providing enough instruction. == ==<span style="font-family: 'Times New Roman',Times,serif;">3. Develop active reading skills in your classroom. Highlighting and margin marking are helpful to most people, but when books cannot be written in, there are several methods for active reading, such as a page turned sideways and divided into four sections: characters, action, description, == ==<span style="font-family: 'Times New Roman',Times,serif;">4. Memory cues, like graphic organizers and acronyms, are excellent tools for improving memory. For example, the acronym FANBOYS stands for the seven words that can come after a comma, and is much easier to remember than for, and, nor, but, or, yet, and so. Graphic organizers allow us to turn information into graphics, which are easier for the brain to remember. Words are organized into sections, according to theme, and it is much easier to recall four themes, and from there each component, than to try to recall a long list of stuff. == ==<span style="font-family: 'Times New Roman',Times,serif;">5. It was surprising to me to read that it actually helps build memory to review important information right before bed. I always feel so sleepy that I can't imagine I'm retaining anything. But according to research, this method actually does work. It must, however, be the last thing you do, as brushing your teeth or washing your face after will interfere. Who knew? ==

=<span style="font-family: 'Times New Roman',Times,serif;">Additional Resources: = =<span style="font-family: 'Times New Roman',Times,serif;">Dr. Rob Winningham. (2001). 24 Ways to Improve Memory. //Youtube//. Retrieved from = https://www.youtube.com/watch?v=BA890X5fFSA =<span style="font-family: 'Times New Roman',Times,serif;"> Dr. Winningham provides a simple list of things to avoid that negatively affect memory. Some highlights: stress, which can also shorten your life span, sleep deprivation, which directly affects your ability to retrieve memories, and music with words, which occupies 2/3 of your short term memory, so you have fewer cognitive resources left over for memory. = =<span style="font-family: 'Times New Roman',Times,serif;">I'd give this video a 5, as it goes into much depth (a 3 part series!) on the subject of memory. =

= =

Memory Trick for Study Habits. (2011). //Youtube.// Retrieved from
https://www.youtube.com/watch?v=kx-fUYS8VjI&feature=related ==This video is of a teacher using mnemonic devices to teach study skills. A double whammy in attention and memory! She advises students to get creative, study while bouncing a basketball, and use mnemonic techniques like the "Journey" technique: Picture a journey you take every day, like from home to school, and all the landmarks as you go. Then link new information into each step of that journey. I'd give this video a 4: the teacher was friendly, informative and effective.==

Memory and Concentration Techniques. (2010). //Youtube//. Retrieved from
https://www.youtube.com/watch?v=mGFE8GtcMms ==This video is an excellent one to show students! The keys for effective memory and study skills are broken down into simple steps, and the steps are acted out by college student actors. It is funny, interesting, and provides lots of ideas that students can put into practice right away. I'd give this video a 5, for sure!==

Improving Attention. (2012). About.com. Retrieved from
http://learningdisabilities.about.com/od/behaviorproblems/qt/attentiontips.htm ==This page provided much the same information that had been covered in the chapter and on my #1 resource page, but it also had links to other useful pages, such as "Behavior Intervention Plans" and "Emotional Problems and ADHD." This makes it a fairly useful resource. I'd give it a 3+.==

Strategies for engaging students' attention and active participation. (2007). //Center for Children With Special Needs.// Retrieved from
https://research.tufts-nemc.org/help4kids/docs/LEAP%20Handouts/Teacher%20Forms/Strategies%20for%20Attention%20and%20Participation.pdf

Sensory strategies to improve students' attention during writing tasks. //tmcsea.org.// Retrieved from
http://www.tmcsea.org/districtservices/OT-PT/documents/strategies%20to%20improve%20student%20attention%20during%20writing.pdf ==This pdf provides sensory stimulus that may help highly distracted students, such as putting a tactile pencil topper on their pencil that they can play with while they gather their thoughts. These strategies may work for some students and not for others. I'd give this resource a 4.==

Linsen, Michael. (2011). Three simple strategies to get your students to pay attention. //Smart Classroom Management.// Retrieved from
http://www.smartclassroommanagement.com/2011/02/12/how-to-get-students-to-pay-attention/

Strategy to improve attention span. For the Love of Teaching. Retrieved from
http://www.fortheloveofteaching.net/2010/11/strategy-to-improve-attention-span.html ==This resource outlines several strategies, such as the "wait for response" strategy, in which students retain and rehearse information before sharing, which help support attention and improve memory. Definitely a 5!==

====**For my project I shadowed a Special Education teacher named Janet Voorhies. Janet’s class focuses on “transition strategies”: moving students from the SPED program to the general classroom. Upon walking through her door, I was immediately greeted by a very sweet student who wanted to ask me lots of questions. Janet introduced me to the class, and then informed the students that I was there purely for observation, and that I wouldn’t be able to read to them or play with them. Several students visibly showed their disappointment. Janet also told the students that I would probably only visit the class this one time, and wouldn’t be back. At first I felt a little stung by this statement; what if I wanted to stop by again? After observing her working with her students, however, I began to understand her motivations. Janet’s students are quick to form bonds with adults, and also crave consistency in their day-to-day life. A new face in the classroom can cause an upheaval, as students clamber to get the new person’s attention, and the removal of that person can be just as disruptive.**====

====**Due to the presence of several EA’s, Janet was able to give one student twenty minutes of close attention during the class period that I observed. They met in Janet’s office, and there was a closed door with a screen between them and the rest of the class, so the student had few distractions. I sat with them, and immediately realized that I needed to put myself behind the student in such a way that he couldn’t turn to look at me. At first he was distracted by my presence, but he soon grew used to it, and fell into pace with the lesson.**====

====**Janet and her student were working on the concept of deductions and inferences, e.g. “All trees are plants. Oaks are trees. Therefore, oaks are plants”. Janet spoke slowly and clearly, using gentle, friendly tones. She altered the pitch of her voice in interesting and stimulating ways, so that her questions came out like a song. She read each sentence several times, then asked the student to repeat it. Then she would ask a question in several different ways to affirm the student’s understanding. When the student got the answer right, he was rewarded with a high five, and compliments on his persistence. Janet also pointed out what worked in the student’s process: “You corrected yourself there, good job!” She asked a few ‘trick’ questions, but provided the student with visual cues to help him; a nod, a shrug. After they read an inference about icebergs, the student volunteered that he didn’t know what an iceberg was. Janet praised him for letting her know, and gave him an animated and interesting description, which included the Titanic’s fate. The student seemed pleased with the description. When the student became fidgety, Janet handed him a beanbag to play with, and continued instruction.**====

====**Overall, Janet was patient, pleasant, and generous with praise. She never told the student “no” or “wrong”, and never chided him for getting off task. Rather, she would find a way to make the task regain the student’s attention, whether through the lilting cadence of her voice or by describing their task as “detective work”. Her instruction was effective because she offered the student her complete attention, and in doing so, modeled the attention she wanted from him.**====

====**Janet: This is a site-based, or self-contained class. It is also called a transition class, because we work on building skills that will help these students transition into general education. Sometimes I have a mix of students (behavioral disorders and Autism, e.g.) but right now I only have low functioning students, no students with behavioral disorders, because they tend to prey on the low functioning students. For these students, I always set my expectations and hopes for their success high; they will work harder and feel better about themselves if you do. I also have students that have very high IQs, in the 120-130 range, who need help with regulating their emotions. Some of these students are in the general education classroom part-time; some have staff to support them in the general ed classroom. It is important for these students to spend time in the general classroom, to develop their social skills.**====

===**Janet: A positive attitude is very important. High energy helps students stay interested and motivated. Always have a sense of humor. For students with aspergers it is important to remember to tell the truth and be blunt. Subtle suggestion doesn’t work with them. Simple language and visuals are important, and often these students need space apart to accomplish their work. Don’t give them petty compliments; they will pick up on the insincerity. Sometimes it’s helpful with a student with aspergers to videotape them, and play it back for them, so they can compare their behavior on tape to that of other students.**===

====**One-on-one support is crucial with part-time students, to help them keep up with their gen. ed homework. Students in the gen. ed classroom should be instructed on how to interact with a transitioning student. They need to know it’s OK for them to set boundaries.**====

====**Create realistic, attainable goals with students, and build a scaffold with obvious steps for them to get there. Provide plenty of models of correct behaviors, and ample opportunity for the students to practice these behaviors. Make sure to get the parents’ support and involvement.**====

====**Janet gave me many practical examples of strategies to use with my students. For one student in particular, who has aspergers, we discussed our current method of maintaining appropriate behavior, which is a series of statements that the student reads each day before class. We decided he would benefit from helping me to rewrite these sentences, to make them more applicable to new and changing issues that he faces. We also discussed a few goals that he could work towards, and how to begin that process.**====

====**After meeting with Janet, I felt more prepared to face the challenges in my classroom. She modeled many strategies during my observation that I plan to use, and she gave me practical ideas and suggestions which I can apply to my teaching.**====