Informal Observation 10.11.19
See my notes at this link.
https://drive.google.com/file/d/1K4CGEBCQ3vpsc3qKf6J-Agez-RFUKRLg/view?usp=sharing
https://drive.google.com/file/d/1K4CGEBCQ3vpsc3qKf6J-Agez-RFUKRLg/view?usp=sharing
Project 1 Self-Advocacy
Project 1 Self Advocacy Goals Summary of Student: Emmanuel is a 6th grade student who relies on his cochlear implant in order to hear. He has bilateral sensorineural hearing loss. He does not hear from his left ear and his right ear has his CI. Emmanuel is meeting grade level expectations in most of his classes. He is able to understand grade concepts and respond appropriately, but does not use correct grammar, spelling, or syntax. He quantifies as an English Language Learner as Spanish is the primary language spoken at home and has effected his English acquisition. Without his CI he cannot detect speech sounds. Emmanuel needs speakers to be within 10 feet of his assistive device, he needs minimal background noise, and for his right ear to be facing the presenter. His hearing loss is primarily effecting high frequency sounds such as s, th, and f. These high frequency sounds are also more common in spoken language and have dramatically impacted his speech and language pro...
“What did students learn/not learn? How do you know?” Students were able to understand conflict and some of the different types of conflict. Asking them again later in the day they were able to identify conflicts. Almost all of them were able to remember protagonist and antagonist ⅝ students.
ReplyDelete“What specifically will be your focus for your next instructional lesson that will help student learn (focus on the following: instructional supports, teaching strategies, interaction and feedback, student performance) I want to try some play acting where we act out a situation using the vocabulary. This gets students out of their seats and involved.
What specific competencies do you need to work on? (From the Teaching Evaluation, identify by area and number/letter three competencies)
Professionalism and Classroom environment: I prefer to work with grades 6 and up, because I am distracted easily. It has been difficult having a group this year that doesn’t raise their hand to speak or constantly interjects. I have been cracking down on answering students only when they raise their hand and focusing on that. Sometimes it is a wave of students all talking at once, then no one can hear what anyone is saying. We are working as a classroom to be better at raising our hands when in the DHH room. In the regular education room students have been better at regulating their thoughts and feelings.
Instruction: I also need to improve my clarity when I am writing or presenting. I want my information to be more organized on the board. I need to work at a pace that is appropriate for all of my students to follow and make sure as I add new information it is clear and organized.
Classroom Environment: Making sure I follow up with students giving them specific feedback on what they did well.
“What are you drawing from your coursework, professional development and resources to your instruction?” Many of my activities have come from my observations of other DHH teachers and Intervention reading teachers. There have also been videos and concepts presented in readings and online resources of excellent teachers and teaching techniques. If I am unsure about how to teach something or present something I ask the Reading Intervention teacher and they always have given me a wealth of resources. I took a Reading Basics course for my first semester of the DHH program at UW-Stout and I purchased a number of books that worked on developing phonics and vocabulary. The strategies have helped me in the classroom. The primary strategy I use is I do, We do, you do. I model the information, then we work on an activity together, then the students use the information independently or in groups. I want to break free from creating excellent copy and pasting students. I want them to build their skills in thinking independently and creatively.
Nice reflection! I admire your desire to create independent thinkers in your classroom. I think you have some nice goals for yourself. In addition to what you've stated above, you also need to make sure your topics are related to the IEPs. For your job, the IEP drives the instruction you give. I would suggest you have the student's IEP goals copied into your planbook so you can easily reference them when you are planning out your week, to ensure you are tying the goals into the support you are providing for the regular classroom work.
DeleteI am attaching the link to the formal observation from the 15th. I need to apologize profusely as I thought I had already shared this with you, only to discover it was still in edit/draft mode and I hadn't published it. I'm sorry! Take a look and reflect. Always reflect! :-) That's how you grow as a teacher!
https://drive.google.com/file/d/1bsuR6uJ2t1uIGKzKp_iR3Gpo0V6m0CI_/view?usp=sharing