Student Teaching File Box

Describe your notebook or file box?  Do you think this will be helpful why or why not?
I created a file box with a compilation of tools I can use in various educational areas. I have at least five tools to use with Reading, Writing, Spelling, Math, Social Studies, and Science. I found various tools that I can utilize when teaching in these areas. I found many online resources that touch on multiple areas which can help me to find creative ways to meet my student's differing needs. This file box will be extremely helpful. Having all my resources in one place will make finding ideas much easier. I also chose a file box so I can continue to add to it as I gather more resources. from worksheets to in class activities, I can make copies or type up a quick synopsis of the activity to place in the file for later use. It will also be a great resource to use for reference for other educators as well. I know this will be something I use not only throughout my student teaching semester, but as I continue into my career. 

All About Math

The authors noted the lag in development of mathematics concepts is due to delays in language development, lack of exposure to life-based problem solving, and inadequate teacher preparation in the area of mathematics. Do you agree or disagree? Explain your answer.

I agree in some areas. I think that if a teacher is ill prepared or does not have a strong knowledge base in math, that can make it difficult to teach the concepts to students in a different way. I can also see that delays in language development can cause a struggle; math is a difficult concept for students without a hearing loss to grasp, so if there are language delays or a language barrier that can cause problems in grasping the concepts. As far as life-based problem solving, I think that students with a hearing loss experience life-based problem solving. I think that students with a hearing loss may need things explained in multiple different ways, and a teacher needs to learn multiple ways to teach a subject area to meet the needs of their students.
What areas do you feel that you need to develop to teach math?

I think it's important to learn which method is being taught in your school. Especially as the student progresses through school, certain teachers look for how the students solves problems on the tests, and will mark them wrong if they do it differently than has been taught in class. It is important to work with the math teacher or regular classroom teacher to be on the same page with math. I also think having a broad knowledge on how to teach the basic math concepts and make them stick will help the student in the long run. 

Instructional Strategies

What are 3 pointers you have learned in using instructional strategies?

• Adaptability: what works for one student may not always work for other students. Also what method works for a student in one lesson may not work for the same student in another lesson. By adapting teaching styles for each student/subject will help the student to learn.
• Making Connections: making sure to "go deep" with lessons. Instead of staying on the surface when teaching, being able to jump on the teachable moments within a lesson and delving deeper to make sure students really comprehend what it is you are teaching.
• Lesson Building: after evaluating the lessons, it's important to see what the students may be missing from the lessons or things they may not be grasping. From there lessons can be adapted and made to truly meet the student's needs.

Has your viewpoint of teaching changed after taking this course? How or how not?

Absolutely. I have learned so many methods and strategies for teaching that I did not have before. I have a great base now for lessons for each subject area, but also across the board I have methods and strategies that work and have learned what does not work. I feel like through this class and practicum experience, I am a lot more prepared for student teaching. 

Transitioning

How you can prepare to address transition for students who are D/HH?
I think it is important to discuss the future with students early. Starting in 7th grade or earlier I think it's important to discuss the transition to high school and beyond. I think students need to hear from their educators what lies ahead of them so they can prepare. They also need to realize that they can do anything in the future. Sometimes students focus on what they do poorly and don't focus on their successes, so they may not know that they are capable in going to college or schooling after high school. By discussing early on the options with students and making sure that the student has a say can ensure that they have a grasp on their future.

What do you think is important for students to learn as they prepare to graduate?
I think it's important for them to understand they can do whatever they want. No matter what their choice is, I think it's important to help prepare them for life after high school. Preparing them to able to handle life on their own and if they are continuing their education, it is important for them to know how to now have the reigns of their education. If they are going straight into work, it is important to teach them interview skills and how to create good and appropriate resumes. regardless the option, students need to have the arsenal of skills needed to be successful post high school.

Student Socialization and Parent Communication

Students who are Deaf/Hard of Hearing often have difficulty socializing and making friends with their peers. How can you address this with your classroom?

I think that it's important to address any questions the student's classmates may have. I wouldn't want to single out the student, but by just explaining the interpreter and what they're for, maybe about the CI/HA, can help to alleviate all the questions and tension that is around the student and making friends. If the student utilizes an interpreter, I think it's important to tell the students about the interpreter. Students with a hearing loss still want to make friends just like students who don't have a hearing loss. It is difficult sometimes for them because there can be such a communication barrier, but if we help to educate their peers, this can help to alleviate some stress for the student. 

Communicating with parents is very important. What are some ways you can communicate with parents and is there a better way than another?

I think parents vary on which method of communication they prefer; some parents are best contacted through email, others through phone calls. I think that phone calls are great to keep in contact with parents just to give a few phone calls just to update them on their student's successes and progresses. This makes you seem available to the parents, so if they have any questions or comments they feel comfortable contacting you. But some parents do not like talking on the phone or are unavailable most hours of the day. In these cases, emailing or texting may be more appropriate. It is an individual teacher's choice if they want to give parents their person cell phone number. I will personally determine during the year if I find that appropriate or not for me. I do know that no matter the method, I will keep open contact with parents to form a positive relationship with them, and make them feel open to contacting me whenever they feel the need.

Classroom Behavior Management

If you have a student who is having trouble paying attention in class, what are some strategies you can use to help the student attend?
I think today we discussed several great methods that can work to help keep students attending. I think it can vary from student to student depending on their need. If the student is fidgety, providing the student with bands around their chair that they can play with with their feet, or stress balls they can squeeze can help the students to focus during lessons. If the student is not paying attention by not looking at you, I think that amping up how exciting the lesson is can help to get the student's attention. if there are multiple students in the classroom, you can skip the student that is not paying attention and a lot of they times the student that is skipped will want their turn. Some students also need a break now and then. By getting up and doing something physical like jumping jacks or wall pushups can also help to refocus the student and bring them back to the lesson or activity at hand.

Positive Behavior Supports (PBS) is a program that some districts or schools implement. Complete a mini-research regarding the program. Do you think this is a beneficial program? Why or why not?
I went to pbis.org to learn more about PBS.  I think that it is a beneficial program. Today in class, two of my classmates discussed a school visit they took to a school that utilizes the PBS program. What they discussed made it seem like a very beneficial program. My classmates discussed how the school hung up signs all over the school in different areas depicting what the students can do to be a positive student. If the teachers catch the students doing something positive, they get a ticket they can use later for a raffle. I think putting it on the student to make positive choices and to have the responsibility of their actions put onto them a very strong behavior management program.

Science and Social Studies

What are some ways you can teach the vocabulary presented within science and social studies?
There are many ways to teach vocabulary that come up in science and social studies classes. Since the majority of what is being learned is new vocabulary, it is important to have a system to memorizing the new words. I think that flashcards are a good start to expose the student to the new vocabulary. I like to have games to help make the vocabulary stick. Jeopardy is a fun way to help learn/review vocabulary. ing the definitions the questions and the words the answers, the students can try and guess the words. You can provide a word list or not; and you can provide choices if needed. There are many many games that can incorporate vocabulary.

How can you prepare to teach both of these subject areas?
I think that once the student has the vocabulary down and understands what the words are, you can go more in depth into the topics. There has to be a basis of the vocabulary before you can build on it. I think from there making things visual can make things more clear. If talking about plant parts in science, pulling up a picture of a plant or even a model or real plant that the student can relate to can help to attach the vocabulary to real life things and to help make the science concepts more tangible.

CAEBER

 Research the CAEBER (Center for ASL/English Bilingual Education and Research). How could you incorporate some of these techniques into your classroom?

While I am not proficient in my ASL skills, I would love to gain more of those skills. By attending this training, I think skills in ASL would improve and the understanding of what CAEBER really is and how I could apply it to my classroom. From basic research, there were some tips from Pennsylvania School for the Deaf who attending the conference and is attempting to apply what they learned for their school. Something that they mentioned that I want to apply to my classroom is making sure they the educators know where their students stand as far as their language abilities. Whether their students are more proficient in ASL or English and if they process information better given to them in ASL or English; I think that is a great method for all schools/classrooms to use. Knowing where a student is at can help you as their teacher to better provide them with what they need in the classroom.

Reading Methods.

Several approaches and suggestions were mentioned by the authors, however challenges continue to impact educating students who are D/HH. In thinking of your classroom, what components of reading and writing do you feel are important to teach and how will you teach them?

There are SO many reading methods and programs out there that I think it's important to focus on the one that works for a particular student. I think all students should have the same start with reading, with letter recognition and letter-sound correspondence. Whether that's through auditory only or with the aid of visual phonics, it is important to teach the students this basic stepping stool for reading. I have personally used visual phonics and seen it work phenomenally so I will definitely be using it in my future classroom. I also like cued speech, and if that would help the student I would be willing to fine tune my cueing abilities if that is what they would need to succeed. From there, I think it would depend on the student; if one student would benefit more from the Reading Milestones program, than that is what I would focus on, but that might not be what another student would succeed with. We mentioned in class about consistency and sticking with the same program, and I think that's key. Once a program is helping a student to succeed, I think it's important to continue with that program. If a student is excelling with the aid of visual phonics, then it is important to continue using it.

Stages of Development

Stages of Development vs. Common Core Standards vs. Curriculum Scope and Sequence vs. Hierarchy of Skills--Which do you think is important when teaching students with hearing loss?
I think that it is important to focus on goals that a student can meet. By creating goals that students will not meet, it's going to see seem like the students are not going to meet goals, when really it could be that the goals that have been written are above their skill level, while goals from other areas have been met. I think it's important to make goals that a student can meet, versus creating goals for them to meet standards.

What will be your focus as the student expands and progresses in skill?
I think my focus would be to create new goals for the students to meet. If they are working on an expressive language skills and they have met their goal, I would create a new goal for them to meet. Whether it's expanding the goal they just met or creating an entire new goal, I think it's important to keep challenging the students and making goals for them that they can possibly meet.

Placement and Data Collection

Educational placement for students with hearing loss has been a long debate. what are your thoughts about educating students within the "mainstream" versus in a centralized program/school?

I think each student is different. While some students may thrive in and prefer a mainstream environment, some students with a hearing loss would not succeed as much in a mainstream environment. I think each student needs to be looked at differently. Their family also plays a key part in the decision of where the student would be best fit. Some families have more of a preference where their children are placed, where are some families are less involved. Each student is going to have different families, different communication modes and different goals, so each student should be placed in the environment where they are going to succeed most. If one placement doesn't appear to be working, I think the decision should be re-assessed.

How do you plan to take data? Will you take data every day vs. once in a while? When is it important to take data?

I think it is important to take data when working on assignments that will be meeting IEP goals. For example, if one of the student's goals is to be able to add two digit numbers with 100% accuracy, I would keep track of the students assignments or problems that are worked on during your time together. Also if the student is going through any evaluations, for example transitioning from elementary to middle school, it is important to collect data on what is worked on and how they are doing for the next teacher. I plan on taking data every day through observations and through +/- systems. I plan on making notes of how the student was that day, and also about their amplification, if it was working etc. I also like the +/- system for keeping track of a students progress. If you want to work on listening for their name, every time their name is presented, put a plus if they responded, plus/minus if they responded after multiple attempts, and minus if they didn't get it. That method is easy to keep track of and easy for people to read if another teacher or staff member needs the data.

Assessment

When planning for assessment of a student with hearing loss, what considerations should you keep in mind? Should you use only tests designed for this population? why or why not?

When planning for assessment for students with a hearing loss, you need to keep in mind why you need the assessment, how it will be completed, students behavior, and environment. There are not too many tests that are normed for students with a hearing loss, so I think it's important to give assessments that are going to test what you need tested. If a test that is not normed for students with a hearing loss but it's the test that will best show their abilities, that assessment should be used. It is important to note what modifications were made, for example if the assessment was given in sign language.

Communicating with teachers and staff is a vital part of Deaf Education. Do you think face-to-face is better or email? Why and how do you plan to communicate with staff?

I think it depends on the situation and staff member. Some staff members are not going to be able to reached except through email, so that may be the only method. I think that if it's something important or I need a response as soon as possible, I will talk to them face to face. If it is something not as important, email will suffice. If I don't get a response then I will try and communicate with them through other means.

Instructional Strategies

What have you learned about instructional strategies?
In the beginning of class when asked to define instructional strategies, I couldn't think of how to describe it. I knew that it was the way that we as teachers present various information, but could not think of specific examples. After class discussion and videos, I have a very strong grasp on what instructional strategies are and examples that I can use in my own classroom. I learned that there are 5 different categories of instruction, and I will most likely utilize the direct, indirect, and interactive instruction. It was also great in class to learn where we could access this information and learn ways to find the methods or strategies. I was given multiple websites to use which I will place links to at the end of the post.

What would you like to learn during this class?
I think so far we are on a great path! I would love to learn different strategies and methods to be able to provide students with the best education I can. By learning all these different instructional strategies, behavioral management techniques and much much more, I will feel a lot more confident going into student teaching. 

Research has shown that students with hearing loss often times do not achieve higher than a 3rd grade reading level. What are your thoughts about this and who do you plan to face this?
Every time I hear that statistic it makes me sad and frustrated. I think that the more I learn about the different methods and techniques to helping a student with a hearing loss learn to read can help to make the concept easier for students. By learning about Cued Speech, Visual Phonics and learning about current ideas and studies about reading, I think that will help to start to make that statistic not true any more.

Here are the links for the instructional strategies websites: 
Deaf Education 
Raising Deaf Kids 
Clerc Center--Gallaudet University