Peer Tutoring

This was my first time using the strategy of peer tutoring. The advantages of this strategy for me was obtaining data and evidence of improved spelling marks. Before we started my grade 3's had an average mark of 63%. When peer tutoring was completed their marks improved 18% to an average of 81%! My tutors have learning difficulties and this process improved their self-esteem and communication skills. A bond way formed between the tutors and tutees and a "care partner" like atmosphere was achieved. I didn't see many disadvantages other than using up one lunch hour for training and taking the time preparing checklists, surveys, and procedure sheets...which is a part of our job anyway. So overall, this experience was a positive one and I will definitely continue to use peer tutoring in the future!

Co-teaching Reflection

Overall, my experience with co-teaching has been a positive one. I noticed improvements in student learning, social skills, and self-esteem. The students experienced more academic success due to low teacher-student ratio and additional teaching strategies such as, the Power of Ten visuals, technology, and manipulatives. The students worked in pairs and observed positive adult interactions and teamwork. Jennifer (the other co-teacher)and I also noticed an increase in self-esteem with our learning disabilities and intensive support students. They seemed happier and took more risks by answering questions and attempting to complete more difficult assignments. This was the first time this year that these students were not pulled out for mathematics and were integrated in the general classroom. Co-teaching was very successful for our students with diverse learning needs and for our students who needed assistance, but did not qualify for resource or educational assistant support.
Jennifer and I enjoyed teaching together and learned a lot from each other. Jennifer was introduced to the Power of Ten program and I became more familiar with the grade 7 math curriculum and learning outcomes. We supported each other through frustrations and successes. I was also not as isolated as I had been pulling out students for additional support. Jennifer mentioned that this was the first time she was able to work with students with disabilities. We both became accountable for all of the students and experienced teamwork for the first time this year.
If I had to improve one area of my co-teaching experience it would be to discuss, more specifically, the role of the teacher that did not teach the actual lesson. A lot of observing and assessing did occur during this instructional time for the both of us. We are currently discussing other co-teaching approaches that may be more effective, such as complementary or team teaching.

Tutoring and Small Group Instruction

I am not as familiar with tutoring in a resource teacher position. I have never used this strategy where students come with assignments that need to be completed and they need my extra support. I always have had my own program for my students or I co-teach and spend time in the classroom. I would however, like to try this strategy on my modified grade 8 math students. In grade 9 they will be attending a resource elective class where they receive tutoring from resource room teachers in a small group setting. To make this transition easier for them I would like to offer them the same tutoring class. These students would received adapted/modified instruction from their classroom teacher and come to me for strategic tutoring sessions.
Small group instruction is used often in my current practice. I pull out five grade 1 students for additional support in early literacy and co-teach with the grade 1 and 2 teachers for guided reading. I enjoy guided reading because I will eventually have taught all students in the classroom, not just students who need extra support. Groups switch every 6-8 weeks and all students observe me assisting everyone.

Effective Instructional Strategy

Brain-compatible instruction would have proven effective in my grade 7 inner city classroom. Many of my students did not have basic needs met, such as having breakfast or having a safe and loving environment. Some of the tactics for a brain-compatible classroom would have benefited these students. Providing them with comfortable furniture would have made the environment more user-friendly and facilitate learning. Giving the students fruit, water, additional wait time for responses, more choices in their learning, and more visual stimuli would have made the classroom a more desirable and efficient place to learn. I believe this strategy should be used in all classrooms!

Differentiated Instruction

Differentiated instruction was required for guided reading in our grade 1 classroom. There were many different reading levels and guided reading groups were used to meet all the students needs. The general teacher, resource teacher, and an educational assistant led these groups. Groups also rotated leaders every 6-8 weeks.
Fountas and Pinnell Reading Assessment was used to determine each reading level and the areas of needs in order to differentiate instruction. This assessment considers reading fluency, accuracy, and comprehension. Once all levels were determined, groups were formed based on levels. Assessements were also done every 3-4 months to determine growth and form new groups if needed.
Reading A-Z program was used because it correlates with the Fountas and Pinnell levels. The muli-level books allow for all students to have the same title page, pictures, topic, and curriculum outcomes, but at their reading level. Instructional strategies such as think-alouds, group discussions, brainstorming, and inquiry were used. Comprehension strategies were also taught such as visualization and connecting to prior knowledge.
The environment included small group instruction in different areas of the school. Phonics phones, graphic organizers, tape recorders, and trackers were used to assist students in their reading fluency, accuracy, and comprehension. Guided reading worked so well for this grade that the grade 2 teacher also implemented this strategy into her program this year.

My Reggio-Inspired Office

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Additional Learning Needed

I feel I need to learn more about co-teaching and differentiated instruction (which is what 560 is all about!) to make myself a more confident special education practitioner. Where do you find the time to plan co-teaching? What are the different approaches to co-teaching and what subject works best with what approach? How do you approach teachers who might have a negative view on co-teaching? I would also like to feel confident going into classrooms and differentiating lessons for students who need it. I am very excited to read the articles and texbooks assigned and to learn more about these important topics in special education.
Laura

Most Important Aspect

The most important aspect of my experience with the post-degree certificate so far has been developing a formal student profile. I assessed a target student in many different ability areas and was able to determine their learning style and needs. Assessment summaries were included as well as classroom recommendations. This assignment definitely gave me the practical learning experiences and confidence I needed as a resource teacher.
Laura

A New Learning Experience!

Well, this definitely is a new learning experience for me! I have never started my own blog before! On day one of EPSE 560 I have learned so much. I am nervous and excited to begin this journey.