This has always worked for me- until this year. One of my students, who I totally did not expect it from, has become a talk-a-holic bully. I asked her why. Her reasoning: Well, the class is much smaller this year and I have more friends, they’re like my family, and I want to spend more time with them.

“Is that why you talk so much and don’t do your work?” I asked her.

“Yeah, I guess,” she said.

This leads me to the whole point of writing this. I’m thinking that I won’t do the same with my next class. It seems that making my students into a family is biting me in the a%$! My students love each other so much that they constantly talk. ALL damn day. I’ve had to revoke privileges because of the excessive talking. I’ve had this problem for the last two years.

I know that the students benefit from it, but it’s wearing me out. I want some peace at work. I don’t wanna’ have to continually say, “Cut the chit chat!,” but that’s all I say all day!

I’m tired of it!

I need to figure out what to do. Until next time, Dear Readers, I’ll let you know what I decide to do. Bye for now.

Dear Readers,

Today, I have at least three great things going for me. First, I am a mother, and have been for over 23 years. My children range in age from 11-23. So, HAPPY, HAPPY MOTHER’S DAY to me!

Secondly, I walked across the stage today at LMU for my Master’s in Special Education and my Education Specialist teaching credential. YAY ME!!! It was a struggle, but it’s done. Next step is Ph.D when Phillise graduates from high school in 8 years!

Lastly, I’ve been blogging for 6 years now! I can’t believe it. The time has simply flown by. I sometimes look back on my posts and see how far I’ve come. Lately, I’ve been a little discouraged. I’ve gotten better though. I was only looking at the negative and not the positive. I’ve been meditating and reading Iyanla & keeping my thoughts positive. I just might make it. I’M GOING TO MAKE IT!!!

I am the little engine that could. I’ve progress from I think I can to I know I can and will!

Thank you for being there Dear Readers. Here’s some pictures of me on my special day today!

Self-portraits @ 42, almost 43 years old!

My husband and my four children relaxing after graduation!

As the title states, “Happy BLOGIVERSARY to ME!” I have been blogging for 6 years now! I’d like to take the time to appreciate those who have been with  me from the beginning as well as the newcomers.

I think I’ll begin writing again. Until I do, I have over 1600 posts over 6 years to keep you busy. See ya’ when I look at ya’!

I’ve stopped writing because I just don’t have it in me to write and try to be optimistic when I am NOT. I am seriously rethinking if I want to proceed in my chosen occupation. The reason I say this is because I’m having a hard time yet again. In fact, I’ve had a hard time since I began teaching. So, I have to wonder if teaching is really for me???

I know that is something that only I can answer for myself, but I am seriously leaning towards NO!

I just want to SCREAM!!!!

Why am I having such a hard time when all I want to do is teach? All I want to do is change lives for the better. Yet, I keep encountering the same problems time and time again. I’m so tired.

I was trying to let at my problems objectively and say that this was something that I need to learn. But, I can’t see anything. I’m out of answers and questions and faith. I don’t have anything left to give. I’m so tired and discouraged. I feel like it’s 2009 all over again where my boss is going to sully my name when all I am trying to do is be left alone to do my job. If I could lay down and die, I would. However, obviously it’s not my time to go. If I could have wished myself dead, I’d have been dead a long time ago. So, I guess I will just have to keep on living until I die.

So, there you have it Dear Readers. The story of my really pitiful, trouble filled life!

Some of the best advice on setting up a classroom store came from Beth Newingham’s Scholastic blog. I have to say that I never thought of my classroom store and monetary system as a classroom economy. I guess I never put a name to it. Additionally, I never thought to write a lesson plan for this. I simply implemented it through trial and error. However, I will now write a Unit Plan for it.

Next year I am going to “steal” Beth’s idea of having a grand opening. She made a good point when she said to make the “bank” look the way students are used to seeing them.

When I initially set up this system, I didn’t see how this system could work for older, more knowledgeable students. But, as I sat down and thought about it, this system could be made to fit a middle school or even high school classroom. If you have a middle school or high school classroom and would like to brainstorm on how this system could work for you, email me @ specialedandme@gmail.com

The most helpful piece of advice was when it came to stocking the classroom store. Here’s a breakdown:

http://www2.scholastic.com/browse/lessonplan.jsp?id=322

The great thing about working at a private school is that my schedule is out of sync with my children’s schedule. They attend a public school, so they go out for Spring Break on the 22nd. So, they went back to school on Tuesday. Whereas, mine has just begun.

I’ve had a busy week. I went out to lunch with my husband yesterday, dinner on Wednesday with him and the kids, to the movies with my sister (a late birthday gift), my weekly walk with my favorite sister, karaoke with my family on Friday night, and a lunch date with my sisters on Saturday. Did I also mention that I am going walking everyday this week?

As of 12:45 on Thursday, March 28, 2013, I am on Spring Break. I started it out with a bang. I picked up my nephew and took him, David, Phillise, and Moriah to see The Croods. We all loved it. The theme was family-father and daughter, in particular. I am definitely not one to give away endings. Just suffice it to say that I think it would make a fantastic father-daughter outing. You won’t leave there without tears in your eyes and some good laughs!

It is almost Spring Break. I AM SO HAPPY! I simply cannot wait until Spring Break is here. The countdown has begun. I am so done! I will write more about that later!

Leila

Here are two of the scenarios:

I can’t find my backpack because my dad drove away with it in his car.

Who’s to blame?

The students unanimously agreed that it was the child’s fault. I was so proud of them.

Having an iPod at school is against the rules. My friend takes mine out of my backpack to play with it. He gets caught, but I get sent to the office because of his actions.

Who’s to blame?

For this one, the students answered that it was the student’s fault who brought the iPod because if he wouldn’t have brought it, his friend wouldn’t have known that it was there for him to go in the bag and take it.

I think part of the reason my students are so honest is because I am so honest with them. When I make a mistake I readily admit it. So, when they make a mistake, I hold them accountable. I don’t punish them harshly, but I do make them admit that they made a mistake. Once they admit it we take it from there.

So, welcome back to me!

I know you didn’t ask for this. I just thought you might find it interesting. So, without further ado, here is the link for how paper is made: http://www.youtube.com/watch?v=Gq7L9-0XdVw

Here is the link for how crayons are made: http://www.youtube.com/watch?v=k2xRBnFABV0

Today in  class, we were discussing states of matter and the students wondered about soda. So, I found this link to show how Cocoa Cola is made.

Here’s the link to see how Cocoa Cola is made: http://www.youtube.com/watch?v=9OGLpvbdE9k

I received this email from Pearson about field testing for the CBEST & RICA. Here’s the email, in its entirety, straight from Pearson:

Dear CBEST/RICA Examinee:

We are contacting you because you have recently taken or are scheduled to take the California Basic Educational Skills Test™ (CBEST®) or the Reading Instruction Competence Assessment® (RICA®) and we wanted to notify you of an opportunity to participate in a field test.

Currently we are field testing constructed-response assignments for the CBEST and RICA testing programs.  Field testing for these two programs is now available at Pearson VUE testing centers across the state.  Each field test takes approximately 1 hour to complete.

Advantages of Field Test Participation (There is no cost to participate in the field test):

For each test form completed¹, you are offered your choice of ONE of the following:

1. a $75 voucher² that can be applied toward future California certification test registration fees
2. a $100 Penguin^® Books gift code³

In addition, for every test form completed, you will earn one entry into a drawing⁴ to receive an Apple^® iPad^®5 mobile digital device (approximate retail value $499).

Note: Participants may take up to two test forms of each type for which they are eligible.

In addition to the incentives listed above, by participating in the field test you also:

• Provide input into the test that will be taken by future educators; and
• Gauge professional knowledge by taking actual test items; and
• Gain practical testing experience. 

You are eligible to participate if you are:

• CBEST: a student enrolled in a California college or university.
• RICA: students who completed or are nearing completion of Multiple Subjects Teaching Credential or Education Specialist Instruction Credential programs or via district intern programs. 

Note: Faculty members are not eligible to participate in the field test.

How Can You Help?

• Register today to take a field test!
• Forward this e-mail to eligible friends so that they may participate in this opportunity.
• Share this information flyer to promote this field test opportunity.

Visit the CBEST/RICA field test website to register:  www.pearsonvue.com/espilot

Thank you for your assistance in the development of the CBEST and RICA programs. 

If you have any questions, please contact the CBEST program at:

Email: es-rica@pearson.com or es-cbest@pearson.com

Toll-free hotline: (800) 262-5080

I am so happy! I got my credential. YAY ME!!!!!!!!!!!!!!!!!

This opens up so many more options for me. I’ve been applying for jobs all over the place. I even had to turn one down because I wasn’t going to be able to make the interview.

I am looking forward to this job hunt of mine. Won’t you join me!

It is my goal to get back to that place and to get back to writing more than once a month. So, I guess you’ll be reading a lot more often.

I am so very, very grateful for God having his hands on me. I say this because a couple of weeks ago as I was driving home, I noticed that someone’s car was smoking. As I looked into the rear view mirror, lo and behold, I discovered it was, in fact, my car that was doing the smoking. You could have knocked me over with a feather!

Once I noticed, I attempted to slow down, but couldn’t. Why? Well, it was because I had no brakes. Quite odd since I had brakes just two minutes before that. I didn’t panic though. I was very calm. It was like a supernatural calm. (My best friend, Danika, didn’t even realize how bad the situation was because I was so calm.)

I managed to pull the emergency brake and pull over. I thank God that nothing happened. I didn’t hit any cars, parked or otherwise; I didn’t hit any people. I didn’t hit any buildings or destroy anyone’s property. The fact that I didn’t was a minor miracle.

Once I pulled over, I gathered myself and called my husband to call AAA. Then I called 911 who dispatched a fire truck. They were very nice as they put the fire out. They believe it was the brake line that caught fire!

Looking at my car and thinking about the accident I was in last year, on Valentine’s Day, I thank God that he has he hand on me. I was slightly shaken but not bruised.

The accident yesterday makes two potentially fatal accidents I could have been in in less than a year’s time, that I walked away from without so much of a scratch. I feel very blessed this morning. I feel like screaming and shouting from the rooftops.

Once I was safely in the rental car, the song My Soul Looks Back came to mind because I truly wonder how I’ve made it through the past couple of years. God has truly been good to me!

Since re-taking possession of my classroom, I am so, so, so overwhelmed. I have not been able to get back in to the grove of things. It’s been a month and still don’t have student work upon the board. I’m just not feeling it. How can I get my groove back?

I am so overwhelmed.

I am sooooooo happy. My degree posted a couple of weeks ago. I feel quite accomplished.  For a hot second I thought I was not going to be able to complete the requirements to get it, but I did. I sure pulled a rabbit out of a hat for this one.

In the last couple weeks before Christmas break, I took and passed the R.I.C.A. & C.S.E.T., completed my final project & my final class, completed my literature review for my Master’s degree, completed my portfolio &  wrapped up my pilot Inclusion program. Whew!

I didn’t realize how much I had until the last week when someone pointed it out. It’s so weird that I don’t usually know that I am overwhelmed unless someone points it out! I ended up stressing myself out so much that I got sick & stayed sick for the whole vacation. Thank God that’s over. I’ve finally completed a really big goal. Now, what’s my next goal???

-Leila-

I learned a very valuable lesson today- Say something before you get to your tipping point. I am too tired to write about it tonight, but i will write about it tomorrw. Until then. Bye for now!

I got a solicitation via e-mail for an online editing job. I thought it was legit, but I checked it out as best I could. The person purported to be from answers.com- Mr. Willie Ding, Content Recruiter for Answers.com. I did find a Willie Ding on Linked In that seemed to check out, but apparently something was fishy becuase I never heard anything back once I sent my resume with personal info removed.

I was happy for the extra money I would have earned had the offer been real, but it wasn’t. I’m just trying to figure out why someone would offer a fake job. I don’t get it! There’s nothing I can do about it. I just wish it would have been real. I could really have used the money! Oh well, c’est la vie!

Leila

The last three weeks have been a whirlwind of test taking and super business! Within the past three weeks I took and passed the C.S.E.T., took and passed the R.I.C.A., completed & submitted my final project, wrapped up my pilot program at work, & finally submitted my portfolio for the whole program at the very, very, very last minute. WHEW!!!!! I honestly didn’t think I could do it. I came so close to giving up on my literature review, but since failure was NOT an option, I persevered. So, the word of the day is PERSEVERANCE. That word means so much to me.

It didn’t matter what grade I got in classes; the most important thing was that I finished. I FINISHED!!! In the past, I started so many projects that I never finished. They were just left sitting on a backburner that never got lit! That, however, will be my post for tomorrow. Bye for now!

When I say that I waited to the last minute, I mean that I waited until the last minute. I just submitted my literature review that was due by midnight. It was three years in the making. I’ll tell you all about it, but not now. I am exhausted! I have seriously been working all weekend. I started yesterday morning at 8:30 and finished at about 1:30 a.m. Today, I started at about 7 a.m. and just finished. But, that’s what happens when you wait ’til the last minute. I have seriously learned my lesson. Now, I have to bite my nails to wait and see if I pass. I’ll keep you updated. Bye for now!

I’m sure, by now, you’ve heard of the horrific shooting in Connecticut. I am still in shock. It’s all so senseless.

I heard the news as I was going to my school’s Christmas party at the Rectory. The Pre-K teacher told me the horrific news. I couldn’t breathe and nearly passed out.

“Are you serious,” I asked. She told me that she found out by looking at the computer as her students were using it during Choice Time. She said she instantly thought about her family in Connecticut, so she called them to ask what happened.

As I went to the Christmas party I couldn’t concentrate or think straight. Honestly, the likelihood of the shooting happening in Los Angeles, where I live, is much more likely than it happening where it happened in Connecticut. Truth be told, no matter how likely it is, it shouldn’t happen anywhere. I feel for the parents of the children. This is an unspeakable horror that no one should have to endure.

This story hits especially close to home since I am a mother of four and I work in a school which is not in the least secure. In back of my school is Social Services that’s host to many unsavory characters. There’s a small gate, but that does not offer a whole bunch of protection. They could simply jump over it. Sometimes the doors to the school are locked; but most times they are not. I will stop talking about this because it’ll make me want to play hooky from work. I know that many people may not agree, but I also feel for the young man & the family of the young man who committed the murders. They have to live with that legacy of murder, mental illness, and guilt. They have to wonder why they couldn’t have predicted this. Let’s not forget that they lost two family member as well. I know that it was by his own hands after he committed an unspeakable crime, but he was still so still a son, brother, cousin, etc. It just makes you wonder WHAT was going through his mind!

I cannot say what was going through his mind, but I can’t help but to wonder what was going through it. What made him want to harm innocent little children? What made him take his own life? Was he then so overcome with grief that he did so after realizing the heinousness of his crime? What happened that made him think this was the solution? I guess no one will ever know!

I’m not sure if I shared that I had to re-take the C.S.E.T. after passing it 5 years ago. I didn’t know the scores were only good for 5 years. You learn something new everyday! Anywho, CONGRATULATIONS TO ME!

“What’s wrong,” I asked.

He said, “The girls are doing something terrible!”

Knowing Coaster and his propensity for exaggerating and brooding on the most minute of offenses, I asked what the girls were doing.

“Well, they are laughing and talking really loud. Mrs. L. had to send me down to the office to concentrate!”

I kinda’ giggled at that myself. I’m not a monster; let me explain. It was kinda’ a ha ha! funny laugh at the fact that I’m a victim of my own success. I worked with him on expressing himself. Now, there’s no stopping him. He does it all the time. I’m not complaining though. I’d much rather have this version of him than the one from a couple of years ago when he didn’t interact with other students.

I’m happy that he felt comfortable enough to talk to me. On a side note, another person he feels comfortable talking to is the new Principal. As I walked down the hall before the bell rang, I saw him sitting in the his office “expressing himself. “

So, all in all, I guess it was a good day. I’m happy that he’s expressing himself. I’m going to get on those girls when I return to my class after Christmas break. I know they’re just being girls, but they talk a looooooooooooottttttttt!!!

I’m tired. It has been a long couple of weeks. I have so much to write about. I’ll, more than likely, do it on the weekend. Bye for now!

I have a confession to make. Ever since I started in Special Education, I’ve had nagging questions about Auditory Processing that no one could seem to answer. Quite frankly for the longest time, I really did not understand it at all or how to help those who has the deficit/disorder. It was all so confusing. Well, here’s an article I read that explains how to help your student who has an auditory processing deficit.

Specific Learning Disabilities come in several varieties, but probably the most common is a disorder of auditory processing. Nearly all students with reading disabilities will have their delays rooted in an auditory processing disorder.

Auditory processing is not hearing, its what you do with what you hear.

Your student with an auditory processing disorder may exhibit some of the following processing problems:

1. Difficulty distinguishing one sound from another (phonemes)

2. Difficulty identifying similarities and differences in sound patterns (rhyming)

3. Difficulty blending, isolating, or separating sounds in words (decoding words).

4. Poor auditory memory

These difficulties with auditory processing may manifest in the following ways:

• Poor listening skills.

• Difficulty following oral instructions or classroom discussions.

• Frequently say, “huh?” or “what?”

• Difficulty with phonics or letter-sound correspondences, sound blending or segmentation.

• Difficulty decoding unfamiliar words.

• Poor spelling.

• Slow fluency of reading.

• Poor reading comprehension.

• Difficulty understanding in the presence of background noise.

• Poor attention, day dreaming, high distractibility (may seem like an attention disorder).

• Give slow or delayed responses to oral questions.

• May be prone to behavior problems due to frustration or boredom (inability to follow the class).

• Avoidance of reading or other difficult tasks.

Typical Grade Levels When Auditory Processing Disorder is identified:

1st grade: When children are not learning letter-sound correspondences.

4th grade: When reading, writing, and lecture become more advanced and less contextual (no pictures).

7th grade: When reading and writing become less narrative (1st person). Demand high-level comprehension in order to complete assignments and comprehend lecture.

How Can I Help My Student With an Auditory Processing Disorder?

There are many easy ways to accommodate and compensate for your student’s disability. Every student’s exact needs are unique and depend on their skills and abilities, however, the following strategies may be among the most successful:

• Preferential seating. Make sure your student is up front.

• Limit background noise during seatwork (may want ear plugs).

• Present directions in short segments, using visual cues if possible.

• Rephrase and repeat what you have explained in simple language.

• Accommodate your student’s slower response time…give them a chance to process.

• Ask the student to repeat back what you said silently to themselves or to you.

• Teach note taking skills or help them improve their technique.

• Maintain structure and routine so directions are predictable.

• Write directions on the board.

• Assign a buddy to your student so they can check understanding.

• Use multi-media presentations.

• Avoid the blah, blah, blah lectures that cause auditory overload.

Sometimes helping students can be a guessing game. Help your student become a “detective” trying to find the strategies that work best for their learning style. Frequently ask them what works and encourage them to self-monitor as much as possible. The goal for every student with a disability is to foster their ability to advocate for what they need to be successful. They will always be their own best advocate, so foster that self-advocacy in your classroom.

http://teaching.monster.com/benefits/articles/2324-how-to-help-your-student-with-an-auditory-processing-disorder-

Here’s an excellent article I read regarding children with Aspergers. It’s pretty long but I think it’s worth it:

The Emotional Aspergers Child

Many children with Aspergers and High-Functioning Autism fall into one of the “emotional types” listed below. Their feelings control their actions. These kids have many more tantrums, are less available, easily disengage, and are more prone to defiant behavior.

This is the most difficult type of Aspergers child to deal with, because rules – and the reasons for rules – mean much less to him. The parents and teachers who have to deal with the emotional Aspie often find themselves in a state of frustration or crisis. Many of these children will end up on medications for their issues, because their coping skills are poorly developed and inadequate to meet the demands of home and school. But that’s o.k., because the right medication and an effective behavioral plan can do wonders.

Type 1: The Fearful Aspie—

This is the most difficult type of emotional Aspie:

• Even the slightest issue is a source of provocation.
• He is unusually bright.
• He sees the world from an adversarial point of view (e.g., the world is against him, everyone is out to get him, and no one can be trusted).
• He wants to “destroy” people who go against him in any situation, no matter how trivial.
• His actions are hostile and aggressive to others.
• His thinking involves violent themes.
• Once he begins his attack, he can be relentless until he is exhausted.
• The only coping strategy he has is to maintain a good “offense,” and so he attacks before others do or say anything.
• Typically, he receives multiple diagnoses (e.g., Oppositional Defiant Disorder, Bipolar).

Suggested Parenting Techniques: Since this is the most difficult type of emotional Aspie, parents must take extraordinary means to help him. Placating the youngster will only give the parent a momentary reprieve. Most moms and dads of these children refrain from physical interventions, but may be using a good deal of restraining techniques. Again, this is a temporary solution. Parents must seek professional help in terms of both medication and behavioral interventions. They also must stay calm in their interactions with these children. Only the most powerful reinforcers may be of some use. A highly structured environment with firmness is needed, along with great persistence and patience. Dealing with this type is something you don’t do alone.

The ADHD, OCD, and Daydreaming Aspie—

The factors marking these three subtypes – ADHD, OCD, and preoccupation with a fantasy world – are very closely related. In all three, the youngster is often described as being inattentive, but there are a number of reasons for the inattention:

1. If he is an ADHD youngster, he is inattentive because he’s not focused on any one thing for very long. He is distracted by anything new or different that passes in front of his eyes, and his interest moves from one thing to another.
2. The OCD youngster, on the other hand, is inattentive because he is highly focused on something of interest. He is not so much distracted as preoccupied with something else that has greater appeal, usually related to some preferred activity (e.g., videos, numbers, how things are placed in his environment, etc.).
3. The daydreaming youngster is inattentive because he is lost in his fantasy world.

Some Aspergers children have one or the other, ADHD or OCD, and most have both to varying degrees. Since symptoms of both disorders can exist at the same time and to varying degrees, it can be difficult to tell which is which at times. In either case, the result is a lack of awareness of what is going on around him. But, it is important to distinguish between the two and decide how much each contributes to the inattention, because the parenting technique for each will be different. Under-focusing (ADHD) and over-focusing (OCD) are important variables that must be addressed, as well as the youngster who gets lost in a daydream.Type 2: The Predominately ADHD Aspie—

This youngster:

• has difficulty attending to and processing information on a consistent basis
• has difficulty conversing because he is always looking around the room at something else, but doesn’t stay focused on any one thing very long
• has significant difficulty keeping track of school assignments
• is easily distracted and forgetful
• lacks focus
• loses things
• may not be able to stay in his seat at school
• wanders around in the classroom

Suggested Parenting Techniques: Medication is very important in dealing with inattention and impulsiveness. Careful monitoring of all tasks and situations, along with powerful reinforcers, is sometimes helpful. This child will find it hard to stay focused on most tasks. Frequent breaks, structured tasks, and supervision are all necessary. If parents find the right medication, the inattention reduces significantly, but may not disappear.

Type 3: The Predominately OCD Aspie—

This youngster has many obsessions that take him away from the here and now. Although he appears inattentive, in reality, he has other thoughts that he is dwelling on (e.g., is everything around him exactly where it belongs, how many dots are in that ceiling tile over his head, are his shoelaces tied the way he likes them, etc.). The list can be endless. But no matter what is on his list, it usually takes precedence over everything else. He is often a perfectionist – everything has to go a certain way. If it doesn’t, it’s the end of the world. There is no middle ground – everything is black or white. It is either perfect – or it is terrible. He may have completion rituals where things must be finished before he moves on. All of this and more can be going on in his head and cause him to disengage from reality and become unavailable.

Suggested Parenting Techniques: 

Parents should attempt to gain control over this child’s obsessions. There must be limits and restrictions on certain activities. Rituals and routines are addressed through sabotage. Teach him how to be more flexible by changing routines. Expand his repertoire of interests, teach him shades of gray, and have him develop a balance in his life. Obsessions will remain, but parents can use them as reinforcers as long as they limit the amount of time spent on the obsessions.

Type 4: The Predominately Daydreaming Aspie—

This youngster is very similar to the OCD type, except his distractions primarily involve his preoccupations with fantasy (e.g., fantasy books, Japanese animé, Pokémon, show tunes, cartoons, TV shows, video games. etc.). If, for example, the fantasy involves books or music, he doesn’t need the actual object to experience its pleasure. So he replays, re-creates, or in some way engages in the obsession in his head. As he is eating dinner, sitting in class, doing his homework, or talking to his parents, there is another video playing in his head – a video that is all about fantasy. He may perform word-for-word scripting of dialogue and scenes in his head, or combine different ones together, or make up his own based on something he has seen or read. These fantasies serve many functions (e.g., they are enjoyable, they remove him from the unpleasantness of the real world, demands are reduced, everything goes just the way he wants, etc.). Consequently, reality is avoided, interactions with others occur less frequently, and life goes on without him. This is how he copes with stress and reality. Interfere with his preoccupations, and you will experience his wrath. Leave him to his preoccupations, and he can entertain himself for hours.

Suggested Parenting Techniques: 

Everything that was suggested about the OCD type applies here. In addition, parents must go beyond those techniques to include teaching the child the difference between reality and fantasy, how to recognize it, what constitutes each, and how to be in the here and now. Parents should limit fantasy time and help the child to develop the ability to enjoy non-fantasy activities. If he can’t enjoy the real world, he won’t want to be a part of it. Medication is needed in some cases.

Type 5: The Stressed Aspie—

This youngster differs from all other types because he has no coping skills. While every other type experiences stress to some degree, they cope with it through rules, rituals, obsessions, or daydreaming. The stressed Aspie has never figured out how to deal with problems. As a result, his stress overwhelms him and he shuts down (e.g., hides under furniture, cries, wants to stay at home, acts silly, wants to stay inside, tries to avoid people and places outside of his comfort zone, etc.). He is very rigid, but doesn’t really know the rules of the world. His stress comes from his confusion and lack of understanding of how the world works. He usually needs much more time to handle even the smallest issue. Parents will know if they have a stressed Aspie because he cries quite a bit, clings to parents in new situations or with new people, doesn’t want to leave his house, and when away from home often tells parents he wants to go back home immediately.

Suggested Parenting Techniques: 

This youngster needs a great deal of structure, routine, and explanation about every possible troublesome situation. Parents need to explain the rules of each situation, including what to do and what not to do, before he experiences the situation. Give him lots of warning on what is going to happen, preparing him for change. Never overwhelm him. Go slowly and don’t try to accomplish too much at one time. Help him get past each issue that has occurred, to “get over it” and move on. These are the prevention aspects of dealing with stress (i.e., try to prevent situations from overwhelming him). However, that will never be sufficient, and he will need to learn how to cope with it as well. Teach stress management skills (e.g., stress resiliency, stress immunity, learned optimism, “theory of mind”). Teach him emotional regulation skills (e.g., stress management, self-calming, being okay). Medication may be needed if these skills are difficult for him to learn.

Type 6: The Defiant Aspie—

This youngster:

• argues about everything, and almost anything can lead to a tantrum
• can be violent
• doesn’t understand the way the world works and becomes anxious as a result
• feels threatened by others and thinks they are trying to control him or are being unfair and arbitrary
• has his own rules about the world and how things are supposed to be
• is easier to deal with if – and when – he feels safer
• is often diagnosed with Oppositional Defiant Disorder
• may look similar to the fearful type, but he is less adversarial and less intense
• needs to fight with others to gain control and get things straightened out to his way of thinking; however, his arguing does nothing but further aggravate the situation and his rigidity, lack of understanding, and disuse of logic prevent him from seeing this clearly
• relies on his feelings to determine his actions

Suggested Parenting Techniques:

Try to avoid power struggles. Do not show much emotion in your responses, and try to be matter-of-fact. Stay focused on a particular issue, and don’t get sidetracked as you have a discussion with this youngster. It’s very easy for the discussion to get off track and become nonproductive. Try to see his arguing as a sign of stress and not purposeful misbehavior. Try to get him to see you as a problem solver rather than an adversary. Don’t over-focus on the content of a discussion, but rather on the process (i.e., what is going on behind the content of the discussion). For example, a discussion may begin around what he is going to get from you for his birthday present. Before you know it, you are being accused of buying his siblings bigger and better birthday presents. Rather than debate the merits of this argument (which will only escalate further), parents should discuss how he is stuck on certain ideas that will only lead to greater upset, and the impact his actions have on himself and others. This child needs to begin to see his role in what is going on and stop blaming others for what occurs. Teach him how to stay focused and how to self-calm, as well as how to compromise and negotiate. But most of all, he needs to see the parent as trying to help him solve his problems, not making them worse.

Type 7: The Pessimistic Aspie—

This youngster tends to be more of an irritation than anything else. He does a lot of complaining and whining about doing things that are not preferred activities, because he only enjoys preferred activities. As a result of his actions, there can be a good deal of arguing and refusals. He usually sees the world in a pessimistic way and rarely sees the good aspects of an event or situation, no matter how much good has occurred. Tantrums, bossiness, rituals, and rules are not issues. He may even be fairly cooperative at times. The major concern regarding this youngster is that he is more prone to future depression than any other type.

Suggested Parenting Techniques:

This child needs to learn to be comfortable with non-preferred activities and that it is better to “say nothing than be pessimistic.” Teach him how to use positive commenting and responses. Direct instruction in how to have a “positive attitude” and “learned optimism” is needed.

In this post, we’ve talked about the Aspergers child who is more emotional than rational, and we have examined the subtypes of the emotional child: fearful, ADHD, OCD, daydreaming, stressed, defiant, and pessimistic. Each Aspergers youngster has issues that make him unique. It is his uniqueness that reveals what subtype he is and what parenting techniques need to be used. When parents understand their youngster and his interaction with the world, they will be better able to help him reach his full potential.

Taken directly from: http://www.myaspergerschild.com/2012/06/emotional-aspergers-child.html

Technology in Education
Picture is worth 1000 words. Signs of autism nicely done as a visual.

Taken directly from: http://techinspecialed.com/2012/04/28/

One of my students, Coaster, mispronounces pronouns all the time. I didn’t realize it was a thing. I found this on Pinterest. BTW, Pinterest is so addicting. You can spend hours on there. But, I digress. Here’s an article that explains it all:

http://www.brainbalancecenters.com/2011/08/why-do-people-with-autism-misuse-pronouns/

Take the test: http://thepremiertutors.org/wp-content/uploads/2012/04/tpt-right-or-left-brain.jpg. Here’s a visual from the articles I posted earlier in the week:

I am smarter than a 5th grader. How do I know? Well, I will tell you. Two of my students, one a 5th grader (who I’ll call Jayla), the other a 4th grader (who I’ll call Velma), are struggling with the times tables. So, I’ve been drilling and skilling them, playing multiplication bingo, and concentration bingo with multiplication flash cards.

These were the rules:

1. If they picked up the right match and didn’t know the answer, they couldn’t keep the cards.
2. I was not going to take it easy on them.

We spread out the cards and started playing with me going first. They thought I was joking around and that I wasn’t going to beat them. The way the game started off, it seemed like I was joking. I wasn’t. I just couldn’t find a match. However, once I got on a roll, I was unstoppable.

My 5th grader picked up a match and hesitated. she looked to me for approval. I told her that I was not going to tell her if she was or not. She recognized that she had the right answer and flashed the biggest smile.

Jayla managed to get 3 matches before I got one; while Velma got 1 match. Like I said, once I got on a roll I was unstoppable. It came down to the wire. There were only four cards left and it was Jayla’s turn. She chose the wrong one. I swooped in and got the last two matches. I ended up with 9 matches, Jayla had 6, and Velma had 4.

We finished just in time. Once I picked up the last two matches, I laughed an evil villain laugh, dropped the cards, and told them to learn the times tables or I would clean their clock again next week when I picked them up.

They said ok and laughed. They told me they couldn’t believe I beat them. I repeated that I’d do it again. See, I am smarter than a 5th grader!

Have you ever heard of TED? If you haven’t, you don’t know what you’re missing. It was created by . A topic is presented by an expert in a certain field. They have 18 minutes to present their topic. This particular topic was given by Susan Cain. She recently wrote a book called The Power of Introversion. I loved this TED talk because it seemed to be singing my life story. I am an introvert. When I announced that I was an introvert, one of my classmates said that I wasn’t. I can see what she was thinking. I would not have believed it either.

She thought I wasn’t an introvert because she was also. However, she is not a talker nor is she good at public speaking. She thought I was an extrovert because I am a talker, I speak to everyone, and I’m not shy about public speaking. I can be around people and talk and schmooze, but only for a limited amount of time.

If she knew anything about introverts, she would know that that is not what an introvert is all about-that not all introverts are like her. I always say that I live in my own head, that being around too many people drains me and I need to recuperate. That’s what an introvert is about. I do best when I can think through things or when I am reading or writing.

If you thought like my former classmate, then you should watch this TED talk with Susan Cain.

Here’s Part II as promised.

http://thepremiertutors.org/2012/07/are-you-right-brained-or-left-brained-part-ii/#.ULqsBqXFW1s

I was just talking to my daughter, Phillise, the other day about this very subject. She was talking to her dad about this and they concluded that she is left-brained, while I am a combination of right-brained and left-brained. It is an extremely long read, but is so worth it.

Take the test: http://thepremiertutors.org/wp-content/uploads/2012/04/tpt-right-or-left-brain.jpg

Here’s the link just in case you’re interested: http://thepremiertutors.org/2012/04/are-you-right-brained-or-left-brained/#.ULqqbKXFW1s You Right-Brained or Left-Brained?

I will post Part II tomorrow!

Just in case you’re interested, here’s the link:

http://thepremiertutors.org/2012/04/are-you-right-brained-or-left-brained/#.ULqqbKXFW1s

1. Thou shall not yell when speaking to me.
My disability does not impair my hearing and I am extremely bright. Perhaps even brighter than you are.

2. Thou shall not ignore me, talk negatively about me, speak unnaturally slow, or ask questions to others in the room that pertain to me.
I can comprehend what you are saying just fine.

3. Thou shall believe in me and help me believe in my skills and self worth.
Note the good in me and do not merely point out my negative behaviors. Believe in me and I will believe in myself.

4. Thou shall not perceive me as dumb.
I am extremely intelligent. I do not learn in the same way as you, and maybe not as quickly as you expect me to. Have patience with me. Once I recall information, I never forget.

5. Thou shall not judge my behavior.
I can get overstimulated in certain environments. I may be hypersensitive to sound and loud noises may hurt my ears. Fluorescent lights are distracting for me. They have a humming noise, and can pulsate. All the noises in a room can blur together. Please make accommodations to help me.

6. Thou shall not be so quick to scold me.
Do not tell me that “I know what I did”. I do not. Tell me what my infraction was in a simple, concise manner. I want to please you, but I have difficulties inferring meaning within a vague statement. For instance, do not say please clean up your bedroom. Tell me exactly what you want, such as ‘Please make your bed and pick up your toys”.

7. Thou shall not compare me to others.
Please remind me, and note the talents that I possess. This increases my confidence and positive self worth. Learning disabled or not, we ALL have talents to contribute within society. I need you to help me realize what mine is. Believe in me and I will believe in myself.

8. Thou shall not exclude me from activities.
Please do not mimic me, ignore me, or bully me.  Please invite me to play with you. It hurts my feelings when I am excluded. I like to run and jump in the playground, and be invited to birthday parties too. Grownups can help me make friends by encouraging other children to play with me. I can be a loyal friend if you get to know me.

9. Thou shall give me choices.
I do not like being ordered about any more than the other children. Give me choices so I know you value my capabilities and opinions. Make them simple and concise. Present two options or so. I get confused when too many questions or directions are given at one time due to my processing speed. For instance, ask me if I would like to wear my blue sweater or green one, rather than asking which sweater I would like to wear.

10. Thou shall not judge me by my diagnosis, but by my character.
I am an individual, just like other children. As my son used to say, “Mom my name is John (name changed for his anonymity) not Asperger’s”. A profound statement I would say. :-0)

Please join me in my utopian world where society perceives individuals as a whole, and does not judge them merely in character segments.

Thank you!

Earlier this week I wrote about forgetting about a meeting that I’d scheduled. I felt very bad about it. Well, yesterday and today I had a S.T.E.P. meeting that I did not forget. The one yesterday was cancelled by the parent at the VERY last minute. The one today wasn’t cancelled, but due to a series of miscommunications, I did not attend.

This is how my day began. I had to be in Pasadena, CA (about an hour away) today to re-take the CSET. When I passed it five years ago, I was unaware that the scores expired. So, after four hours (instead of the full five this time) of re-taking all sub-tests, I hightailed it to work. When I get there, there’s no one around. I go to the Main Office and there’s someone in the Principal’s office. I knock on the door and the security guard informs me that everyone has left.

I then call the Pre-K teacher who tells me that the staff meeting and my meeting are cancelled.

“Whew!!!,” I said, as I breathed a sigh of relief.

I really didn’t want to mediate the meeting, but was, of course, going to do it anyway. With that out of the way, I start on my way home. On the way, my youngest son call me to pick him up from school because he left his bus pass at home. When I am almost home, I get a text from the 6th grade teacher asking if I was still coming to the meeting.

I was so confused at this point. To shorten this story, I texted back and forth and was going to go back. While I’m doing this the Secretary calls, then I speak to the Principal. He tells me that I don’t have to come back. Although I should have breathed a sigh of relief that I did not have to drive an hour back to work on a Friday, I didn’t. I felt like such a slacker. I felt like crying, so I did.

I’m so upset. I did what I was supposed to do but still ended up looking like a slacker. I guess there’s really nothing I can do about it at this point and time. It’s been a long week.

I came in the house, had another small cry and took a nap. I’m feeling better, but still a little upset that I came out looking like a slacker. I’ll get over it though. In the grand scheme of things, it’s not a big deal. Thank God it’s the weekend and I can relax!

I will write more over the weekend. Bye for now!

I have been feeling sorry for myself a lot lately. This song, however, has made me realize that I need to accept what I cannot change. Take a listen to this song. It’s very beautiful!

I am so forgetful. I’d been getting better about writing things down, but I totally dropped the ball on a meeting I was supposed to hold on Monday. I apologized to the mother & rescheduled for a week from now. Thankfully she took it all in stride. I will put a system in place so this won’t happen again.

I’ll keep you updated! Bye for now.

Dear Readers,

I find myself with quite an unusual situation of being too successful! Is there such a thing? Apparently there is. Let me explain.

Yesterday I was the representative of my school for Coaster’s initial I.E.P. It was relatively small. It consisted of the Assistant Principal (who’s in charge of Special Education-A.P.E.I.S. or A.P. for short), the school psychologist, the RSP teacher, Coaster’s mom, and I. It was held in the A.P.’s office; really small and cozy. Very nice, not intimidating at all. Not only that, but the school goes to the 6th grade, which would give Coaster an additional year in elementary school. The only thing I disagreed with was the psychologist’s use of jargon that was not explained to Coaster’s mom. Other than that the meeting went very smoothly.

The reason I say that I was too successful is because Coaster qualified for Specific Learning Disability (SLD) instead of Autism (Aut). I asked the school psychologist about it and she said that she wanted to observe him more because she didn’t see as many of the behaviors usually prevalent with children with autism.

I was thinking, “Boy, she should have seen him last year before I started working with him!”

Coaster’s mom told them that Coaster is a different person thanks to me. After I detailed the various behavior modification techniques I used with Coaster, the School Psychologist said she now understood why she didn’t see some of the behaviors she was expecting.

I was happy on one hand, but not so happy on the other. On one hand I am happy for Coaster that his behavior has improved so much, to the point of his behaviors upgrading from severe to moderately low; which means a better of quality for life for him. On the other hand I am unhappy because it was my hope that Coaster’s offer of a Free & Appropriate Public Education (F.A.P.E.) would be placement in a class specifically for students with Autism. However, his offer of F.A.P.E. was an hour of Resource class 1-2/week.

I then asked if the offer of a Special Day Class/Program (SDC/P) was even an option because the 6th grade class size is 30 students. There is no way that Coaster will be able to cope with 30 students. He would positively have a meltdown on the first day of school. The AP said that the F.A.P.E. offer would was his Least Restrictive Environment (L.R.E.) and that he needed to be placed in his L.R.E. first. She was correct, but I am still worried about his mental well-being should his mom choose to put him in that school next year.

FINAL OUTCOME: His mom, as I expected, rejected the F.A.P.E. offer because she didn’t want him to leave our school. I understand that. He does NOT adapt to change well. So, he will finish out the remainder of the school year at our school and hopefully be placed in his school of residence next year. Even though his mother rejected the F.A.P.E. offer that was offered to her, some services were offered. The services offered will be in the form of 12 hours of training for me to learn more strategies to deal with Coaster. It wasn’t the best case scenario but at least his mother now has a clearer picture of his disability.

Although I am really sad that he will be leaving at the end of the school year, it is for the best. It really makes me wonder how many students with disabilities drop out of high school because of the low chances for success. I know the number is high. Too high!

Although I can’t save them all, it is my desire to work on those students one at a time! Imagine if more and more people did that? Everyone can contribute just a little. Bye for now Dear Readers!

It’s time for a book review. I haven’t written one in a long, long time. Well, I have one that’s worth the wait. It’s actually more than a year overdue. I’d promised a review of this book in September ’11. I wasn’t sure if I’d made good on that promise so I had to peruse my blog to make sure I hadn’t already posted a review of it. I am ashamed to say that I did not.

I wrote briefly about the concept of bucket filling last year, but didn’t continue it. I guess I just got so busy with life that I completely forgot. For that I do apologize. Now that that’s out the way, on to the review!

How Full Is Your Bucket, by Tom Rath (2007) and illustrated by Mary Reckmeyer, is a must-have book. The theme at the beginning of the book is along the lines of Alexander and Terrible, No Good, Very Bad Day by Judith Viorst. You can totally feel the child’s pain. But, by the middle of the book, readers are given useful tools to help turn that terrible, no good, very bad day around.

I read this book to my 4th & 5th graders. So I would recommend this book for 1st-5th. I think many young readers will thoroughly enjoy this book because everyone has had a terrible, no good, very bad day.

The book begins with Felix, who is having a terrible day. His little sister, Anna, comes along and Felix takes his anger out on her. Felix’s grandfather takes him to the side and explains about bucket dipping and bucket filling. At first Felix thinks his grandfather is joking, but later sees that he is not. Felix’s grandpa lets him leave with the warning that everyone has a bucket, whether it’s empty or full. If it’s empty, you feel terrible and want others to feel the same way (bucket dipping). If it’s full, you feel great and also want others to feel the same way (bucket filling). Incidentally, you also fill your own bucket as you fill others.

Felix goes to school and sees that his grandpa is telling the truth. His bucket, due to a series of mishaps, is now almost empty. However, something wonderful happens- his teacher gives him a compliment, his classmates do also. Slowly, his bucket is being refilled. This is when the book really gets good. Felix can now see what his grandpa was talking about. He can see those who have full buckets, just as he can see those who have empty buckets. From there, Felix discovers what bucket filling is truly about. Wanna’ know how it ends? Well, I’m not gonna’ tell you! If you would like to know the lessons Felix learned and would also like to teach others the lessons, buy it at your local bookstore or check it out at your local library.

MY STORY by Leila

This book was so very, very helpful. I consider myself excellent at classroom management, but who couldn’t use a little extra help, right? I know I needed it last year. The concepts in this book definitely helped me add to my classroom management repertoire.

This is how it helped me:

At the beginning of the school year I introduced the concept of bucket filling to the students as I read the book to them. We discussed it at length until I felt the concept was fully internalized. Once we read the book and discussed it, I began by filling everyone’s bucket. I told them what I thought was special about them and what I liked about them. I finished by telling them I was happy they were in my class.

After modeling the process, I asked for volunteers. Let me tell you that I had no shortage of volunteers. They eagerly and happily filled each other’s buckets. I also challenged the students not to fill the same person’s bucket.

I used bucket filling to break the fighting and backstabbing amongst the girls. I explained how, when they were fighting, they were dipping from someone’s bucket, not filling. If they were fighting, they could only fill the person’s bucket with whom they were fighting. It usually took them about a week of filling someone’s bucket to stop the fighting (If only temporarily).

One of my students from last year, Binaca Blast, took awhile to stop the fighting and backstabbing. At times she just didn’t seem to get it. Because of this she was usually filling multiple buckets at a time. By the end of the year, though, she got the message and learned to be nicer to her classmates. It definitely took awhile, but it did work.

I feel that bucket filling helped save my sanity in regard to Binaca Blast. So, if you have this problem, try bucket filling and see if it doesn’t work for you. You’ll be happy you did. Bye for now!

I love when others are very generous with their time and resources. Thank you Dr. Toni!

**It feels sooooo good to play hooky.**

I am still excited about the assembly at my school where I was able to give away the books for the grant that I wrote. My librarian is a sweetheart. I tried to share credit with her for writing the grant, since that is her territory, but she wouldn’t hear of it. She gave me time at the end of the assembly to speak to the parents and students and express to them my passion for reading and how I love to instill that same passion in my students. After that, I gave the parents information on the Molina Foundation and perseverance (It took a long time to hear back).

I got the idea to write the grant because I was so disheartened when, after speaking to some of the students, I discovered that some of them didn’t have any books at home. I knew I had to do something about that. I think it is so important for children to have books and enjoy reading.  So, from now on, no matter what school I work at, I will keep the information from the Molina Foundation handy and use it to bring the joy of reading into a child’s life.

The students were so excited to receive those books.Well, the excitement didn’t stop. After school the following Monday, two 3rd grade students came up to me and asked if they could check out books.

“SURE!!!” I exclaimed. I quickly did what I needed to do and hightailed it to my office with the 3rd graders in tow. However, once we got to my office, there weren’t two 3rd graders anymore. I also had two 3rd graders and one of my 1st graders.

I happily checked out books for all of them. I was so thrilled, you could have knocked me over with a feather. I am ecstatic that they are growing to love reading. Hopefully it will be a lifelong habit. Here’s hoping!

I am thankful for my husband and four wonderful children, Sam, Dakota, David, & Phillise. I can honestly say they are the reason I work so hard. I’m also thankful for my family even though they get on my last nerve. I could go on, but I’ll stop at the basics. So, what are you thankful for?