For next week’s lesson, I will be teaching my students about Maslow’s Hierarchy of Needs & how it relates to them and their special education needs. I’m reading this great article entitled, “Maslow’s Hierarchy of Needs in an Inclusion Classroom” by Kaitlin Lutz. Here’s the link (Click here). It’s a great read and it’s written at a level that’s accessible to all of my students.
Since I have a document cam, I’m going to model annotating with them. In my school, some of the English teachers use the left side of the paper for analysis & the right sides for summary. Using my document camera, I will model how I want them to annotate the text. Of the two page article, I will annotate one page with them, while they complete page two independently & collaboratively.
Originally I had a problem with this lesson because I thought it resembled an English lesson too much. However, I spoke to my English coach and she said that it was ok since I was introducing literature into my classroom and using the English framework. Whew! That took a lot off my mind.
I hope they like it. As usual, I’ll keep you updated on their progress. Bye for now!!!
I’m torn on what to do with my students. For some of my students, this is my third year having them. The problem is that I’ve coddled them for most of the time that I’ve had them. As I mentioned in an earlier post, I’ve started the process of weaning them off of me to steer them towards independence. The only problem is that I feel that I’m pushing them too hard. I’m torn on whether or not I’m pushing them too fast. Should I go at the rate I’ve been going (faster) or should I go at the same pace as I went last year???
Part of my indecision stems from the fact that I’ve always wanted the Resource Lab to be different. I wanted it to be a safe haven- a place where they could feel safe, loved, and fully valued. What I did not intend for it to be was a place for them to give over responsibility for their education to me!
Well, sad to say that that’s where they were last year. So, I decided to change the way I ran the Lab. One of those changes was not giving them as much time to complete their work or telling them that it was okay for them not to do my work in the Resource Lab so they can do their work in their other classes. At the end of the school year I let them know that the Home Office decided that the Resource Lab was to be restructured and that it would no longer be a ‘Homework Lab’. Well, some of them didn’t take kindly to that. There was moaning & groaning, weeping & gnashing of teeth. Ok, that’s a line from the Bible. That didn’t really happen, but they didn’t groan a little. In the end, they accepted the way the new Lab is. They’ve even been getting work completed even without the extra time.
So, I guess I have my answer! I’ll keep you updated!
I’m training my students to be more independent. I have to be honest and say that some of it is my fault. When I first started working with them, I wanted them to know that they were loved, so I may have gone overboard on taking care of too much stuff for them. When they needed extra time on an assignment, I talked to the teachers for them. It’s a whole bunch of other stuff that I can’t remember doing for them, but suffice it to say that they became very dependent on me and I was very worn out the past two years. Fast forward to this year and I am recovering from being very worn out.
Last year I was so burnt out, I very nearly quit; I was super stressed. Part of the problem is that if there’s a problem, I usually only have struggles with admin & the students are wonderful. Well, last year I had struggles with admin & students. I had at least five very strong personalities that gave me the blues. So this year I said no more coddling and no more putting up with bullshit from admin or unruly students. Firstly, I’m putting the onus on them. It is now their responsibility to know their assignments, not mine. When they come to me and ask if I can get their assignments from their teachers, I give them two choices- I tell them they can go and ask the teacher themselves or send an email to them or we can go to the teacher together. Usually they choose the second option. However, when we go together I let them do the talking. If they chose the option of going to speak (or email) to the teacher themselves, of course I follow up with the teacher.
So, that’s my plan for this year. I am weaning them off of me, helping them get to know themselves, letting them self-advocate, become more independent, and helping them transition to the young adults they are.
I’ll keep you apprised of their progress. Bye for now!!!
I’m on such a self-improvement tear. Usually after school is out for the summer, I have a chance to absorb & process all of the information I didn’t have time to during the year. I relate it to The Quickening (Click here, here, here, here, & here).
I’ve recently started studying Anthony Robbins’ philosophy. I really vibe with the ones where he talks about limiting beliefs we place on ourselves. After listening to him, I can see that I’ve set limits on myself because I didn’t think I deserved more.
Since school ended I’ve been in such an introspective mood. I’ve been in such a positive sense of expectancy. I’m happy that this sense of expectancy has returned because I stopped having a positive sense of expectancy after experiencing hard times in life. I can remember having great expectations when I was younger. I would be in such a state because I knew that something good was going to happen. I just didn’t know what. Well, somewhere along the way I stopped being in a state of expectancy and I started being or having a sense of dread because that’s all that seemed to be happening in my life. Instead of continuing with being ME & being in a state of positive expectancy, I sidetracked myself & changed my life and my positive sense of self expectancy for the worse.
However, after listening to Anthony Robbins lately, I’m discovering how to get back to where I came from when I stayed in a state of positive expectancy.
Here are 10 empowering beliefs that will change your life:
- The past does not equal the future.
- There is always a way if I’m committed.
- There are no failures, only outcomes- as long as I learn something, I’m succeeding.
- If I can’t, I must. If I must, I can. *
- Everything happens for a reason and a purpose that serves me.
- I find great joy in little things…a smile… a flower… a sunset
- I give more of myself to others than anyone expects.
- I create my own reality and I am responsible for what I create.
- If I’m confused, I’m about to learn something.
- Everyday above ground is a great day.
I’m going to spend the next year meditating on this! Bye for now!
This year, I am really going hard with the metacognitive strategies for my students. I started them out with Learning Styles (Auditory, Visual, Kinesthetic/Tactile), Multiple Intelligence Survey (HOW are you smart?), Executive Functioning Skills (8 Key Skills- Impulse Control, Emotional Control, Working Memory, Planning & Prioritization, Organization, Task Initiation, Flexible Thinking, & Self-Monitoring), & Fixed/Growth Mindset.
I’m working on all of them, but what I’m really working diligently on is impulse control. At least five of my students have weaknesses in the area of impulse control. Let me be real here and say that they are wearing me out. I know that this will be a year-long journey, but it’s a journey I must start if I’m to have any chance of normalcy in my Lab.
Wish me luck on this journey!
I have a student that I call Piggy because she loves to eat. Don’t worry, she’s not offended; she actually thinks it’s cute. She is the cutest thing. I’m writing this post about her because how cute she is. All of her life she’s relied on how pretty she is. I sat down and talked to her one day and asked her if she ever thought that she could do “it!” I asked her if she was going to rely on her looks forever.
“Trust me when I say that looks fade, we gain weight, etc., etc.,” I told her.
She looked absolutely horrified when I told her that I wasn’t always a size 12. I took the time to tell her that she doesn’t have to rely only on her looks; that she could do “it.”
“You think I can?,” she asked.
“Yes, Piggy! I know you can!”
During my weekly grade check I told her that I wanted her to actually try in Biology & Math class. She agreed that she would. I told her that I was going to stay on her to make sure she did. She smiled and thanked me.
Well, I had to tell you the story of Piggy to finally get around to the Emergency Packets I made for my students.
Obviously that’s not my hand in the picture, but I digress. This is what was in the packets I made them. It took me a couple of days to assemble the packets, so I didn’t want the students to waste them. I told them to take out the chocolate Kiss if they didn’t want it and return the bag of items to me because others wanted them.
When I got to Piggy, I asked her if she wanted the packet. To my surprise she said that she did. After she ate the Kiss, she read the note and thanked me. This shocked me because at the beginning of the year she would have simply thrown the bag away without a second thought. It said a lot that she actually cared and is starting to believe in herself.
This warmed my heart so much. I really enjoy making a difference in their lives!
What is your disability? That is a question I asked of my students. In my first period class, I have 10 students. Of those 10, only one student knew that he was diagnosed with ADHD. The other ones had no idea what their disability was. So I gave them the assignment that I sussed out over the break. Since I introduced them to jigsawing, I printed articles for the three disabilities in my class- Specific Learning Disability (SLD), Attention Deficit Hyperactivity Disorder (ADHD), and Autism.
Here’s the breakdown. Of my 26 students, 1 has Language & Speech Services (LAS), 2 don’t have the lab with me, 4 have autism, and 2 have ADHD, with 16 having SLD. I split them into groups, gave them the articles and the link for the Google sheet to answer the questions they would later transfer to their ppt. or Google slides presentation. I then explained their roles and let them tear apart the article and answer the questions. They were free to research any questions that were not answered by the article. I’ll discuss the outcome in another post. Just color me impressed!
Bye for now!