Reflection #4

First of all I was shocked by that story. I could kind of understand the mix up between Micheal and Miguel, well at least a little bit, but his real name wasn't even close! When I think so stereotyping on the secondary level I think of a few different things, but the most prevelent in my opion has nothing to do with gender or race. I feel like the biggest stereotype I see is on students behavior. Just becuase you hear that a student was a big problem for another teacher, or how horrible that student was in another class we shouldn't assume the worst before they ever step into our classroom. Many time I believe that teachers have a tendency the go off of what other teacher's expirences may be. I can understand this to a point, but we need to give that student the benefit of a doubt. If we already think that student will be trouble than we will act like it. I ran into this problem when I first started this semester. I had been warned of a student with severe discipline problems. Instead of acting like I was already having problems with them, I treated them like every other new student that walked in the door. Luckily me and this student have got along great, with very few problems. You never know how you can impact and change a student, give them a chance to do well in your class.

Reflection #3

I think inclusion can be a great thing. Yes, it is extra work but it can benfit everyone involved. I have one class with several inclusion students in it. During this class an aide sits in to help with those students. It took me a littl enit to get used to a teacher talking in the back of the room while I was giving the lesson, but now its great because that particular student can stay on pace. When I do one on one with the student I spend a little extra time with my inclusion students and it helps me get creative. They don't learn like everyone else so I have to figure another way to teach them.
One thing I would like to start using is a getting ahead strategy. Several of my inclusion students have modified homework assignments. I would like to include with assignment a worksheet that will give them kind of a review on techniques we will need in our new lesson next time. This way they are coming in a little ahead of the game with a glimpse of the new material. (Casale-Giannola, 2012, pg. 37) I would also like to include more community building opportunities. It is said that teaching a concept to someone else is the best way to learn. I want to do more group activities with my students. That way the inclusion students get to interact and learn from a peer, therefore building confidence, and the other students can hone in on some skills by teaching their inclusion partner. (Casale-Giannola, 2012, pg. 39)
It took a while for me to connect to a couple of my inclusion students. They just didn't quite yet trust me enough to ask for help. I realized that the key to getting them both to open up with getting to know them. I know what most of my students are involved in and will ask how their lastest event went, but with these two students I needed to go further. I really needed to dig in and get invested with them. For one student it was my taking intrest in their book and for the other student, she opened up when I talked about her art. Now these students and I work great together and I can see things flowing much more smoothly.

Reference
-How to fix to child left behind
-Casale-Giannola, D. (2012). Comparing inclusion in the secondary voactional and academic classrooms: Strengths, needs, and recommendations. American Secondary Education, 40(2), 26-42. Retrieved from ehis.ebscohost.com