This week the students worked a lot on MAP testing. They took the Math and Language Arts portion. These tests are used to evaluate the students progress in that particular subject. In a special education class it is especially important that the teacher be aware of the progress of their students. Due to the fact of testing, I was not able to have as many interactions as I would like. The students were expected to have a calm, quiet, easy environments to focus. The interactions I had while they were testing were mostly with the teacher, Ms. Hammer. She and I discussed positive work environment and some of the difficulties the students have with testing. She and I monitored the students to ensure they were on task and focused on during testing time.
Being at a school, an elementary school at that, verbal communication is absolutely vital. The students have not reached an age where they understand all the expectations that a high school/college student does. Ms. Hammer and I often have to keep them on task and remind them of what they should be doing. Their attention spans are a bit shorter and it is easier for them to get distracted. It is not an issue of misbehavior, it’s just their age and environment. Verbal communication is also important between the students and teachers. Ms. Hammer and I have made it clear that we indeed do not read minds, therefore the students must explain their problem in order for us to solve it. In my personal opinion, this class has a great amount of verbal communication and it is one of their strongest skills as a whole.
Although, there isn’t a great deal of non-verbal communication the students do have some things they will do to show this skill. For instance, if one of them sneezes or coughs and forgets to apply hand sanitizer, I will make eye contact and make the gesture of rubbing sanitizer to remind them of it. Also, if a student needs to use the restroom they may make eye contact with Ms. Hammer or I and point towards the bathroom pass. Or they may point towards the water fountain pass. This lets us know where they are going, without necessarily disruption the flow of class. Some gestures are too complicated for them to catch on right now. But I can definitely see there are a few that are being utilized in the class as of now.
There are some positive and negative communication techniques in the classroom that I have observed. For the most part, I have seen positive communication techniques utilized. For example, when two students began to bicker and stir up attention, Ms. Hammer had them both apologize to each other and take a timeout to think about their actions. Also, when the students get an attitude towards her or start to cause a scene, Ms. Hammer will address it, stop it, and proceed with class. She does not waste time giving students the attention they are trying to gain by making a scene. But on a few occasions there are things that probably could have been handled differently. When a student, Kaitlyn, had a temper tantrum, Ms. Hammer allowed her to continue with that behavior and proceeded with class. Due to Kaitlyn’s behavioral status, I think she should have been pulled to understand that making a scene and talking back is not tolerated just because she is having a bad day. But Ms. Hammer knows her students and their capabilities better than I do, therefore maybe she ignored the tantrum for a reason that was not apparent to me. I believe she handles 99% of the classroom issues appropriately and in the correct manner.
Ms. Hammer collects data through a series of different tests, evaluations, and activities. Every three weeks the students are given diagnostic tests for three different subjects. They are asked to read a passage and resight everything they can automatically remember. Do as a many math questions they can in twelve minutes. Lastly, find the resemblance between words and fill in the appropriate words into passages. Through these activities, Ms. Hammer is testing their strengths and weaknesses. With each test, the hope is to improve and make more progress in problem areas. Also, the students participate in monthly MAP testing. These are standardized tests that show their progress from the previous test and highlight areas they could use extra help in. In addition to all that, Ms. Hammer marks their progress through each classroom activity and evaluates the areas they need more help in. I have observed her administering the tests and she does in a way that the student does not feel pressured, but motivated to do better.
During these first few weeks, I feel that I have maintained a great level of communication with the students. I was quick to establish a relationship with each student, ensuring their comfort and trust with me. Also, I was sure to touch base with Ms. Hammer and always voice my observations and compliments to her. I felt that if i established a positive, but authoritative relationship with the students it would show them that I can be trusted to help them when the. I like that at this point everyone is at a comfortable level with each other and I am able to stay very involved in the classroom rather than just observe. I don’t feel that there i much improvement that I need.
The article states that it is common for patients/clients to feel anxious about things when there is a lack of communication there. With this anxiety or fear, they feel out of control of the situation. The lack of control can cause them to be more aggressive and/ or less likely to be complacent. This reaction is due to low self confidence and anxiety. All of these reactions and emotions can be avoided with one thing; Good communication. When you make the patient/client comfortable and explain what your intentions are, you are ensuring their confidence, as well as reducing their anxious behavior. It is vital to ensure they know you are there for the sole purpose of their health.
http://rcnhca.org.uk/communication/why-communication-is-important/
Being at a school, an elementary school at that, verbal communication is absolutely vital. The students have not reached an age where they understand all the expectations that a high school/college student does. Ms. Hammer and I often have to keep them on task and remind them of what they should be doing. Their attention spans are a bit shorter and it is easier for them to get distracted. It is not an issue of misbehavior, it’s just their age and environment. Verbal communication is also important between the students and teachers. Ms. Hammer and I have made it clear that we indeed do not read minds, therefore the students must explain their problem in order for us to solve it. In my personal opinion, this class has a great amount of verbal communication and it is one of their strongest skills as a whole.
Although, there isn’t a great deal of non-verbal communication the students do have some things they will do to show this skill. For instance, if one of them sneezes or coughs and forgets to apply hand sanitizer, I will make eye contact and make the gesture of rubbing sanitizer to remind them of it. Also, if a student needs to use the restroom they may make eye contact with Ms. Hammer or I and point towards the bathroom pass. Or they may point towards the water fountain pass. This lets us know where they are going, without necessarily disruption the flow of class. Some gestures are too complicated for them to catch on right now. But I can definitely see there are a few that are being utilized in the class as of now.
There are some positive and negative communication techniques in the classroom that I have observed. For the most part, I have seen positive communication techniques utilized. For example, when two students began to bicker and stir up attention, Ms. Hammer had them both apologize to each other and take a timeout to think about their actions. Also, when the students get an attitude towards her or start to cause a scene, Ms. Hammer will address it, stop it, and proceed with class. She does not waste time giving students the attention they are trying to gain by making a scene. But on a few occasions there are things that probably could have been handled differently. When a student, Kaitlyn, had a temper tantrum, Ms. Hammer allowed her to continue with that behavior and proceeded with class. Due to Kaitlyn’s behavioral status, I think she should have been pulled to understand that making a scene and talking back is not tolerated just because she is having a bad day. But Ms. Hammer knows her students and their capabilities better than I do, therefore maybe she ignored the tantrum for a reason that was not apparent to me. I believe she handles 99% of the classroom issues appropriately and in the correct manner.
Ms. Hammer collects data through a series of different tests, evaluations, and activities. Every three weeks the students are given diagnostic tests for three different subjects. They are asked to read a passage and resight everything they can automatically remember. Do as a many math questions they can in twelve minutes. Lastly, find the resemblance between words and fill in the appropriate words into passages. Through these activities, Ms. Hammer is testing their strengths and weaknesses. With each test, the hope is to improve and make more progress in problem areas. Also, the students participate in monthly MAP testing. These are standardized tests that show their progress from the previous test and highlight areas they could use extra help in. In addition to all that, Ms. Hammer marks their progress through each classroom activity and evaluates the areas they need more help in. I have observed her administering the tests and she does in a way that the student does not feel pressured, but motivated to do better.
During these first few weeks, I feel that I have maintained a great level of communication with the students. I was quick to establish a relationship with each student, ensuring their comfort and trust with me. Also, I was sure to touch base with Ms. Hammer and always voice my observations and compliments to her. I felt that if i established a positive, but authoritative relationship with the students it would show them that I can be trusted to help them when the. I like that at this point everyone is at a comfortable level with each other and I am able to stay very involved in the classroom rather than just observe. I don’t feel that there i much improvement that I need.
The article states that it is common for patients/clients to feel anxious about things when there is a lack of communication there. With this anxiety or fear, they feel out of control of the situation. The lack of control can cause them to be more aggressive and/ or less likely to be complacent. This reaction is due to low self confidence and anxiety. All of these reactions and emotions can be avoided with one thing; Good communication. When you make the patient/client comfortable and explain what your intentions are, you are ensuring their confidence, as well as reducing their anxious behavior. It is vital to ensure they know you are there for the sole purpose of their health.
http://rcnhca.org.uk/communication/why-communication-is-important/