The Value of Children in the Education System and In Particular the Classroom.
From this experience I have been convinced even more of the value and asset all children bring to the classroom and community. Each child is an asset bringing new knowledge and information that we as teachers may learn from but also where children can learn. Most classrooms bring a huge slice of difference. This may be from background, economic status, culture, creed, religion and sexuality. All bring so much to the melting pot of the classroom.
From each child we can learn about how we as individuals must respect and treat others in relation to different cultured..
On this visit in particular, I learned about the great value Native Indians bring to a classroom and community. These individuals have a shocking history that teaches us so much about how the U.S. has treated it's native people so badly. It also teaches us how these Indians may teach us about their fascinating culture, of reservations, family structure and the meanings they make of life.
In Scotland there are a growing number of immigrants and refugees, with there being more than 100 different languages spoken in Glasgow City Council's School. We as teachers must be aware of how to appreciate these children for the great asset they are within the community even if they have not been there for long.
Thursday, August 13, 2009
Language Groups: Inquiry Project
I chose to inquire about how we as teachers in the US make provisions and accommodatioins for children and young adults with special needs.
In my search to find out more information about this topic I interviewed people from the campus to find out about the provisions being made in some parts of the U.S.
My first question is:
"What is currently in place legally for you as a teacher to make provisions for those with special educational needs (SEN)?"
1. Background: I first interviewed Anikke at the writer's centre. She has been teaching for six years in a private institution ESL teenagers.
Response: Anikke told me that each counsellor has to make up a document detailing the student's needs but is not aware of any state law which places any requirements on her as a teacher.
2. Background: Secondly I interviewed Kevin Pyatt of the technology
in education area. He has been teaching for a number of years and has great passion for accommodating for those with SEN.
Response: He is aware of many laws placed upon him as a teacher. One is the 1975 law I.D.E.A. places a requirement when teachers must make the environment for teachers as least restrictive as possible. He believes however, that this is not being met in the classroom as often as it should be as parents are not fully aware of this law.
3. Background: Bethany is a student from England entering her 4th year of study in primary education and is specialising in students with SEN. In her teaching experience last year she had a class of children where 8 of the children had SEN.
Reponse: Every Child Matters (5 commands a teacher has to cover. Every child in the classroom must be treated on an individual basis to create the best environment for each child), Inclusion (the idea where all SEN's are kept within the classroom environment where possible) and the referral system.
The second question I asked is:
"What do you do personally for SEN?"
1. Anikke- She had a girl with hearing impairments in her classroom. She accommodated for the student by rearranging the room in such a way that the student could lip-read more easily. She also made a point of writing more on the board instead of speaking as much. She also did not use videos as much in the classroom. Anikke also made a point of checking in on the student and how she finds she is doing.
2. Kevin- Kevin had a student with schizophrenia in his class and he was unable to attend the class most of the time. The class had a lab component placing a need for students to attend the class in order to pass the course. Kevin created an online lab for Andrew so that he could take part in the existing lab in the university campus.
The Third question I asked was:
"What do you think is needed in the future for SEN?"
1. Anikke- She felt there was a greater need for more teacher training on how to deal with the issue. She believed that there needed to be improvments in the attitudes of those working with SEN children/adults. She also said that interviews with students asking them what they need could be of great help.
2. Kevin- He had similar thoughts on the matter and felt that teachers needed to be more aware of differentiated instruction. He believes teachers are not fully aware of how to teach those with SEN. He also saw great benefits in the Universal Design Idea where different materials/technologies could be used to address and relate to all students and their own needs.
The final question I asked was:
"How effectively do schools use technology to accommodate for SEN?"
1. Anikke- She thought that technology is being used effectively but it is the individual teacher's preference as to what is being used and what works for their class. She also noted that public schools simply do not have the funding to provide the best technology as needed.
2. Kevin- He suggests that technology has been effective with those with very severe needs but not with smaller challenges.
Final thoughts:
In my opinion, SEN in the US is not moving as swiftly as in Scotland. We have in fact moved away from the term SEN and to a new term Additional Support Needs (ASN). This no longer places a requirement on a diagnosis for those with challenges to recieve help. Those with a need however great or small recieve any help/support that is required. I believe that technology is being used in the U.S. but with great difficulty due to the lack of funding available from the government. It is another reason why I believe Scotland has a better system for those with additional needs. I think accommodations are being made here in the U.S. but these are all dependant of money. This make me wonder whether the needs of the child are being put first?
In my search to find out more information about this topic I interviewed people from the campus to find out about the provisions being made in some parts of the U.S.
My first question is:
"What is currently in place legally for you as a teacher to make provisions for those with special educational needs (SEN)?"
1. Background: I first interviewed Anikke at the writer's centre. She has been teaching for six years in a private institution ESL teenagers.
Response: Anikke told me that each counsellor has to make up a document detailing the student's needs but is not aware of any state law which places any requirements on her as a teacher.
2. Background: Secondly I interviewed Kevin Pyatt of the technology
in education area. He has been teaching for a number of years and has great passion for accommodating for those with SEN.
Response: He is aware of many laws placed upon him as a teacher. One is the 1975 law I.D.E.A. places a requirement when teachers must make the environment for teachers as least restrictive as possible. He believes however, that this is not being met in the classroom as often as it should be as parents are not fully aware of this law.
3. Background: Bethany is a student from England entering her 4th year of study in primary education and is specialising in students with SEN. In her teaching experience last year she had a class of children where 8 of the children had SEN.
Reponse: Every Child Matters (5 commands a teacher has to cover. Every child in the classroom must be treated on an individual basis to create the best environment for each child), Inclusion (the idea where all SEN's are kept within the classroom environment where possible) and the referral system.
The second question I asked is:
"What do you do personally for SEN?"
1. Anikke- She had a girl with hearing impairments in her classroom. She accommodated for the student by rearranging the room in such a way that the student could lip-read more easily. She also made a point of writing more on the board instead of speaking as much. She also did not use videos as much in the classroom. Anikke also made a point of checking in on the student and how she finds she is doing.
2. Kevin- Kevin had a student with schizophrenia in his class and he was unable to attend the class most of the time. The class had a lab component placing a need for students to attend the class in order to pass the course. Kevin created an online lab for Andrew so that he could take part in the existing lab in the university campus.
The Third question I asked was:
"What do you think is needed in the future for SEN?"
1. Anikke- She felt there was a greater need for more teacher training on how to deal with the issue. She believed that there needed to be improvments in the attitudes of those working with SEN children/adults. She also said that interviews with students asking them what they need could be of great help.
2. Kevin- He had similar thoughts on the matter and felt that teachers needed to be more aware of differentiated instruction. He believes teachers are not fully aware of how to teach those with SEN. He also saw great benefits in the Universal Design Idea where different materials/technologies could be used to address and relate to all students and their own needs.
The final question I asked was:
"How effectively do schools use technology to accommodate for SEN?"
1. Anikke- She thought that technology is being used effectively but it is the individual teacher's preference as to what is being used and what works for their class. She also noted that public schools simply do not have the funding to provide the best technology as needed.
2. Kevin- He suggests that technology has been effective with those with very severe needs but not with smaller challenges.
Final thoughts:
In my opinion, SEN in the US is not moving as swiftly as in Scotland. We have in fact moved away from the term SEN and to a new term Additional Support Needs (ASN). This no longer places a requirement on a diagnosis for those with challenges to recieve help. Those with a need however great or small recieve any help/support that is required. I believe that technology is being used in the U.S. but with great difficulty due to the lack of funding available from the government. It is another reason why I believe Scotland has a better system for those with additional needs. I think accommodations are being made here in the U.S. but these are all dependant of money. This make me wonder whether the needs of the child are being put first?
Language Groups: I AM FROM
I AM FROM
I am from Katharine and Adrian.
I am from a rock concert.
I am from rain and hail then sun and lightening.
I am from unpredictable weather.
I am from people thinking im Irish,
from people stereotyping the Scottish.
I am from Scotland.
I am from a small village in the country,
I am from a small village harbouring terrorists!
I am from a place where Scotland won't
"Stand for this shit!" :)
I am from Katharine and Adrian.
I am from a rock concert.
I am from rain and hail then sun and lightening.
I am from unpredictable weather.
I am from people thinking im Irish,
from people stereotyping the Scottish.
I am from Scotland.
I am from a small village in the country,
I am from a small village harbouring terrorists!
I am from a place where Scotland won't
"Stand for this shit!" :)
Tuesday, August 4, 2009
Language in the Classroom Blog
Why does culture matter in schools?
Culture matters in schools for a host of reasons. Children bring with them great diverse ideals and living situations and also culture! It is important for schools to honour that culture. Culture often defines who a person is. It can form a major part fo their identity. Thus by not acknoledging a person's culture we are not acknoleging that person for who they are as a person. Im sure most teacher agree and should agree that all children are important. Every child matters. Each child should have the facilities and support needed to express themselves as much as possible. I believe that as children grow especially young children they are trying to find themselves and i believe it is vital that we support them and show them how much we as teachers value them is our school community.
Children from diverse cultures can teach the class of students and the teachers a wealth of knowledge! This can be about typical behaviours in their home country or other areas of knowledge. This provides the classroom with a great asset!
All children need to be valued and need to experience this first-hand in our schools!
Culture matters in schools for a host of reasons. Children bring with them great diverse ideals and living situations and also culture! It is important for schools to honour that culture. Culture often defines who a person is. It can form a major part fo their identity. Thus by not acknoledging a person's culture we are not acknoleging that person for who they are as a person. Im sure most teacher agree and should agree that all children are important. Every child matters. Each child should have the facilities and support needed to express themselves as much as possible. I believe that as children grow especially young children they are trying to find themselves and i believe it is vital that we support them and show them how much we as teachers value them is our school community.
Children from diverse cultures can teach the class of students and the teachers a wealth of knowledge! This can be about typical behaviours in their home country or other areas of knowledge. This provides the classroom with a great asset!
All children need to be valued and need to experience this first-hand in our schools!
Language Groups: Inquiry Project
For my inquiry project I would like to research the following question:
How can we make provisions and accommodations for children with additional support needs/special needs in our schools?
I hope to learn about possible strategies used within the classroom and also I would like to learn about any new initiatives being used in schools and finally any equipment which has proven to be effective in the teaching of those with additional support needs.
This question is important to me as I feel that in Scotland movement in this area is so slow and much more needs to be done to provide support for these students. It always makes me think that some child with a particular could very well have been me with that need.
How can we make provisions and accommodations for children with additional support needs/special needs in our schools?
I hope to learn about possible strategies used within the classroom and also I would like to learn about any new initiatives being used in schools and finally any equipment which has proven to be effective in the teaching of those with additional support needs.
This question is important to me as I feel that in Scotland movement in this area is so slow and much more needs to be done to provide support for these students. It always makes me think that some child with a particular could very well have been me with that need.
Thursday, July 30, 2009
Language Groups
How do we create and environment where multiple voices can be heard and how might we reflect this in our grammer instruction?
Firstly I would suggest that this should begin with the personality of the teacher. A teacher should create and atmosphere where children of all ages, creeds, races and all varieties of people's beliefs. He/she should be willing to discuss any issue and be open to any view and accepting of this even if they don't agree with this view. I believe that the teacher should not express their view on the issue because there are always children who will be too scared to voice their opinion or view and the teacher could damage that child's feeelings or well-being. As far as lessons are concerned, lessons could be created in a kind of circle time where children can express their views and discuss and issue.
Firstly I would suggest that this should begin with the personality of the teacher. A teacher should create and atmosphere where children of all ages, creeds, races and all varieties of people's beliefs. He/she should be willing to discuss any issue and be open to any view and accepting of this even if they don't agree with this view. I believe that the teacher should not express their view on the issue because there are always children who will be too scared to voice their opinion or view and the teacher could damage that child's feeelings or well-being. As far as lessons are concerned, lessons could be created in a kind of circle time where children can express their views and discuss and issue.
Monday, July 27, 2009
Minority Group Provision in Scotland
How have schools in Scotland responded to minority cultures and languages?
In Scotland, there has been much change in relation to the accommodations made for minority students. In reading, for example, children with English as an additional language are encouraged to mix with the most advanced individuals in the classroom in order to further promote language. Much, however, depends on the teacher’s personal decisions about minority culture students. Many teachers have a day/week where one culture is celebrated and then another for another culture. Unfortunately this tends only to be on festivals rather than everyday culture. It would n\be more beneficial to celebrate cultures even when there is not a festival. We do not need festivals to celebrate culture. Culture can be just little things in everyday life.
How could this be improved?
I believe that more needs to be done in order to show respect and interest in minority cultures that can be found in our schools. Perhaps there could be language taught in some of these languages even if the teacher does not know this his/herself. It could be a learning experience for all where the child who is of the minority could be the expert. Also it would be beneficial to perhaps have each childs’ name in the class written in the minority language. This way children can see the value and asset a child from a minority background can bring to the classroom
In Scotland, there has been much change in relation to the accommodations made for minority students. In reading, for example, children with English as an additional language are encouraged to mix with the most advanced individuals in the classroom in order to further promote language. Much, however, depends on the teacher’s personal decisions about minority culture students. Many teachers have a day/week where one culture is celebrated and then another for another culture. Unfortunately this tends only to be on festivals rather than everyday culture. It would n\be more beneficial to celebrate cultures even when there is not a festival. We do not need festivals to celebrate culture. Culture can be just little things in everyday life.
How could this be improved?
I believe that more needs to be done in order to show respect and interest in minority cultures that can be found in our schools. Perhaps there could be language taught in some of these languages even if the teacher does not know this his/herself. It could be a learning experience for all where the child who is of the minority could be the expert. Also it would be beneficial to perhaps have each childs’ name in the class written in the minority language. This way children can see the value and asset a child from a minority background can bring to the classroom
Sunday, July 26, 2009
Creating an Environment Where Children Want to Write
How Can We As Teachers Create An Environment Where Children Want To Write?
I believe that this is a difficult environment to create as many children and adults do not write often due to advances in technology. I think, for me, I would create and environment where writing is accepted in many formats and where children can be creative with their writing. I would encourage children to create writing pieces for fun. Perhaps if the group of children in the class enjoy writing fiction pieces then I would give lots of opportunities for the class to do so. I would also encourage the class to free write. In order to make the classroom one where children want to write, I would ensure that children are comfortable writing and where their work is accepted in each of its forms. In order to improve writing more practice would be needed but perhaps this would not encourage children who are not as keen to write?
I believe that this is a difficult environment to create as many children and adults do not write often due to advances in technology. I think, for me, I would create and environment where writing is accepted in many formats and where children can be creative with their writing. I would encourage children to create writing pieces for fun. Perhaps if the group of children in the class enjoy writing fiction pieces then I would give lots of opportunities for the class to do so. I would also encourage the class to free write. In order to make the classroom one where children want to write, I would ensure that children are comfortable writing and where their work is accepted in each of its forms. In order to improve writing more practice would be needed but perhaps this would not encourage children who are not as keen to write?
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