The wonderful world of technology has opened up doors for collaboration, networking, and idea sharing. Like many of you, I am in love with Pinterest, especially for organizing ideas for education.
I recently assumed a new teaching position where I have the opportunity to co-teach and provide specially designed instruction for students with special needs. I have several students significantly below grade level. From working with the students and through data collection, it has become apparent the students need additional practice in developing their basic facts in subtraction, addition, multiplication, and division.
While searching on Pinterest, I came across a resource created by Kelly Malloy. There were resources created for the key areas of addition, subtraction, multiplication, and division.
I will be implementing the multiplication resource with my students this upcoming week! I will plan to collect data for several weeks and I will be blogging a review on this content! If you would like to investigate further before I post my review, please visit the following link:
http://www.teacherspayteachers.com/Browse/Price-Range/5-to-10/Search:kicking+it+basic+facts
Enjoy the weekend!
~Jessica
Saturday, October 4, 2014
Sunday, October 20, 2013
Aurasma
Hello everyone!
I am currently obsessed with the iPad app called Aurasma! I recently found it on Twitter and have implemented it into my classroom and I am in love!
This app is designed offers individuals the opportunity to create an augmented reality! As educators, we can have our students create their own Auras.
I recently taught a lesson on emotions. The students needed to write a simple sentence about an emotion they have felt before. After writing the sentence, the students designed an image to match their story.
I then videotaped their story and used their picture as the signal for the Aura. Once put together and created, anytime we use the app Aurasma and look up the image, the video of the student's story immediately begins to play! What a great way to create an interactive bulletin board.
Erin Klein, on Teachers Pay Teachers, has developed a handout for you to reference on creating your own Auras for your classroom! I recommend you download this handout and start immediately on creating your own augmented reality!
Watch for images and videos to come of examples of our interactive bulletin board!
Ciao!
I am currently obsessed with the iPad app called Aurasma! I recently found it on Twitter and have implemented it into my classroom and I am in love!
This app is designed offers individuals the opportunity to create an augmented reality! As educators, we can have our students create their own Auras.
I recently taught a lesson on emotions. The students needed to write a simple sentence about an emotion they have felt before. After writing the sentence, the students designed an image to match their story.
I then videotaped their story and used their picture as the signal for the Aura. Once put together and created, anytime we use the app Aurasma and look up the image, the video of the student's story immediately begins to play! What a great way to create an interactive bulletin board.
Erin Klein, on Teachers Pay Teachers, has developed a handout for you to reference on creating your own Auras for your classroom! I recommend you download this handout and start immediately on creating your own augmented reality!
Watch for images and videos to come of examples of our interactive bulletin board!
Ciao!
Monday, July 29, 2013
Everyday Hero Bulletin Board
Here are the images I discussed in my last blog post! Let me know if you have any questions about how I plan to use this system to support my students!
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Here is where the students' pictures are stored. The students will find their picture and place it somewhere in the pocket charts. When they place their pictures in the pocket charts, I know they are present and I know they are feeling "okay" about the day!
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Here is the headquarters! I will add my picture and associates pictures around the image. Students can choose to place their pictures in headquarters or it can be moved by a staff member. When the student is in headquarters, we are making sure we are providing the students with the scaffolding need to have a successful day at school. We are creating an environment where the students can feel safe!
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Friday, July 26, 2013
Components of an EBD Program
What are the components to creating a classroom environment safe for students and staff when working with students with emotional and behavioral disorders?
I ask myself this question all the time! Students with emotional and behavioral disorders bring something new to the table each day. How does an educator overcome this challenge?
Simply, you don't. As educators it is our job to adapt and be flexible. Sometimes it is hard. Sometimes it is easy. We need to remember we are the consistent for many of our students. We are the ones responsible for creating a safe learning environment!
In my last post, I introduce you to two websites aimed at changing our approach in working with students with EBD. From the book Beyond Consequences, we are responsible for keeping our students safe.
What does keeping our students safe mean? It means we are not angry with our students because of their behavior. There is a reason the behavior is being exhibited. Creating a safe environment means we are committing to working with the students through this challenging time.
As I was reading this book, a classroom example was given on managing the safety of students. Each student started the day with their name on a kangaroo. If the child began to exhibit behaviors, their kangaroo was moved to the momma's pouch--indicating the child was safe.
Kangaroos are not really fitting into my theme of Everyday Hero! So, I created a bulletin board featuring our superheroes! There are two sections to my bulletin board: a town and a headquarters. Each day, the superheroes (the kids), find their picture and place them in a town--indicating they are feeling okay. If students are feeling unsafe or if they begin to feel unsafe, the students picture is moved to the headquarters! Headquarters is where the teachers and staff are located and work to ensure the students are safe! Look for a picture to be uploaded soon!!
I am very excited to see this management system being used this year!
I ask myself this question all the time! Students with emotional and behavioral disorders bring something new to the table each day. How does an educator overcome this challenge?
Simply, you don't. As educators it is our job to adapt and be flexible. Sometimes it is hard. Sometimes it is easy. We need to remember we are the consistent for many of our students. We are the ones responsible for creating a safe learning environment!
In my last post, I introduce you to two websites aimed at changing our approach in working with students with EBD. From the book Beyond Consequences, we are responsible for keeping our students safe.
What does keeping our students safe mean? It means we are not angry with our students because of their behavior. There is a reason the behavior is being exhibited. Creating a safe environment means we are committing to working with the students through this challenging time.
As I was reading this book, a classroom example was given on managing the safety of students. Each student started the day with their name on a kangaroo. If the child began to exhibit behaviors, their kangaroo was moved to the momma's pouch--indicating the child was safe.
Kangaroos are not really fitting into my theme of Everyday Hero! So, I created a bulletin board featuring our superheroes! There are two sections to my bulletin board: a town and a headquarters. Each day, the superheroes (the kids), find their picture and place them in a town--indicating they are feeling okay. If students are feeling unsafe or if they begin to feel unsafe, the students picture is moved to the headquarters! Headquarters is where the teachers and staff are located and work to ensure the students are safe! Look for a picture to be uploaded soon!!
I am very excited to see this management system being used this year!
Sunday, July 21, 2013
Students with Emotional and Behavioral Disorders
Students with Emotional and Behavioral Disorders (EBD) can be challenging! Unfortunately, many of these students earn a bad reputation before they leave elementary school! How does this happen? Why does it continue to happen?
I believe it is in how we respond to these students! All too often I hear educators indicate "it's choice" or "they are doing it for attention." Really? Billy, Sam, and Sarah woke up today thinking, "how can I make my teacher's life difficult today?" News flash, they didn't!
More and more research is being shared about how we need to respond to students with EBD. Traditionally, we respond by punishment, yelling, or administration of consequences. Ask yourself this question: has punishment, yelling, or consequences changed Billy's, Sam's, or Sarah's behavior? My guess, your answer is no.
So what can we do? This summer I had the opportunity to read two books explaining a new perspective on working with challenging kids. First, Lost at school by Dr. Ross Greene, challenges educators to shift their thinking of challenging students. Dr. Ross Greene's approach is built upon the belief "students do well if they can." So if they can't, why not? Dr. Ross Greene encourages educators to determine the missing skills and collaboratively work with the student to solve the problem!
The second book, Beyond Consequences, by Heather T. Forbes explains the role of trauma and stress in these students' lives. We need to develop a classroom environment where students can feel safe and can have the support they need to work through things we cannot imagine!
These are two philosophies I will be integrating and building upon in the upcoming school year. I will keep you posted on the progress and learning I am sure to acquire as I change my view of students with EBD and the way I collaborate with each student!
For more information on these two books and a link to my classroom website, please access the links below:
Miss Delaney's Classroom
Beyond Consequences
Lost at school
I believe it is in how we respond to these students! All too often I hear educators indicate "it's choice" or "they are doing it for attention." Really? Billy, Sam, and Sarah woke up today thinking, "how can I make my teacher's life difficult today?" News flash, they didn't!
More and more research is being shared about how we need to respond to students with EBD. Traditionally, we respond by punishment, yelling, or administration of consequences. Ask yourself this question: has punishment, yelling, or consequences changed Billy's, Sam's, or Sarah's behavior? My guess, your answer is no.
So what can we do? This summer I had the opportunity to read two books explaining a new perspective on working with challenging kids. First, Lost at school by Dr. Ross Greene, challenges educators to shift their thinking of challenging students. Dr. Ross Greene's approach is built upon the belief "students do well if they can." So if they can't, why not? Dr. Ross Greene encourages educators to determine the missing skills and collaboratively work with the student to solve the problem!
The second book, Beyond Consequences, by Heather T. Forbes explains the role of trauma and stress in these students' lives. We need to develop a classroom environment where students can feel safe and can have the support they need to work through things we cannot imagine!
These are two philosophies I will be integrating and building upon in the upcoming school year. I will keep you posted on the progress and learning I am sure to acquire as I change my view of students with EBD and the way I collaborate with each student!
For more information on these two books and a link to my classroom website, please access the links below:
Miss Delaney's Classroom
Beyond Consequences
Lost at school
Sunday, February 6, 2011
What Technology Do You Need?
"What technology do you need?"
This was the question posed this week during one of our meetings. This question was aimed towards teachers and their classrooms. As teachers, we can teach with whatever we have available. This is one of our trademark skills, but with self-reflection, one cannot wonder if we are asking the wrong question. Shouldn't we be asking "What technology do the students need?"
We are living in the 21st century and our students need opportunities to build their 21st century technology skills. How do we advocate for technology and show the importance it plays in supporting and teaching individuals with disabilities?
What are some things you are doing in your classrooms and in your districts to advocate for technology? What technology are you providing individuals with special needs to be successful in the classroom and develop their 21st century skills?
This was the question posed this week during one of our meetings. This question was aimed towards teachers and their classrooms. As teachers, we can teach with whatever we have available. This is one of our trademark skills, but with self-reflection, one cannot wonder if we are asking the wrong question. Shouldn't we be asking "What technology do the students need?"
We are living in the 21st century and our students need opportunities to build their 21st century technology skills. How do we advocate for technology and show the importance it plays in supporting and teaching individuals with disabilities?
What are some things you are doing in your classrooms and in your districts to advocate for technology? What technology are you providing individuals with special needs to be successful in the classroom and develop their 21st century skills?
Saturday, January 29, 2011
Technology & Special Education
I recently had the opportunity to borrow an IPad to use with my students with special needs. It was amazing! I have students who have Autism, language deficits, behavior disorders, and learning disorders. To observe the students and their interaction with this device was AMAZING!
The students who are not willing to speak, spoke.
The students who hate school worked hard to earn the IPad as a reward--positive reinforcement.
The students who know school is hard and easily shutdown, wanted to know when they could work on their numbers and letters on the "computer thing."
The opportunities technology can provide can open a gateway for each and every student!
What technology will you implement this year to support your students with special needs?
The students who are not willing to speak, spoke.
The students who hate school worked hard to earn the IPad as a reward--positive reinforcement.
The students who know school is hard and easily shutdown, wanted to know when they could work on their numbers and letters on the "computer thing."
The opportunities technology can provide can open a gateway for each and every student!
What technology will you implement this year to support your students with special needs?
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