Lindsey

Lindsey, This is your wiki page for our course. For 2/8/12 I am asking that you write a commentary on Culturally Responsive Instruction - How you might you apply these ideas in your classroom. Include considerations for students with disabilities. (300 words).

2/6/2012 Culturally responsive instruction is a practice that is founded on the idea that students of diverse cultural backgrounds can be successful in school. Generally, culturally responsive instruction makes connections between the diversity of the students’ cultures, backgrounds, language, and interests to the standards-based curriculum. As a teacher, especially in New Jersey, it is vital to be aware of and implement culturally responsive instruction. It goes without saying that as a high school teacher I will be instructing students that are different than me and each other. To maximize the time spent in the classroom it is important that culturally responsive instruction is utilized so that the students can relate to the teacher, feel comfortable in the classroom, identify with other students, and grasp the material, as well as understanding why it is relevant. At the high school level there will be vast amounts of opportunities and different strategies in which I can make my students culturally aware of others in dealing with literature and writing. As an English teacher I have the freedom of extensive strategies and materials to expose my students to different cultures, political views, backgrounds, and skills. In the classroom I can make use of various novels, plays, prose, and poems that dive into a specific culture or era. I would manipulate different units throughout the school year and develop themes that address diverse cultures through literature. The physical works of the artist are important, as well as the historical background, cultural relevance, and global relevance. In addition to the work the students will be looking at and doing, it is important for the students to grow a bond with the teacher and other students in the classroom. This will not only be beneficial for their work, but also important in making the students well rounded individuals of society. The book provides us with four strategies to implement culturally responsive instruction. They are: use the adapted posture of cultural reciprocity, the five components for delivering culturally responsive teaching, capitalize upon instructional consultation teams, and implement response to intervention. Through these four strategies, one can effectively teach and use culturally responsive instruction in the classroom. It is important that all teachers practice culturally responsive instruction, but it is even more crucial in inclusion and special education classes. If disabilities are not just labels, but understood, it would bridge the gap between the general education students and the students with special needs. It would make the classroom a more comfortable and inviting place to make friends and learn. As the book states, “Change may follow awareness; certainly change requires awareness” (Chamberlain, 2005; Sparks, 2008. 87).


 * Lindsey, I commend you on a very well crafted commentary. I am pleased that you recognize the need for culturally responsive instruction and are thinking of ways that you can embed themes and materials representing different cultures in your classroom. As you note students need to be able to make connections between their own lives and backgrounds to become engaged and think more deeply about academic content. Equally important is an opportunity to develop an appreciation for the commonalities and differences of various cultures and how those factors impact on our relationships with each other as well as impacts within the larger society. You didn't mention this in your commentary, but I am wondering, how you feel about your current knowledge of various cultures that you may encounter in your teaching and the implications for your own professional development. Regards. Dr. OReilly **


 * Lindsey that all sounds great! You seem to have a great understand of the meaning of what Culturally responsive instruction is. I was very interested to learn how you would incorporate the diversity in to a high school classroom especially because of the fact you will see many different students throughout the day. You explained it very well and if there were more English classes like that, or even if I had an English class like that I would be a lot more interested in poetry and the different books that we read in class. **
 * Rohanna**
 * It is cool to see all of the ideas everyone has for using lessons to incorporate some area of culturally responsive instruction. It seems like there are endless opportunities to "sneak in" a culture lesson without drawing attention to what is being done. I also agree with Rohanna- it sounds like you have some good ideas to make English more fun. **
 * Paul **


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**2/13/2012** **Response 2:** **Chapter 5** **"Planning for Other Needs" (pg. 141-142)**

Chapter 5, “Understanding Students with Learning Disabilities,” is a staple chapter for any aspiring and current teachers of all grade levels. While going through this chapter to find what I would like to comment on, I quickly realized everything in this chapter is important and worth talking about. It is important as instructors that we are fully educated on students with special needs. We must be able to recognize, assess, and accommodate any student who is struggling or already has been given an IEP. A brief but important section of chapter 5 that I connected with was the section about “Planning for Other Needs.” I plan to be a high school English teacher and a big part of my responsibility is preparing my students for higher education. In today’s society, college is a necessity and should be accessible to all students who have earned their way, even students with special needs. The book states, “Despite the fact that during the past decade colleges and universities have increased their support services for individuals with disabilities to assist them in their transition…students with learning disabilities struggle in post secondary programs” (141). As a teacher it is my responsibility to accommodate the students with special needs according to their IEP, but to also have them advocate on their own behalf. Self advocacy skills will not only boost the students with special needs’ self image, but it will also help their work ethic, self determination, and prepare them for success in college. The Self-Advocacy Strategy identifies: 1. Understanding their disability 2. Understanding their strengths and limitations 3. Learning to succeed despite their disability 4. Setting goals 5. Acquiring problem-solving skills 6. Acquiring self-management skills 7. Forming relationships with instructors, support staff, friends, and mentors. When using this strategy, the students will possess the knowledge about how their disability impacts learning. As a teacher it will be my job and aspiration to make the transition from high school to college a little easier for all students. In addition, I also realize that I will need to make the extra effort with my students who have special needs because the road towards higher education will only get harder. The Self-Advocacy Strategy provides a systematic plan that includes instruction and learning skills. This is very beneficial for students with special needs, but also towards the students of general education.

It seems like much of what we learn in our education classes applies more to primary grade level students, but I connected with this part of the chapter, too. I'm glad you also recognized the importance of preparing students for college. Often, by the time students reach the classes we will be teaching, they may be lost. I think we can take those strategies and use them in our classes. Paul Tomasheski

I agree with you Lindsey. By becoming a teacher, it is indeed our jobs to make sure we help the students with special needs according to their IEP AND to have them advocate themselves. It is so important because it will indeed help with the worth ethic, and pushing them to accomplish as much as they are able to. Push them to be the greatest they can be. This chapter illustrated what as a teacher we will be experiencing first hand in the classroom, and how to accomadate our instructionto fit with what is best in the students interest and ability. Whatever will benefit the students with special needs in our gen ed classes, is what we must do as teachers. Shawna Reynolds

Lindsey, I commend you on your desire to help students with disabilities learn about themselves - their strengths and their disabilities, and learn the range of self-advocacy skills you mention above. Life after high school can be a very challenging place for students with disabilities, whether students choose to go on to college or to enter the workforce. The more general and special education teachers can help these students acquire these skills before they leave high school, the more successful they will be. As you probably recognize, these skills are important, not only for students with disabilities, but for most students as well. You might want to consider how you would incorporate these skills into your curriculum and lesson design. Good work. Dr. OReilly


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"Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies" **(Pg 227-229)**
 * 2/20/2012 **
 * Response 3 **
 * Chapter 8 **

Attention-Deficit/Hyperactivity Disorder, or AD/HD, is included under IDEA as a subcategory under the general category “other health impairments.” AD/HD is an incurable condition that affects millions of children of all ages, and in some severe cases persists into adulthood. AD/HD incorporates a combination of problems that include difficulty withstanding attention, hyperactivity, and impulsive behavior. Children that have AD/HD may battle with low self-esteem, poor performance in school, and troubled relationships. There are three subtypes of AD/HD: predominately inattentive type, predominately hyperactive-impulsive type, and a sort of varied combined type. As a teacher it is important to take AD/HD seriously and to not dismiss the characteristics of the disorder because the students who acquire AD/HD are not acting out on purpose, but rather struggle with their behavior. It is my job as a general education teacher to make the proper accommodations for the students with AD/HD in my classroom because they will need extra attention, different use of varied instruction and strategies, and time for corrections in case of disruptions and outbursts. My responsibility and challenge will be to keep the students with AD/HD involved in the class and in the instruction; this will not only help the students with AD/HD, but it will also benefit the students of general education. The section of Chapter 8 that I wanted to focus on was “Secondary and Transition Students: Cognitive Behavioral and Self-Control Strategies.” This section discusses cognitive behavioral therapies, which is teaching the use of inner dialect to modify underlying cognitions that affect overt behavior. The purpose of cognitive behavioral strategies is to modify behavior and thinking patterns. These strategies derive from behaviorally focused procedures but add a cognitive component. Teachers need to talk to the students with AD/HD about the connection between negative thoughts and the end result. It is imperative that students know that the way they think about themselves or a situation may be self-defeating, or cognitive distortions. Self-talk statements should include thoughts to counter both the types of cognitive distortions and problem-solving thinking. The book states, “Because impaired self-regulatory ability is one characteristic of students with AD/HD, these types of cognitive behavioral treatments to increase self-control and self-regulation are important” (228). The cognitive behavioral therapies will improve in-classroom behavior, school performance, and will improve the student as an individual. Students with AD/HD have the same magnitude of learning as general education students do, the only difference is they way they will learn and take in instruction.

Lindsey, Cognitive behavioral strategies can be very helpful to students who are receptive to this approach. Affirmative messages, can be very powerful ways to direct behavior. Sports teams use positive messages frequently to motivate and energize their players. Nike has made a fortune with "just do it!" as an affirmation. Helping students to think of and use positive affirmations or "scripting" can be one way to help students deal with negative self-concepts or help them to problem solve difficult situations. ADD and ADHD are very real problems. Teachers' assistance to help students need to develop effective coping strategies can be very helpful while at the same time, giving student some different ways that they can tackle activities and assignments in class that require more sustained attention. Good insights. Dr. OReilly

3/12/2012 Response 4 Chapter 9 Section: "Secondary and Transition Students: Community-Based Instruction" Pgs 259-260

A section of chapter 9 that I thought was very interesting was about a study and practice conducted in Shelby, North Carolina. This study is based around secondary and transition levels that implemented community-based instruction for students who are intellectually impaired. Community-based instruction is effective when taught with a functional curriculum related to employment and independent living. it involves instructing students transition-related skills in real community situations and settings. With any type of instruction, it all begins with a strong and plausible strategy and assessments. By the time each student reaches the age of transition, sixteen, the school creates a school-level and community-referenced team that aids each student that is consistent with I.D.E.A’s requirements. The teams will generally be composed of the students, parents, teachers, rehabilitation specialists, college administrators, and service providers. The underlying goals and the focus of the team is to instill self-direction and self-determination to the individual students. The motto is “Nothing about me without me.” I love this quote too. Dr. OReilly The students will identify their own future goals with the support of their team. Their goals, along with the curriculum, will be tied to everyday life experiences. The students will be proposed and expected to use problem solving skills, one that they would be faced with in the community. The book states, “Over the course of their high school career, students increasingly move off campus for their instruction. In this way, they learn skills that will generalize to the world of work, and they increase their adaptive skills, learning what it takes to adapt to and have good quality of life in Shelby” (260). Another point made was that this strategy is not solely designed for students with intellectual impairments; rather it is a wonderful tool that can be beneficial for all students. I believe that this instruction can be very helpful for any student who wishes to pursue this avenue of further education. This is a very refined and specific road to take so the students need to be aware of all other options. In addition, the school district needs to have a very organized and strict regimen if they will be sending students on and off campus throughout the day. This form of instruction is very beneficial for all students and is a great addition to any well formed and executed curriculum. Lindsey, I agree that this can be beneficial to all students. Today, school reform is looking for models that move beyond school house doors, though most of the options are focused on further education and not employment. I agree with you that there is much to be learned through community experiences and service learning is one model that some high schools have employed to fulfill that need. For students with intellectual disabilities I believe community based experience is vital for their post secondary adjustment. There are many schools in NJ where students with intellectual disabilities can participate in this experience as part of their school day, while also participating in high school classes and other activities with typical peers. Ideally, a mixed program can provide the best of both. Excellent commentary. Dr. OReilly


 * 3/26/2012 **
 * PBS Response **
 * Positive Behavior Support **

Positive Behavior Supports is a school-wide, multi-tiered prevention and intervention system. PBS provides behavioral support strategies in the school setting. PBS is much like RTI, but the focal point is based around behavior. PBS fosters positive environments through proactive, educative interventions that teach and reward students for appropriate behavior. The three levels of intervention and implementation include: universal, secondary, and individualized. Each of these tiers build upon each other, as well as having their own specific intervention focus and level of implementation. A major factor and key component of PBS is getting the staff, teachers, and students all on the same page. When the whole school and school district is on the same page, speaking the same language, it is easier on the teachers and the students. This way students know and understand behavioral expectations so education can be the focus. Yes, the focus of PBS is on behavior, but if behavior is not an issue and hindering instruction, education and learning is at the forefront. PBS not only effects and changes the students' attitudes, but also the teachers. Through PBS rules change to expectations, and punishments turn to positive reinforcements. PBS is meant for improvement in the school, but more importantly as a preventative. As a high school English teacher I will definitely take aspects of PBS with me into the classroom. I will show the students respect, because in order to gain respect you need to show it, even though I will be in a position of authority. I will start off the school year stating what the expectations of the individual students are as well as the class as a whole. I will try to implement a reward system even though some teachers do not favor that technique. Over all, PBS seems to be very positive and proven, and I will bring aspects of that into my classroom.