Module 2

Labels are touchy subjects especially when it comes to children at a young age because this will now be something they carry with them for the rest of their lives. In my personal experience, I have not experienced using the two terms, disability and handicap, I have only experienced disability which encompasses both of what Woolfolk describes as two key differences. Disability is "the inability to do something specific" and a handicap being is "a disadvantage in certain situations". Learning styles are important to identify among students. When modifications and accommodations need to be implemented, they can best be supported with data and when learning styles are known by the teachers. This again comes from actually knowing the student and being present every day. This was a theme brought up during Module 1 and rings true with this second module as well. IEPs that are implemented for students are great when they are implemented properly as I have been able to experience. This occurred when all the needed parties were present, the student was know and their disability, and the proper goals and strategies were outlined so all parties knew what was going to happen and what was expected. We have a duty to teach all students no matter what in my opinion and knowing the cognitive ability and the best ways to serve these students is crucial.

Literacy is an important topic and not just because I am going into English Language Arts. In the last class we took, Literacy in the Disciplines, our professor challenged us to implement literacy in all of our content areas and I think that is the best way to serve the students and society. There is so much literature out there to be consumed about an infinite amount of things, but this starts with learning about literacy emerging. When we become teachers and for the years to come after, students being bilingual is only going to increase more and more. Knowing how to serve these students and provide instructional materials and assessments will be needed to provide for all of these students. It may be time for us to also be required to know another language that is prevalent in the population of students we will be teaching.

Chapter 8 discusses cognition, which I have come to find has many different folds to it. An aspect I found interesting was in reference to cognitive load which basically is the volume of cognitive resources to help each individual perform all of the tasks that are needed of them. Forming these cognitive disciplines and memory tools will be taught in some ways by us as the teachers. Teaching good habits and the best ways to perform and succeed will be left with our students. Different resources can be found online to help different type of students and also our future students in general.

These four chapters had an abundant amount of information but these three key aspects are what stood out to me as I went through the readings.

Comments

  1. efg1212June 21, 2019 at 11:59 AM

    It is disheartening how labels placed at an early age can in fact affect students for many years. I learned a lot about the sensitivities educators need to take into account, and how we could address persons with disabilities. It was eye opening to hear terms I had heard people use in normal conversation referring to persons with disabilities such as "struggling with," " suffering from," or "handicapped."
    I like that you mention, "learning the language that is prevalent in the population we serve" I think it is essential to submerge in their culture to eat, in the neighborhood, talk to the local business owners can also help us understand our students' environment. You have a lot of good input in your post.

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  2. DianeCGrahJune 28, 2019 at 5:50 PM

    I agree with you that these chapters had a great amount of information and I think your insights and experiences are insightful and fit with the topics discussed. Labels are touchy and when you are given a label at a young age it does affect you for a long time and it can be hard to get past the label. I think that self-esteem and how you respond to the label is due in part to how others respond to your label as well. We might begin to think that the label is true, when it may not really be. We may think we are 'dumb" or "slow" and then that is how we will be perceived by ourselves and others. Those labels hurt and cause us to not want to be good students or to achieve higher goals. Teachers may see those labels and respond in a negative way toward us as well and that can really affect our learning as well; especially if a teacher does not help or support the student in need.

    When it comes to knowing a second language, I agree that as teachers, we should have knowledge of more than just the English language. We will and are encountering more and more people who know more than one language. I have always struggled in this area and know that I need to do a better job of learning Spanish or even Polish, as those are the two cultures I come in to contact most often. Learning another language is beneficial, not just for ourselves, but for those we respond to. I had an experience at my daughter's Kindergarten when one of the teachers in another classroom spoke in Polish with one of her students. He responded back to her as she communicated her instruction to him. He also answered in English as he understood her Polish as well. I don't think he would have responded as quickly as he did, if she had not "spoken to him on his own level."

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  3. Ally WhowellJune 29, 2019 at 12:51 AM

    Hello!

    While there are definitely benefits to identifying a disability like ADHD, Autism, or development delays. I have seen situations that limit student who have been diagnosed. This year I would with a student, who would fall down in the hallways, not engage in classroom or specials, and constantly need directions or support to sit with his peers. When I first got into the classroom to work with him, numerous people told me that because he was Autistic that he couldn't participate, and he had to have breaks because he wasn't getting what he needed. This was something they each had accepted and didn't question or push him to accomplish more. As I worked with him and an open mind, I found that he was spoiled rotten, he was adorable and sweet so I could see why. However, when given the choice between playdough or reading, he chose acting out so he would get rewarded for following directions. While we works to lean him off his behavior board and reward him when he was actively engaged, his hallway, specials, and lunchroom behavior corrected itself. He would sit with his friends, engage with them, and actively try to get called on during discussion. Promoting his independence and ignoring his "label" pushed him to be successful. It is important to support your students IEP and accommodations, however it is also good to look at the students and really see their potential.
    I also liked how you pointed out the value of literacy. It was also my favorite class to learn about, and literacy is important for EVERY content area. A focus on this is vital for student success!

    Thank you for sharing!

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