Establishing a Positive Classroom Environment

Overview

In this blog I am going to discuss the importance of creating a climate of caring and concern to support student learning. One of the biggest parts of being a teacher is learning to recognize and be aware of what is happening in the classroom and outside the classroom with students. This involves understanding the emotions and non verbals from each student and knowing what is normal for them and what is not. Many students come from different backgrounds and it is important for teachers to recognize that while also maintaining a safe and nurturing environment. I will be teaching second grade and this blog will illustrate examples of strategies I can use in the classroom that reflects a climate of caring and concern to support all students. 

Creating a climate of caring and concern

To support student learning, teachers must create a climate of caring and concern. What does this mean? It means making a student feel safe in their school environment where the students feel they can communicate and be heard. I have listed some appropriate strategies below that demonstrate what I can do in the classroom. Most of my strategies have been incorporated from my first activity which was Developing Positive Relationships with Students. Since I will be teaching elementary school my examples will be aimed at that grade range. 

Appropriate Strategies: 

• Making sure the classroom is student centered: arranging the desks together in groups and making sure my desk is not the focal point of the room. Main goal here is support collaboration and ensure comfort. 
• Making sure the classroom is welcoming in terms of displays: having space for different activities and wall covered with art and projects from the students. My hope is to make all of the students feel proud of their work and know that I value their work. 
• Getting to know the students: Knowing all of the students names and getting to know different things about them. 
• Greeting the students at the door when they come in. 
• Using positive tone, facial expression and being enthusiastic. 
• Consistent communication: Setting clear rules and learning goals.
• Student Roles: allowing students to have roles in the classroom such as gathering materials, handing out papers, setting up activities and bulletin board duties. 
• Having classroom norms: this allows the students to know what's going on this classroom.  

Creating a climate of caring and concern for students with different cultural backgrounds 

In the area I will be teaching there are many students who have different backgrounds. A lot of the students in the area live in poverty, with their grandparents or face the struggles of parents in jail. This is extremely common in this area. There are not very many jobs since it is a small town and it is far from any other town. It is a very depressed community. The prominent ethnicities are Hispanic and Caucasian. Since I will be teaching such a young age (second grade), I feel that I have a perfect opportunity to help guide the students towards learning in a safe environment free of bullying, discrimination and disrespect. The strategies listed below have the activity about bullying in mind since any "difference" in a student attracts bullying. Since the area I teach in has so many backgrounds present, there are many instances that might come up which involve treating others poorly. It will be my job to recognize this and help put a stop to it and help foster positive relationships. 

Appropriate Strategies: 

• Pronouncing names correctly: As a teacher it is my job to pronounce my students names correctly. I also feel that it is my job to get to know that student, understand their background and get to know their family. 
• Exercise sensitivity
• Incorporate everyone's experiences: This could be in the form of student sharing or a weekly bulletin board that features the student and what is important to them. I feel that allowing the student to share this with the class and have it displayed in the classroom helps foster a climate of caring. 
• Outlining the norms for the classroom: This will help the students understand how they are to treat one another. 
• Classroom setup: Having multicultural images throughout the classroom. 
• Addressing bullying and teaching how this is not tolerated: For the grade level I will be teaching with this can be in the from of books, role playing, short videos. Even watching a movie in class where this situation is depicted can be used to teach how bullying and disrespect of any kind is not tolerated. 
• Understanding perspectives: For second graders this can be hard. But one of the key questions I have found effective is asking students how it would make them feel if an action happened to them that they displayed to another. I have found that once the think about this they realize it's not nice to do something mean and they don't do it anymore. Seeing this from another perspective helps to realize feelings of others no matter what their background may be. 

Final Thoughts

Overall this week's activities were emotional to think about. Considering students emotions and developing positive relationships are vital to the success of that students educational career. I hope to be a positive teacher who is also a role model my students can look up to. I want them to remember me as they continue their education and always remember the value of how they treat others. I was bullied when I went to school and it was terrible. When doing the reading for these activities and reflecting on all of the case studies that hit close to home I have realized that being a teacher can be life changing for a student. I want to have an impact on my students. Even though my students are young, I still hope to build a base for them to grow on in terms of positive relationships and treating others with respect. 

Mobile Learning Application

Summary of Mobile Learning Lesson Plan

A few weeks ago I made a lesson plan which utilizes mobile learning. The lesson was called “Understanding the Cost of College.” The purpose of this lesson plan was to have the students understand the difference between direct and indirect costs of college and help them realize they are in control of college costs. This lesson was a four day lesson aimed at ninth grade personal finance students. The activities were split up between these four days and involved mobile learning everyday. The first day the students completed a poll questionnaire online to see what they knew about the subject. This was followed by a class discussion with answers to the poll questions. After this the students were given a few minutes to work with peers around them to brainstorm about what kinds of things affect the cost of going to college. This list was written down on the whiteboard in the front of the room for the next day's activity.

The second day of this lesson plan began with a google slides presentation which included the students completing worksheets and branching off to do their own research on computers to finish the handouts. This allowed the students to manage their own time in completing this activity. They were given the third day to continue their research and complete the worksheets. Have the computers allowed the students to look into the cost of schools and programs that they were interested in for the future. If they did not want to continue their education beyond high school then the alternate activity was to assess the cost of living and the average wage in the city of their choice.

The final day of this lesson plan consisted of the students getting into small groups to discuss their research and findings. After each student had shared their findings they were then directed to use the group ipad to write a group summary of their discussion. This doc would then be shared with each group member's student account and the teacher. If the group did not want to do the google doc assignment, they had the option to instead make a short video via the group ipad or personal phone and this would be shared in class via class TV.

The goal of this lesson was not just to get students thinking about their future in terms of career and school, but to show them versatile ways they can incorporate technology into their learning. This also helps grab the students attention and find different ways of learning about their future.

Why should a teacher be prepared to allow or require students to use mobile devices to achieve learning objectives?

A: After observing this lesson plan being applied with students recently, I came up with seven different ways to answer this question:

1. Research/More resources available
1. When the students were given time to research on the computers, they were able to look at more options than just the typical same state colleges. Most of the students decided to look at places they had never been or only hear about in terms of college sports. The resources they used were endless. They were able to find a wealth of information and really absorb what they were learning to make it match their own personal interests.
2. Connection with other students
1. Given that the school were this lesson plan was utilized is a poverty stricken community, it was very interesting to see the students connect with technology was introduced. Having this new and exciting way of learning broke down some of the social barriers to allow the students to connect more. If there was a student struggling with a program or the use of technology, I found that another more experienced student offered to help right away. They were excited to learn and show each other how to use the technology. Thus, connecting them.
3. More collaboration opportunities
1. One tool of mobile learning that I have found extremely helpful for collaboration is Google docs. Students are able to collaborate on documents or projects from home or at different times while still working towards completion of a group assignment.
4. Helpful for students with disabilities.
1. Students with disabilities have more resources at their fingertips with technology to be able to perform in group work or individual work and still achieve the learning goal with the assigned lesson plan. Technology is so versatile that it can be used to help students with disabilities still be included in everyday activities in class. If a student is struggling then certain apps, computers or ipads can help with whatever need they have.
5. Unique way of learning.
1. One thing I noticed about this activity was that some students decided to do the google doc portion over the presentation video. The students expressed feedback that having the option helped them because some preferred writing a paper while some preferred showing the class and telling them in a unique way using a video. The overall feedback was a positive experience because it was different and really captured the students attention. There was not just one way of doing the lesson. There were multiple parts that really kept the students engaged while also letting them find their own ways of completing the activities.
6. Help for the future.
1. I really feel that incorporating mobile devices helps students for the future. Weather it be for a future job or for furthering their education. No matter what they choose having the experience and knowledge with mobile devices helps them to succeed in what they want to do in the future.
7. More focus for the teacher to provide one-on-one time.
1. During this mobile learning lesson the teacher is given the opportunity to walk around and help students individually. Having the mobile devices helps teachers find time to focus on teaching and not more time on prep.

Best practices in multiple teaching situations:

• Making sure all students are familiar with tools being used in mobile learning lesson plans.
• Monitor usage to make sure students are staying on track. (Use of a remote computer monitoring program)
• Make sure lessons are versatile and overall take away is achieved using different teaching methods.
• Since I am applying this lesson plan in a poverty area, I need to make sure I have the tools necessary to do my mobile lesson plans. So far mobile learning in the classroom is mainly used for research, collaboration and finding new ways of keeping the students attention.
• Using the flipped classroom method is something that I would like to try at this school in the future. Since some students do not have technology resources at home right now it’s not feasible.
• Right now we use videos, ipads, personal devices, and computers for lesson plans and preparing students for the future.

Resource:

https://docs.google.com/document/d/1Z3NjxKF9fWA-2d_cxqxUzAH9UjBTn1Ey3vLKPc_a5gU/edit?usp=sharing

Understanding the Special Education Referral Process and Signs to Look for in a Struggling Student

Introduction

This week, I had the opportunity to interview three people who work in the Santiam Canyon School District in Mill City, Oregon about the referral process in their schools. The goal was to understand the special education referral process in their schools and the signs they look for in a struggling student. 

Interviews 

The first interview I did was with the Special Education Director of the Santiam Canyon School District and his name is Alex Nalivaiko. 

1. How long have you been the Special Education Director for the Santiam Canyon School District? 
• "3 months. Since August 1st, 2015." 
2. Can you tell me a little bit about your background with the special education population? 
• "SPED teacher for Santiam for 2 years. Scio SPED teacher 1 year. Middle school teacher at Santiam for 1 year. "
3. How is a student identified for special education referral? 
• "Usually by parent request when they have concern for their child. A team meeting is held right after that. This can result in a formal referral or a pre referral. The response is intervention and a collection of data. A small intervention is a review of the collection of data which shows a pattern or weakness." 
4. Who takes responsibility for the process of the child before and after the referral? 
• "During the process is it is the SPED teacher. The SPED teacher has the support of the principal and the director. There are also learning consultants that come in. There is usually a quarterly check in meeting every 3-5 weeks based on the individual and the data collection. There is always a follow up meeting. There are also general observations that happen and that is done by the SPED teachers and principal. These can happen sporadically or be structured. Generally when there is a new student there is a observation that is done." 
5. What is the school administration's directive for special education? 
• "Our philosophy is dictated by state and federal laws. We want the least restrictive setting with peers. As long as the child has the skills to do it. It's a balancing act so that the student does not regress. They need to be ready. We have 4 SPED teachers in the district for 2 schools. Resources are limited."
6. What provisions are made for students identified for special needs? 
• "80-90% of our students need small supports. We determine if this is an accommodation or modification. Examples are: sitting closer to the board, extra day to turn in work. These are simple supports. High needs examples are: medically fragile, nursing support, direct staff, someone next to them at all times. Sometimes their behaviors are great and sometimes dangerous. We have a dedicated plan which the staff enforces which is to clear the room to make sure the student feels safe." 
7. What is the level of parent involvement in the referral process and special education? 
• "A majority of the parents in this district are parents who are very supportive and proactive. The hands off parents happen but that's when a teacher would notice what is going on with the student and process a pre referral. We work with all families and try to be accommodating to make sure each student is taken care of. 

The second interview I did was with the Athletic Director and teacher of the Santiam School District, Clint Forste. 

1. How long have you been a teacher for the Santiam Canyon School District? 
• "This is my 14th year in the Santiam Canyon School District."
2. Have you taught at any other schools?
• "Nope, this is the only school district, if you don't count student teaching. I student taught in the Dallas School District and Central School District."
3. What is your experience with the special education population?
• "I worked in the Special Education Department for 10years."
4. How do you identify a student for special education?
• "Typically, a regular education teacher or parent makes contact with the special education department. The regular education teacher typically suggests keeping an eye on a particular student or recommends that the Sped Department makes contact with the parent and/or assessing the student for services. The parent usually has some type of previous awareness of their child's struggles and finally caves in and makes a request for testing." 
5. What are the signs of a struggling student? 
• "There are so many signs for struggling students. Some of the biggest signs that I looked at were: reading levels, spelling, basic math skills, paragraph formation, where they sat in the classroom, did they answer any questions in class, were they involved in the discussions and class attentiveness to name a few. Outside the classroom issues that I looked at were: peer interaction, family dynamics, did they seem to care about school at all, anger escalation, depression and/or anxiety, did they get involved in anything, behavioral issues, did they eat lunch alone, did they attend school functions after school, etc... "
6. Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they? 
• "Each school district usually has their own policy regarding the referral process, which is based off of the state OAR's for special education. There are several alternate methods that schools can use though. Reading classes, lower level math classes to build the foundation. You can offer after school, before school help. One on one assessments or read aloud assessments. Allowing students to use computers to write papers vs. handwritten. One of my favorite, if you have the right student for it, is peer tutoring. This is not right for everyone, but it's a valuable resource for many students. Giving students more time to complete assignments works well sometimes also. Using alternate methods before assessing for services is important. It will give you some extra data to provide to the parents when recommending referral for assessments. School counseling can be very valuable as well. It's amazing how often the struggle in school is directly related to home environment and/or how a students feels about themselves."
7. If there was anything you could change about the special education program within the school what would it be? 
• "I would require one certified teacher for every 10 special education students. Also, there would be no mixing of the programs on teachers. This makes their job way harder and less valuable for the students. Cut  back on the paperwork and focus on what is important, the students. I would love to get rid of some of the parents in sped ed as well. Not the ones that complain and are involved, but the ones that cause the biggest problems that are more concerned with the federal money they receive because their child is in special education. I think the school districts should have more power in these situations."

The third interview I did was with Debbie Fawcett who is the Business Education Instructor and the Career Technical Education District Coordinator for the Santiam Canyon School District. 

1. How long have you been a teacher for the Santiam Canyon School District?
• "8 years."
2. Have you taught at any other schools?
• "Nope. I am an Adjunct Professor for Chemeka Community College in Salem though." 
3. What is your experience with the special education population?
• "I have many students who are special needs and I adapt my lesson plans depending on the students ability so that all students are working on a common theme together as a class. I have a unique perspective on special education since my daughter is special needs. I try to look through the eyes of my daughter when I teach so that I am giving my students the best opportunities to learn. Since I teach business I am able to help the students expand their interests and work towards relationship building." 
4. How do you identify a student for special education?
5. What are the signs of a struggling student?
6. Are there alternate methods of instruction tried out before referring the student for special education? If yes, what are they? 
• Audio Link to Debbie's Answers
7. If there was anything you could change about the special education program within the school what would it be? 


• "I would like special education not to be viewed as hidden or separate. A lot of time teachers who don't have the patience kind of have a 'deal with it' attitude and this causes them to lose the meaning and purpose behind the special education students and their needs. We need to try and understand and get to the root of the issue instead. The biggest thing I want to avoid is having these students feel isolated. My daughter's classroom is separate from her peers because she is special needs and she is with other special needs students and they don't have windows and their room is like a big closet. If we hide the problem does it go away? We need to force the interaction and make it normal." 
8. Can you tell me a little bit about the nonprofit you set up, switchback? 

• Audio Link to Debbie's Answer

• Switchback

Comparative Analysis 

After my interviews I was able to make connections with my learnings from Activity 1. From my interview with Alex I was able to take away that 80-90% of students need small supports. This directly relates to the Finland video where early intervention is key and usually most students have some sort of need that needs to be addressed. This allows the student to feel comfortable coming forward and asking for help when they need it. It sounds like this is a step that the Santiam School District is working on and this is a clear improvement for the referral process for students. 

In my interview with Clint he mentioned alternate methods he uses and his favorite being peer tutoring. The video resources from last weeks activity showed how valuable alternate methods can be for students in special education. I think having these alternate methods applied really helps to improve a special education students learning experience. Clint also mentioned how there should be restrictions on parents in the classroom in ways he would change education program. I really agree that there should be restrictions that allow a teacher to do their job without the negative aspects some parents can bring to the classroom. I think if this were implemented it could really change the special education referral process and help a teacher to be able to do their job. This directly relates to my reflection on communication and how when used correctly can have a lasting positive impact. 

My final interview with Debbie had many relations to last weeks activity. When I was doing my interview, I felt that everything she said was a review of what I learned and reflected upon last week. She is working towards implementing numerous methods to help her students and she has started a non profit to go above and beyond for her special needs students. You can tell she is truly involved in each of her students lives and she tries to help them in every way she can. It was so inspiring interviewing her. I was also able to ask her about the two videos I watched last week; Finland's education system and New York's School for one. She is very interested in implementing any new method to help all of her students. 

Conclusion 

Overall this experience was extremely uplifting. It was so great to see how these three individuals are working towards positive changes in tomorrow's learning world. It was also really great to hear specific examples from each person on how they would identify a struggling student. It's one thing to read about the signs but it's another to hear real life examples. This really helps to connect the dots as to what to look for and how to help. What I learned is that the support system at Santiam Canyon School District is wonderful. The teachers there truly care about their students and they are able to collaborate well. After my interviews the Special Education Director reached out and asked if I would be interested in doing my student teaching hours at their schools. I feel honored and hope that I can be a part of the Santiam Canyon School District.