My Teaching Experience at Discovery Elementary School

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My Service-Learning Experience at Discovery Elementary School:

My Service-Learning Experience at Discovery Elementary School Presentation by: Brenda J. Stewart b.stewart.ucf@knights.ucf.edu 3/28/11 EEX4070

This school is located at: 1275 Glendale Ave, NW, Palm Bay, FL 32907:

This school is located at: 1275 Glendale Ave, NW, Palm Bay, FL 32907 Schools Vision: Successful Lifelong Learning Schools Mission: Emphasize Pride, Responsibility, Mutual Respect, and individual Development

Engagement Activities:

Engagement Activities Three days a week I taught along side the ESE teacher Mrs. Gibbs. She was my mentor and I was her shadow. We taught students with problems in math and reading. Each of the students have IEP’s and they are taken from their regular classroom for extra assistance. This is our first group in the morning. They are working on comprehension and decoding. Each session is approximately twenty to thirty minutes .

Participant Demographics:

Participant Demographics Discovery Elementary School is a multicultural school with students from different ethnic backgrounds.. We work with the third and fourth graders, ages eight to nine years old. These students are receiving help in Reading. Under IDEA, the students can receive special education to assist them in areas that will allow them a free and appropriate public education in the least restrictive environment. Students can receive help if they have one of the learning disabilities such as ADHD, Autism, Visual, Hearing and other learning disabilities.

Service in Action:

Service in Action

Perceptions of Differences:

Perceptions of Differences

Connections to EEX4070 Expressive Language Disabilities:

Connections to EEX4070 Expressive Language Disabilities I have a better understanding of students with Expressive Language disabilities. They have a limited or incorrect use of vocabulary, grammar and story structure. These students can be accommodated by using visual support, highlighting key words and talking. For example, we did a reading comprehension lesson using a poem called “A Birds Home.” It was about the birds nest. Mrs. Gibbs brought in a real birds nest to show to the class. They enjoyed looking at the nest and seeing all the different objects the bird used to make the nest. Also, in our textbook “Teaching Students in Inclusive Settings” it talked about using rhyming words to help the students remember. The students used words from the poem to makeup their own rhyming words.

Connections to EEX4070 Mild Cognitive Disabilities:

Connections to EEX4070 Mild Cognitive Disabilities The textbook states that students with mild cognitive disabilities have difficulties in reading recognition, comprehension, written expression, mathematical computation, conceptual and abstract thinking and problems in other areas. The cognitive process of difficulty can be in one of the five areas as follows: attention, memory, generalization, language and metacognition. Instructional accommodations can help these students. For example, a group of Mrs. Gibbs students used a behavior modification that included the students self monitoring and self-recording. Each student made a journal with a picture of their favorite animal on the front. When they completed the work in their Reading Voyager group, they would record their work or key words. After they completed a full section the students would receive a reward for their work. The students decided on their reward. For example, one student wanted to go to PE instead of computer class for that week. Also, The students did a lesson on words with multiple meanings such as the word bug. The students worked in pairs using the file folder game.

Connections to EEX4070 Collaboration between the Special Educator and the General Educator:

Connections to EEX4070 Collaboration between the Special Educator and the General Educator I noticed the special education teacher and the general education teacher collaborating on many issues concerning the students. The ESE teacher have IEP’s on each student and she knew exactly what area of difficulty the student needed help. She assigned her lessons according to the needs of the students. Also, when it was getting close to FCAT testing, the teachers worked together. For example, the teachers had a math sheet to help the fourth graders with fractions, decimals and input/output functions. The special education teacher worked with the general education teacher to find out what areas they could work on to help the students past the test. In many cases the special education teacher will modify the lesson to assist the student. For example, when the students took the math test, the special education teacher was able to read the directions and the questions to the students. Also, repetition is a key strategy in helping students with special needs. The teacher pointed and demonstrated on the white board.

Civic Engagement:

Civic Engagement I believe that service learning is an excellently opportunity to learn, grow and help your community. It gave me the hands on training I needed to be an effective teacher. It was great because I worked along side a professional ESE Teacher. I was having fun learning along with the students. I would recommend service learning to anyone who is interested in working in a new field of study. This will help you to make the right choice for your professional career.

Final Thoughts:

Final Thoughts I give special thanks to the Principal Mrs. Bobersky, Mrs. Gibbs, Mrs. Villanueva, Mr. Garcia, Mrs. McGarry, Mrs. Valutsky , Mrs. Green and all the professional teachers and staff who gave their time and effort to make me feel comfortable and part of the team. Also, I give thanks to the students for allowing me to be part of their daily routine in having fun learning. I learned so much from all of you. I look forward to continuing my education toward my future career in teaching.

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