Webliography

*These sites have been very useful to me in my action research, as well as this class in general.  Please pick and choose what you like. :)

Sources to Gain Knowledge:

1.  http://www2.ed.gov/about/offices/list/osers/osep/index.html - The Office of Special Education Services

2.  http://books.google.com/books?hl=en&lr=&id=4SPdLvhIUA4C&oi=fnd&pg=PA3&dq=special+education+scholarly+writing&ots=KjmIKTnwsR&sig=g76ghVcaY8E0A37svHQIxU85fus#v=onepage&q=special%20education%20scholarly%20writing&f=false - Handbook of Learning Disabilities (from a book)

3.  http://www.cec.sped.org/am/template.cfm?section=Home - Council of Exceptional Children

4. http://www.add.org - for help with students who have ADD

5.  http://www.ldresources.com - to help with general LD

6.  http://www.teachingld.org - to help with general LD

7. http://www.pbis.org - Center on Positive Behavior and Intervention

8.  http://www.asha.org - American Speech and Hearing Association

9. http://www.autism-society.org - Autism Society

10.  http://www.naset.org/ - National Association of Special Education Teachers

11.   http://www.do2learn.com/ - info to help children with disabilities

12.  https://www.teachingchannel.org/videos?landing_page=English+Language+Arts+Landing+Page&gclid=CPmrue2Ota4CFcjc4AodvTnXqQ - The Teaching Channel (to help with lesson planning for all types of students)

13.  http://www.dredf.org/ - Disability Rights Education

14.  http://idea.ed.gov/ - IDEA info

15.  http://dsp.berkeley.edu/TeachStudentsWithDisab.html - Berkeley's page for Teaching Students with Disabilities

16.  http://www.ldanatl.org/aboutld/teachers/index.asp - Learning Disability Association of America

17.  http://www.childrensdisabilities.info/ - neat site with lots of links

18. http://www.helpguide.org/mental/learning_disabilities.htm - HelpGuide

19. http://www.nebraskasocialstudies.org/pdf/tsfswdln.pdf - Nebraska's page for Students with Disabilities (PDF)

20. http://special.edschool.virginia.edu/information/interventions.html - UV's Office of Special Education with some great links

Sources for Classroom Use:

21.  http://exchange.smarttech.com/#tab=0 - SmartBoard Exchange website

22.  http://edselect.com - large collection of web resources

23.  http://gnowledge.com/?AspxAutoDetectCookieSupport=1 - allows you to create quizzes and tests easily tailored to your needs in the classroom

24.  http://www.wordle.net/ - a great tool for creating word clouds or even poems in the shape of whatever you choose

25.  http://www.readwritethink.org/classroom-resources/student-interactives/ - the interactive form of ReadWriteThink

26.  http://www.lessonwriter.com/default.aspx - helps write lesson plans, which are especially heavy on vocabulary and are perfect for when you are out, but want your students to continue worthwhile learning

27. http://www.kwarp.com/portfolio/grammarninja.html - an interactive website that lets students practice their grammar

28.  http://ptable.com/ - interactive Periodic Table for students with problems learning this element of science

29.  http://www.tiki-toki.com/ - allows you to create live timelines, using pictures, words, and music

30.  http://www.watchknowlearn.org/ - free educational videos categorized by subject

Chapter 14 Synthesis

Chapter 14: Culturally Responsive Teaching Practices

*Things I Do Right

     I think that being culturally responsive is perhaps one of the most important aspects of teaching, today.  As our culture changes so quickly, and the needs of our students shift and move, we have to mirror that change.  One thing I think I do right is to change my practices as the students need it.  I am not so stuck on the traditional "old" ways that I cannot change, and I am not so stuck on my own ways that I cannot adjust to what my students need.  I try to run a student-centered classroom as much as possible to allow my culturally diverse students a larger comfort zone; however, it can be hard to relinquish control when you have students with specific learning needs that must be met.  Sometimes direct and explicit instruction are needed, and then you are facing a teacher-centered class.  Also, another thing I think I do right is not grading every assignment.  I feel like sometimes the work itself is its own reward.  A simple comment, like "Wow, this your best piece yet!  I had a blast reading it, and I cannot wait to see what you churn out next!  Good job, buddy!" is rewarding in a way that even a 100/A+ cannot claim.  Further, one other thing I think I do well is making sure that my assessments are varied, so that all of my students have a fair chance.  Not everyone tests the same way, and this is something I passionately believe. The other thing I do to try to connect to my culturally diverse students is to bring art and music into the classroom because those are two things that translate to any culture and any language, making those portions of class applicable to every individual, no matter his/her background. 

*Oops

     There are a few areas in which I need work to become more culturally responsive.  One way is to take a step away from lecture sometimes, although I don't lecture overly much, and let the students discover the literature on their own.  I want to be better at allowing a little control to slip through my fingers and into theirs.  I also want to work harder to recognize and celebrate the differences within my classroom.  I want every student to feel good in my classroom--to feel that they are safe and a part of our learning community.  I need to work harder to make this happen by coming up with ways to celebrate diversity. 

*Things I Might Use
     As far as the future goes, I just hope that as our nation grows, and as our individual classrooms grow, I will, as well.  I want to be the most culturally responsive teacher I can be every single day.  I want every student to take ownership in his/her learning and feel that they are important and cared for.  I hope to continue to learn more about being culturally responsive, whether in the continuation of my graduate degree or my professional development at school.  

Chapter 9 Synthesis

Chapter 9: Mathematics

*Things I Do Right

     This chapter was a difficult read for me because I don't believe it applies.  I don't teach elementary school.  I teach high school British Literature and American Literature.  It is hard for me to even comment on this math section because I have no idea what I am talking about, but I will give it a shot.  I can only think of about three things that I can apply to this chapter, and this section, as well.  Three things I do right are: rubrics, teaching poetic meter, and problem solving ability.  Rubrics require a point distribution, and I follow them strictly.  Teaching meter requires some (very little) mathematical skill, and problem-solving ability is needed in every walk of life.  It is impossible to get through a day without some level of problem-solving ability.  

*Oops

     I don't think I am very good at teaching student self-monitoring.   The idea of students checking their own behavior on a sheet is foreign to me, but at the same time, it does make sense.  This may be very difficult at my age level, but it is worth a shot.  The only time I tried something of this nature, it bombed pretty quickly.  I do not work well with "scripted" lessons.  I tend to be a little freer with my teaching, though I can see the benefits of this type of teaching. 

*Things I Might Use
     I may attempt to really use the PALS format for student learning.  I can definitely make it apply to literature and writing.  Also, I need to work harder on teaching students to self-instruct in groups and alone.  This puts the onus on them, making them take more ownership in their education.  

Chapter 13 Synthesis

Chapter 13: Assistive Technology

*Things I Do Right

     I have to agree with this chapter's insistence that, "Classroom success involves hours of planning in order to create a classroom community that actively engages all students in appropriate learning opportunities" (p. 297).  I think that while I could always use help with my planning because of a lack of time, at the same time, when I do plan lessons, they are usually almost flawlessly pulled off.  There have been times when I thought every eventuality in a lesson plan was accounted for, and in the end, it was a massive failure; in that case, you just get back up on the horse and move forward.  Before reading this chapter, I didn't really know what the term "assistive technology' referred to specifically.  Now that I do, I can say that I don't have much experience with utilizing this technology in my own classroom because there hasn't been a need yet.  However, I need to be familiar with the options available.  I think I do a good job of suggesting and choosing professional development sessions to help with some of this new knowledge.  For example, I am getting much better at using my SmartBoard (interactive white board) to get my students involved, and also to record all of my "board drawings."  

*Oops

     One thing I know I need some work on is knowing what technology is available out there for my students to utilize.  I need to make myself more familiar with the possibilities.  I also need to try to make the lessons more useful to my students' lives by creating real-life contexts using the media available to me.  I need more training on my SmartBoard, and I also probably need a refresher course on what I could use in my classroom to make my students' learning experience more exciting and interactive.  I want to be able to easily create review games, and at this point, I just don't have the knowledge base to do this. 

*Things I Might Use
     I want to be able to use technology to give immediate feedback in order to let my students know what they are doing right and in what areas they might need more help.  I think if I keep continuing my professional development in the available technology out there for me, it will make me a better teacher and will help my students to learn better and in a more real-life context.  It is important to me that the students can relate what I am teaching them to their own lives, and I hope to be able to use technology to facilitate this in the future.  

Chapter 8 Synthesis

Chapter 8: Written Expression

*Things I Do Right

 Becasue I teach literature and writing, I found this chapter to be of extreme interest, as well.  Words are so powerful, especially the written word.  How many times have you written a letter in extreme emotion, but never delivered it, only to feel better afterwards regardless?  Writing is cathartic, no matter what format it is in.  Students make the mistake of thinking that good writers don't need to edit or proofread, or especially revise.   This is where they are wrong.  Good writers are constantly in one part of the writing process or another, sometimes in order, and sometimes not in order.    This chapter says that writing should be highly interactive and highly individualized to be effective, and I have to agree. There is something very personal about one's writing.  Time is always an issue when writing in the classroom, but I think it is important to take the time to go through the process anyway.  I think there are many things I do right when it comes to writing instruction, such as Vocabulary Squares and flash cards, small written warm-ups every day,

*Oops
      One thing that I need work on is finding the time, energy, and ability to conference with my students more regularly about their writing on the spot.  When they get immediate feedback, they are more likely to correct their writing issues and improve their work, piece by piece.  I would also like to try to model the individual pieces of the writing process a little better to ensure understanding.  I am not sure I do this part well enough sometimes, especially for my ESOL or LD students.  I need to work harder on planning and organizing to make sure that my students' writing process flows smoothly, without as many hiccups on my part and theirs.  

*Things I Might Use
     In the future, as I said, I hope to conference more often with my students about their writing.  Also, I like the idea of of showing more great student examples to show how to do things the right way.  I would have to gain student permission, but when you praise a piece of student work enough, they usually don't mind sharing as much.  I would also like to try letting my students write their rough drafts without any thought to consequence grammatically or with their spelling and style.  I think if I gave a little more freedom at this point in the process, my students might enjoy their writing a little more, and I also think it might improve voice in their writing.  

Chapter 7 Synthesis

Chapter 7: Reading Comprehension

*Things I Do Right

      I really enjoyed this chapter because it specifically refers to inclusion classrooms and reading comprehension modifications and strategies to use in them.  I teach a lot of Inclusion English, so this chapter was especially useful to me.  There are a few things I read in this chapter that I think I already implement well.  For example, I do give direct instruction fairly often when dealing with particularly difficult pieces of literature.  I use a lot of structured lecture and also "explicit instruction," which is what I see in my "board notes." These are really a graphic organizer and picture representation of the text that follows the entire storyline and backdrop simultaneously.  I find that the more involved I am with the text, the more the students are involved.  We also work on vocabulary and literary elements in a text before we encounter the actual text, as well, which can be an important step for my LD students.  It helps them build a foundation. Before reading this chapter, I didn't really realize that my diagrams, charts, organizers, review games, highlight and sticky note process, guided questions, etc. had actual terms representing them, like "Text Enhancement Strategies," and "Questioning Strategies, " but if I am involved in all of these instructional strategies, then I suppose I am doing something right!  :) I do a lot of cooperative learning, and I was excited to see that the Jigsaw method was tooted as a positive learning strategy because I use it often to keep my ADD and ADHD students engaged. 

*Oops
     There are a few areas in which I believe I could use some work.  I don't think I am great at modeling because it often takes so much time in a literature and writing class to model every little piece.  I have gotten into the habit of writing when my students do; if they are writing a memoir, then I write a memoir, and when they share theirs by volunteering at the end, I share mine as well.  This has helped build classroom community, however, sometimes, students feel the need to compare their own work to mine or another student's.  This is counter productive.  I definitely need work on getting my students to summarize properly.  I don't feel like I have the time to get them to write formal summaries, but I do story map, as well as have them create Episodic Notes and Sensory Notes to review.  I am also lacking in the area of real graphic organizers.  I tend to just free draw as I teach, which I think can be confusing to some of my LD students.  I also need to work on teaching my students to self-regulate.  

*Things I Might Use
      I want to improve my graphic organizing, dialoguing, and modeling in class.  I think that if I could improve these three tools, I would greatly help my inclusion students learn the basics and beyond.  Reciprocal teaching is something I also need to work on and would like to learn more about.  I like the idea of active discussion in small groups leading to the students self-regulating their own questioning, summarizing, predicting, and clarifying.  I think this would be a great way for them to take ownership of their own learning. I also want to work more on peer tutoring and getting a format together with which I feel comfortable using in my classroom.

Chapter 6 Synthesis

Chapter 6: Reading Instruction

*Things I Do Right

     First, I should start by saying that we refer to our ELLs as ESOLs, and so you will hear me use this term often throughout my syntheses.  I have never taught a student who is considered ESOL and also LD, other than one ADHD student, so it is difficult for me to give specifics about CLDE students as a group, but I can generalize.  To begin, it is often very difficult to determine whether a student has issues with their language or if they have a learning disability...or both. I think that my school does a great job of figuring out our students' needs early on, so that we are able to be better teachers and help students to be better learners.  We aren't bogged down with trying to figure out the "category" into which the student falls, but instead can focus on what strategies they need to learn best.  Also, I feel that I am flexible in my teaching, which allows both ESOL and LD students to succeed more often because I can provide more individual support and time.  It is important to be culturally responsive in all aspects of the curriculum, and teaching ESOL students is definitely a critical area.  It is necessary to recognize the needs of these students, and it is also necessary to embrace their cultural diversity.  Allowing a student the opportunity to partner read can be very helpful, and I do this often.  I think it is also important to pull diverse pieces of literature into the classroom to supplement whatever literature is already being taught; this allows ESOL students to relate.  I also assign most of my ESOL students a "buddy" at the beginning of the year to help with reading comprehension by having my students complete activities like Episodic Notes or Sensory Notes because these are strategies everyone can relate to in his/her own way.  

*Oops

     I don't think that I am very knowledgeable about "the similarities and differences in first and second language reading," but I do believe that I am fairly good at recognizing "the differences between language acquisition and learning disabilities."  I wish I was better at recognizing and understanding language transfer.  Although I understand that because my ESOL students do not have a background in English, the literature is harder for them, it can be difficult to translate the meaning inside its context.  I could use a little work in this area.  I could also use more information on Collaborative Strategic Reading to attempt this in my classroom because the only time I tried this strategy, it backfired on me.  

*Things I Might Use

     There are a few thoughts I am considering after reading this chapter.  Am I as good as I think at making my culturally diverse students feel at home in my classroom, or am I fooling myself with a sense of false security because they seem content? I want to be able to find and utilize more reading instruction strategies in my classroom that apply to any CLDE learners who I might encounter.  I would like to try to make sure that I translate the literature better, so that my ESOL students aren't quite so lost, especially in Shakespeare.  Then again, other than English majors, who isn't lost in Shakespeare?!  :)

Chapter 12 Synthesis

Chapter 12: Assessment

*Things I Do Right

     I think I do a good job of communicating with parents, but especially my students, to identify the problem areas in my classroom.  I have a great rapport with almost all of my students, and this is something I pride myself on and am known for in my school.  I am so involved with every aspect of my school, from my individual classroom to Student Government (Council) to Prom Committee to athletics....  You name it--I support it or run it!  My students know that I care so much about them on so many levels.  These relationships help me to identify areas of confusion with my students...their problem areas and how to go about solving them.  I believe that I go out of my way to make sure that my assessments are fair and really assess my learning objectives.  I think this helps when trying to assess the problem areas.  I believe that I support my students in preparing for assessments.  This is one of my strengths.  Another strength I have is the ability to accommodate my students, using their IEPs and 504s as guides.  I feel that I am good at meetings discussing new and old accommodations, as well.  I also think that I modify assignments well on the fly to make sure that my students are able to progress properly.

*Oops

 I think that I use the Problem-Solving Model on my own sometimes because I go through all three steps with my students, especially when trying to reestablish an IEP or 504, but I don't really do this in teams unless we are meeting with a parent to reevaluate.  I know my students and I would benefit if we did use this model more often in the classroom daily, rather than so formally.   I have to admit that I am not particularly good at problem solving sometimes, but I am working on it.  I also need to work on progress monitoring.  With a total lack of time and such large classes, it can be difficult to fully monitor every student's progress formally, with written records.  I do, however, maintain most of this progression in my mind.  Progress monitoring is something I want to improve. 

*Things I Might Use

     I like the idea of using CBM data and graphs to view student progress and abilities.  It is a useful tool.  I do not, however, support the use of standardized tests.  I think they are so inaccurate.  I am a good student...always have been.  I am good at school--period.  This is something that I know.  My best friend, Augusta, is also good at school, but I test well.  She does not.  Standardized tests are useful in some ways, but I have no desire to be a part of them, other than when I am forced to give them.  I hope I also improve at implementing intervention and continuing to evaluate its effectiveness.

Chapter 5 Synthesis

Chapter 5: Classroom Management

*Things I Do Right

     After reading this chapter, I feel like it is targeted more towards elementary school teachers, rather than secondary.  The reason I say this is because of sections like "Classwide Token Economy" and "Check-in/Check-out."  There are a few helpful tips in this chapter, though.  Mostly, classwide positive behavior supports (PBS).  I think I manage my classroom fairly well.  I do have a set of rules, and I post them at the front of the room.  I feel like I do a good job balancing between keeping control and practicing effective instruction.  My classroom is inviting, and the environment is colorful and shows student work in every area.  The rules and routines in my classroom are set, though I sometimes confess I lack consistency.  Because I teach juniors and seniors, it makes things like bathroom breaks a little less important.  I teach 90 minute class periods, so I generally just wait until several students ask to go to the bathroom, and then I let everyone go at the same time to ensure they do not ask again during class.  I do a good job of teaching the rules and regulations in my classroom and setting the tone at the very beginning of the year.  I use cooperative learning very often, and I feel that I have a good handle on how to organize this type of learning and keep it effective.

*Oops

     I am not consistent with my rules and policies the way I should be.  I think that this is partly the age group I teach, and a mixture of being way too busy for my own good and the drama that high schoolers are constantly bringing into the classroom.  When you have overloaded classrooms with 35+ teenagers who are in all stages of maturity, and you have to keep them interested and engaged for 90 minutes at a time, it can become easy to miss small behavior issues and correct them immediately the way I would like to.  It also makes it difficult to manage every little procedure when there are a million things going on in an overcrowded room.  Also, I need to work on my transitioning a lot harder.  Becasue I am so easy-going, humorous, and sarcastic, I often get off track during transitions.

*Things I Might Use

     I like the idea of a reward system, although for my growing teenage students, the best reward would likely be food.  They are always hungry for some reason.  I also like the idea of having the reinforcement menu on the wall to remind students to behave well.  I did not like "tootling" very much for my own personal classroom.  I just do not think it would be effective with my age group.  Positive or not, teenagers today are really funny about "snitching."

Chapter 2 & 3 Synthesis

Chapter 2: High Incidence Disabilities

Chapter 3:  Low Incidence Diabilities

*Things I Do Right

     I think that one of the things I do well in my classroom is figuring out ways to teach students with Learning Disabilities, so that they are challenged, but never feel that they are outside of the crowd.  I teach Inclusion, which means that about half of my students in any given class have learning disabilities, so I have to be able to cater to their needs without making it clear to the other students just who my "inclusion" students are in the room.  This can be difficult as I try to accommodate my students' needs, based on their IEPs and 504s  These plans are very specific, and it can be hard to hide some accommodations, like preferential seating and oral testing, or even re-testing.  Chapter 2 states that ADHD and ADD are some of the most common learning disabilities, and I believe that this is certainly the case, based on my own classroom experience.  I think I do a good job of keeping my students with these two disabilities engaged. It is so important to remember that the two disabilities are completely separate with separate needs and educational issues.  This is often forgotten because both are based on attention deficits.  I definitely see the difference between the two clearly, and I have to admit that having dated a gentleman with extreme ADHD for so long has helped me to recognize these differences.  He has shaped my perception of the unique needs of these students.  Two other common learning disabilities in my classroom are Dyslexia and Dysgraphia.  I think I do well with these students, and I often find myself giving them silent cues or spelling words on the board for no other reason than to make a point for the other students' notes and to let my students with Dyslexia or Dysgraphia see the words I am saying aloud. This seems to help them feel more a part of the classroom experience.  Students with Intellectual Disabilities, such as Asperger's Syndrome, usually flourish in my classroom.  Their accommodations aside, I treat them the same way I treat my other students, though my explanations may be more in-depth and detailed, and I tend to keep my sarcasm on low around them.  For whatever reason, I seem to really relate to these types of students and they to me. I have only taught two students with Aspergers, and in both cases, I was able to build good rapport with them.  Also, visual and hearing impairments are rarely seen in our classrooms, but when they do, we have translators that help greatly.  Also, I feel that I am good at understanding the difference between students who are culturally different versus students who have learning disabilities.  ESOL students are frequent students of mine, and I think that teaching to their needs is one of my stronger points.

*Oops

     It is important to admit one's flaws in order to grow, and I have to admit that I am not very good at dealing with behavioral or emotional disorders in the classroom.  It is not that I am unfeeling--I adore my students--but I do become very frustrated when I feel that they are not living up to their full potential.  I have trouble differentiating between students with real behavioral disabilities and those who just refuse to behave in class for whatever outside reason.  I also panic (mildly) when faced with extreme emotional outbursts.  Because I am not an overly emotional person, in the classroom at least, it is hard for me to relate to some of my students with this type of disability.  I prefer intense emotion to keep its place in my personal life and stay far away from the classroom.  I don't really know how to deal with either behavioral or emotional disabilities, other than following a list of instructions provided to me in my professional books.  Further,I have never had a student with diagnosed autism in my classroom, but those students in the school who I know are autistic seem to gravitate towards me.  It seems that the autistic students in my school are often very talkative, if repetitive, and like to touch, and while it may make me a lesser person to admit this, I don't enjoy this interaction.  I do not like to be touched by strangers, and even though I know perfectly well that these students cannot change their needs, it is hard for me to relate.  I rarely interact with students who have severe mental retardation or other serious intellectual disabilities because I work in a large school, and these self-contained classrooms are on a different hallway. I would not know how to teach a student with a serious intellectual disability.

*Things I Might Use

      Improvements I would like to make include being able to practice strategies for handling behavioral and emotional disabilities (and subsequent outbursts) appropriately.   I would also like to try to expose myself to the more serious intellectual disabilities in order to become better at interacting with them.  Also, perhaps I could be the "general education" part of a collaborative team created to help an IDD student.  I hope to work on my communication strategies for students with disabilities, as well as instructional strategies to be able to teach all of my students more effectively.  Also, though I provide preferential seating to students who need it, I hope to be able to come up with a more effective classroom plan, so that there are more seats up front.  Further, I want to be able to improve my ability to use technology in the classroom in order to help my students with disabilities, which means I need to become more familiar with the different disabilities and the technology available to help them learn better.  The only other improvement that I can think of at this time is to work more closely with my special education facilitators at my school in order to increase my knowledge base. 

Acronyms

1. SBR – the only SBR I know of is a type of ammunition
2. RtI – Response to Intervention
3. ID – don’t know
4. PHI – don’t know
5. HI – Hearing Impaired
6. VI – Vision Impaired
7. DB – Deaf and Blind
8. MD – Multiple Disabled/Disabilities
9. CLDE – don’t know
10. CBM – Competency Based Measurement
11. OSEP – Office of Special Education Programs
12. AS – don’t know
13. OM – don’t know
14. ECC – don’t know
15. PSS – Personal Social Services ??
16. CWPT – don’t know
17. PALS – Peer Assisted Leadership Services