Self-advocacy is a life skill that every special education teacher harps on, every day, in every class. For our students with disabilities, it's crucial that they speak up for themselves to inform their teacher what is and is NOT working for them. As long as they are mature and honest in the conversation, just about every teacher is willing to adjust the curriculum, make modifications and accommodations, and hear the child out.
Today was a big day for SJ. This is my first year teaching her, but other teachers who have taught her for 3 years constantly chat about how SJ will be the angel student (sit quietly, follow directions, be respectful) but if she is lost, she'll never let you know. She'll sit there for an entire semester before telling you that she doesn't know what's up. That was, until today.
We have our first Algebra II test tomorrow and SJ wanted to stay after school and complete the review packet with me. When she sat down with me, she looked across the table at her old math teacher and made a goofy face. Ms. W (her previous math teacher) told her that if she needed something she needs to tell me. SJ shook her head and we continued working. At the first break we had, she got up and sat down with Ms. W and continued working through the packet. I watched them as they went along, trying to learn how Ms. W teaches in order to help me be a better teacher for SJ. We were doing a lot of the same techniques, but the difference was Ms. W knew exactly what SJ's deficits were, and I didn't. Granted, she taught SJ for 2 years in a row, so it's no surprise that Ms. W knew what SJ needed help with, but it still gave me a wake up call.
When Ms. W had to get up to do something, I moved back in to help SJ with the packet. Before we began working again, I asked her why she was so shy with me but so chatty with Ms. W. She explained that she really likes math and that it's her better subject, but she is frustrated with my class because it makes her feel stupid. Not only does it make her feel stupid, but the entire class is lost. Everyone was nervous about the Unit 1 test and she thinks that if I keep going at the pace I'm going everyone is going to fail.
My heart broke. It's only the 3rd week of school and I'm making kids feel stupid. The last thing I EVER want to do is make a child feel incapable or inadequate. The problem was that I was so busy worrying about whether I was meeting the Algebra II standards that I forgot I work with kids with disabilities who are functioning far below grade level. Scaffolding is everything, and remediation is a non-negotiable part of instruction. I was treating them like any other Algebra II class, when the truth is that they aren't. And SJ knew that.
She told me that her and the other kids learn slower, which is why they needed the smaller classes. She does better in one-on-one situations, but she understands that it's hard for me because I don't have an assistant in the classroom and it's just me. She felt bad for me because I am trying to keep things moving for the kids who come every day but have to deal with the fact that some kids come once a week or new kids come all the time. She wasn't mad at me, but she made sure that I understood that this class couldn't keep going the way it was currently moving.
Without a clue what to do, I asked her for advice. I asked what her previous teachers had done that was helpful for her. I asked what I can trust her and the other students to do and what I should make sure I supervise. SJ and I came up with a new structure for what the class will look like, and we agreed that if the test goes poorly tomorrow that we'll start everything over again on Monday, from scratch, using the new plan and see if we do better the second time around.
When Ms. W came back to our conversation, she asked how the math was going and I told her horribly. She was very confused and I had SJ explain what we had been talking about. I have never seen a more proud special education teacher. Ms. W was elated to hear that SJ not only told me that she was struggling, but was clear and explicit about what she needed in my classroom, as well as what the other kids needed too.
SJ's conversation made me really sad. I had spent 3 weeks teaching students with severe disabilities, and I couldn't even tell that they felt stupid in my classroom. I made SJ promise to continue to tell me how things are going, every day if possible, and to make sure that I never, EVER, make her feel stupid again. She promised, as well as thanked me for trying my best and listening.
That was one of the best "thank you"s I've ever gotten. When I asked my students on the first day of school what the most important thing for me to do was, they all unanimously responded, "Try to be the best teacher you can be." Thankfully, SJ and my Algebra II class realize that I'm trying my best, but I need them to help me out and teach me in order for me to be the best teacher I can be. The math will come eventually...
Today was a big day for SJ. This is my first year teaching her, but other teachers who have taught her for 3 years constantly chat about how SJ will be the angel student (sit quietly, follow directions, be respectful) but if she is lost, she'll never let you know. She'll sit there for an entire semester before telling you that she doesn't know what's up. That was, until today.
We have our first Algebra II test tomorrow and SJ wanted to stay after school and complete the review packet with me. When she sat down with me, she looked across the table at her old math teacher and made a goofy face. Ms. W (her previous math teacher) told her that if she needed something she needs to tell me. SJ shook her head and we continued working. At the first break we had, she got up and sat down with Ms. W and continued working through the packet. I watched them as they went along, trying to learn how Ms. W teaches in order to help me be a better teacher for SJ. We were doing a lot of the same techniques, but the difference was Ms. W knew exactly what SJ's deficits were, and I didn't. Granted, she taught SJ for 2 years in a row, so it's no surprise that Ms. W knew what SJ needed help with, but it still gave me a wake up call.
When Ms. W had to get up to do something, I moved back in to help SJ with the packet. Before we began working again, I asked her why she was so shy with me but so chatty with Ms. W. She explained that she really likes math and that it's her better subject, but she is frustrated with my class because it makes her feel stupid. Not only does it make her feel stupid, but the entire class is lost. Everyone was nervous about the Unit 1 test and she thinks that if I keep going at the pace I'm going everyone is going to fail.
My heart broke. It's only the 3rd week of school and I'm making kids feel stupid. The last thing I EVER want to do is make a child feel incapable or inadequate. The problem was that I was so busy worrying about whether I was meeting the Algebra II standards that I forgot I work with kids with disabilities who are functioning far below grade level. Scaffolding is everything, and remediation is a non-negotiable part of instruction. I was treating them like any other Algebra II class, when the truth is that they aren't. And SJ knew that.
She told me that her and the other kids learn slower, which is why they needed the smaller classes. She does better in one-on-one situations, but she understands that it's hard for me because I don't have an assistant in the classroom and it's just me. She felt bad for me because I am trying to keep things moving for the kids who come every day but have to deal with the fact that some kids come once a week or new kids come all the time. She wasn't mad at me, but she made sure that I understood that this class couldn't keep going the way it was currently moving.
Without a clue what to do, I asked her for advice. I asked what her previous teachers had done that was helpful for her. I asked what I can trust her and the other students to do and what I should make sure I supervise. SJ and I came up with a new structure for what the class will look like, and we agreed that if the test goes poorly tomorrow that we'll start everything over again on Monday, from scratch, using the new plan and see if we do better the second time around.
When Ms. W came back to our conversation, she asked how the math was going and I told her horribly. She was very confused and I had SJ explain what we had been talking about. I have never seen a more proud special education teacher. Ms. W was elated to hear that SJ not only told me that she was struggling, but was clear and explicit about what she needed in my classroom, as well as what the other kids needed too.
SJ's conversation made me really sad. I had spent 3 weeks teaching students with severe disabilities, and I couldn't even tell that they felt stupid in my classroom. I made SJ promise to continue to tell me how things are going, every day if possible, and to make sure that I never, EVER, make her feel stupid again. She promised, as well as thanked me for trying my best and listening.
That was one of the best "thank you"s I've ever gotten. When I asked my students on the first day of school what the most important thing for me to do was, they all unanimously responded, "Try to be the best teacher you can be." Thankfully, SJ and my Algebra II class realize that I'm trying my best, but I need them to help me out and teach me in order for me to be the best teacher I can be. The math will come eventually...
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