Yesterday's New York Times Review (4/13/2014) had an interesting piece entitled Raising a Moral Child. Surveys have shown that parents across cultural groups are more concerned with raising children who are kind and caring than with focusing on achievement. It's interesting specifically because parents' stated desire often has little to do with the way they are raising their children. They may have a picture of the kind of person they hope their child will be but it has little to do with the kind of child that they are raising.
I read it in part with great interest because my supervisor, in my annual review, gave me high praise for the kind of classroom environment I had created. I had good classroom management strategies in place that supported good behavior and high levels of student engagement and participation. And, she said, "Your students really seem to want to be there." I was pleased, of course, since it meant some highly coveted "4's" on my evaluation. As I read this article, it struck me as more than that: I had a sense of the kind of student I wanted to create, and I do what I need to create them. I also value caring, authentic individuals. Mind you, I don't care for "nice" because "nice" too often leads to that good old Southern "Bless her heart" niceness . . . the "Bless her heart" is usually the prelude to a knife in the back.
At the same time, a flurry of upper respiratory infections left us short of substitutes on a couple of days (Pollen season has been long and brutal this year in Nevada, thanks to our warmer than usual winter.) I sold my prep periods to cover two third grades. I was appalled. The students were mealy mouthed, finger pointing, blaming and generally very unpleasant to their peers. I did my best by stepping up the praise for the behavior I wanted and quickly pointing out the behavior I did not: I put up a smiley face and frowny face on the boards and started Read More...
I have found that the best way to help students with disabilities understand the abstractions of math is to give them lots and lots of hands on experience. I recommend some commercial resources in my article on Rational Numbers, but I think the ones your students make for themselves may be just as valuable, if not more invaluable.
I created some free printable fraction pages with circles and squares. They are the same size, so you can practice making equivalencies using the different fractional parts. I also recommend running them on different colors of cardstock so you students will have "color coded" fractions: all the halves the same colors, etc. The article includes some small group activities you can do with the fraction pieces to support understanding and students success.
My students just read "Fun with Fish" in our reader, and it seemed a great opportunity to pull out some old resources. I did an ocean unit at ESY two years ago, and realized that using some of those resources would engage my students and could be expanded to support Nevada science standards, learning to sort animals (ocean animals in this case) by characteristics, make observations and generally learn more about ocean environments.
I put up an article about a "stuffed fish" and a "jelly fish" that I created to hang from the ceiling. They turn the classroom into a lively underwater environment. I hope you might use them to create an underwater environment in your settings, as well.
The new Common Core State Standards have students mastering skills with fractions in third grade: for students with disabilities, the demands are way too much. They are expected to compare fractions, find equivalent fractions and add and subtract fractions. Daunting for general education students, but downright impossible for our students, unless they have a firm foundation of understanding. In a new article, Fractions as a Primary Foundation for Rational Numbers, suggests ways to acquaint and then build skills for students with disabilities.
I added two new puzzles to my Easter dot to dots for skip counting. I have two different sets of dot to dots now. One for the sets, the original set, offers counting to twenty and counting to one hundred, either by fives (for puzzles to twenty) or by tens (for puzzles to ten.) This early practice is essential for students to skip count by 5's and tens. Skip counting will support functional math skills like telling time and counting money.
My new set of dot to dots is for counting past one hundred. These also come with two versions: one version counting from one, which is best for your emerging counters, and the other from 82 up past one hundred. The new puzzles are of bunnies and an Easter basket. These help your students meet the counting standard in the Common Core State Standards for first grade. Enjoy!
After putting up my Easter activities, I decided it was time to go back and attend to my math resources: I decided to work on one of the most challenging areas of math or students with disabilities (and many typical students.) Rational numbers. We know them best as fractions, decimals, ratios and percents. We use them in many ways to represent research, to understand the relationships between different parts of populations . . . in fact, understanding rational numbers is one of the most important skills for people who work in the science and technology fields.
Being able to understand rational numbers is critical for our students to access important employment and educational opportunities. Building that foundation is important.
I put up the first of a series of articles to serve as a platform with ideas for teaching rational numbers. Hope it helps your students!
It seems that since the George W. Bush administration that everyone seems on the make. I know, I'll get slammed for making a "political comment" and should stick to special education because I know nothing about politics (I did get my picture taken with Erin Bilbray last weekend, but . . . ) Business and making money seem to be the biggest value right now. The Edison Schools as a corporation, despite their vaunted claims, have failed to meet the supposed promise, though there does seem to be some truth in the notion that corporate interests are stripping the school of resources so they can sell us computerized education. Yes, "virtual schools" do hire teachers who can teach at the kitchen table in their jammies, but I have questions about whether the performance of a student on a keyboard is truly a full measure of how they are doing as students.
I responded to the question of a teacher in Liberia about how to teach 125 children at a time in my blog, A Big Shout Out to Liberia, and wrote about using tongue depressors (also known as craft sticks, or in smaller size, Popsicle sticks) as a way to manage students. It works. I expanded that advise in a new article, Tongue Depressors and Craft Sticks for Classroom Management and suggest how to use these simple and inexpensive items as tools for behavior and classroom management as well as for math and drill games. It reminded me that you don't have to buy a text book, or pay for a license for a program to provide effective instruction to children. You do need a good teacher.
I was both delighted and distressed to get a response to my last blog posting, Counting Goes On . . . from Daniel Q. Kollie. I will be writing back to Daniel, and following up on his comment that my site is recommended. Hmmmm . . .
I was delighted because I have a number of friends from Liberia. I was a Lutheran Pastor, and had friends from Liberia. I was especially distressed when the rebel troops of Charles Taylor swept into St. Peters Lutheran Church in Monrovia and slaughtered 600 people who had taken refuge there. My friend Jensen Seyenkulu was serving a parish in Liberia at that time. Then, in 2008, a young man started working at the Barnes and Nobles where I worked named Varflay Kessely. When I commented that his name was unusual, he revealed that he was the son of Edward B. Kessely, a Mandingo and the Secretary of Information in the first non-Congo administration in the history of Liberia. Not long after that, I took at job at the Woods School in Langhorne, Pennsylvania, and found that there was a whole Liberian community working as residential aides. I still get Facebook postings from Francis, whose parents taught in rural Liberia, and who owns a printing business back in Liberia, another favorite aide, Mohammed Fakoley, is like the godfather of the Mandingo community here in the US (in a good way. Mohammed went out of his way to assist young Read More...
When you deal with students with severe challenges, you find that your students struggle with learning the numbers, but more importantly understanding the numbers. We want them to understand one to one correspondence, so they can count out a named number, they can write the number and they can actually create a visual image in their heads of that number. That last one is hard to prove, yet if you use images to add and subtract numbers in your head, you know it is possible.
One of my students arrived with an IEP goal that requires her to be able to count numbers in different formats. I realized this was a powerful way to help students generalize this skill across settings. So, I created a new article with free printable resources you can use to Build One to One Correspondence. Hope these templates provide your struggling students with lots of extra practice.
I've been trying to focus on my math resources, but I also realize that I need to build more Common Core State Standard resources. I decided to double up, and write some IEP goals aligned to the common core state standards. I'm working with my students to build place value comprehension right now, so I decided to create IEP goals for the CCSS place value standards. The ones I wrote use the second grade standards: I will add some for middle school (which will include decimals and rational numbers) but I hope these get you started thinking about how you align the standards with your IEP's.