Rules and Procedures for Class

Based on everything I've heard and read during our cohort, the teacher's responsibility for running the class should begin before he even meets the students. A plan should be established such that the rules, procedures, and transitions implemented during class time can go as smoothly as possible. Then, as soon as the teacher enters the classroom on the very first day of class, those procedures should be utilized to set a foundation for the remainder of the year. It may seem like a demeaning comparison, but dog trainers will tell you puppies should begin their training from the moment they first open their eyes so that all negative behaviors are eliminated before they even get an opportunity to foment into major problems. Children have similar learning methods, and the early establishment of fair leadership (but not extreme authority) must be made concrete during the first class. Obviously, these approaches differ greatly depending on whether you are walking into a kindergarten class or a high school math class, but the basic philosophy doesn't change. Some procedures that work well, and that I plan to use, include incorporating a learning opportunity within each transition of the class. For example, before being able to start a new activity, I will quiz the students about material that we have previously covered (this can be implemented on the first day after I introduce myself by simply asking them to name my hometown). By the end of the year, the students will have been quizzed about the majority of the significant lessons I've taught them. Some rules that I feel absolutely firm about in the classroom is the use of respectful language. Since the literature states, time and time again, that it is better to use positive language when discussing class rules, I would avoid saying, "No name-calling" and focus on the way we should talk to each other. I would add that our class is like a team, and a team should stay strong by being positive and respectful, rather than divisive. One non-negotiable rule in the class would be that we will not tolerate any bullying. This must be an absolute because there is never a scenario wherein that kind of treatment is acceptable in the context of a school classroom. An acceptable alternative would be that the student ask for a mediation session with me outside of the normal class time so that we can work out the nature of the problem without accusatory language. An example of a negotiable rule would involve the use of devices like tablets and smartphones. Since I plan to move toward a paperless classroom, these tools are often not only useful but mandatory to complete certain tasks. However, tech devices will only be allowed during designated times when the internet or apps are intrinsic to the lesson and must be stowed away when not imperative to the activity. Additionally, students can often suggest their own reasonable rules for their class so I plan to ask them for their input and then request opinions about that input from the entire class.

Classroom Climate

I've come to understand that children learn when three key factors are involved: they are interested in the topic, they aren't distracted by outside influences, and when they are emotionally ready to learn. Making a topic interesting requires that the teacher understand his/her audience (i.e. don't teach particle physics to grade school students unless you have a fun, easy, and watered down way of conveying the information). A good instructor must also be able to use humor without falling into the trap of being corny or offensive. Also, there is an indefinable magic in making the topic come alive so that it is impossible for the students to ignore the point of the lesson. Distractions can come in many forms, including tech gadgets, hormonal drives, and threats of bodily harm, just to name a few, and I believe that a teacher can limit these (never fully) in part by making the lesson interactive among the students and keeping them engaged. For our purposes, the third factor regarding emotional concerns is most important, especially when bullying comes into play. Anyone who's experienced bullying will tell you that after being taunted or punched in the hallway between classes, it is almost impossible to focus (or even care) about the next biology lesson because you're too worried about your physical safety and social acceptance. As Robert Marzano rightly points out (The Art and Science of Teaching, 2007)the students must feel as though the teacher is working with the students, as if s/he is the captain of a team, for the well-being of everyone involved. I believe this requires a keen talent for identifying bullying and addressing it quickly through mediation and counseling.

Brain-Based Learning in the Modern Classroom

Let's be totally honest about the concept of Brain-Based Learning as a methodology of teaching several kinds of lessons: it's about time! Look, you may be a believer in 'Science' and 'empiricism' and 'facts' because people (and this includes educators) fear change and are ready to accept the traditional, known and accepted ways to impart knowledge onto our students. However, when you give a lecture to a class of 10 year-old kids about the probability of an infinite universe, you'd better be ready to stimulate more than their ears to facilitate learning, unless you simply enjoy hearing yourself talk. If we target the Limbic System of the brain, which controls emotion and interacts with the cognitive areas of the brain without causing a lot of stress in the classroom, then we can stimulate a better form of learning. Additionally, if we create an environment filled with all sorts of visual stimuli (big windows facing the sunlight), keep it mostly quiet, provide visual displays of our concepts (use a map or a Prezi!), find a way to foster an application of the lesson (let the students teach themselves in fun ways with apps or other creative tools), and then ask them what they thought about all of it so that we can gauge their retention, we would be using their brains to create memories that they'll keep for a long time. Let's put in a little extra effort and make this the new reality.

Planning for English Learners

Next semester, I plan to teach a unit about hobbies and activities to university students in Korea who have a basic understanding of English. Additionally, the ability levels of the students can vary widely depending on whether or not they have studies abroad or at private language academies near their high schools, called hogwon. If I were to focus on a sampling of the class, four students with the most disparate sets of English awareness, I would have to design class based on a few key principles so that A) I wouldn't make it too difficult for the basic level students and B) I wouldn't bore the more accomplished students. According to Six Key Strategies for English Language Learners I should focus on vocabulary, guided interaction, authentic assessment, context, modeling, and visual stimulation. After having used these methods for years, I completely agree with that list of recommendations. There is an old adage used in the news industry which states, "Tell them what you're gonna tell them, then tell them, then tell them what you told them." I think that idea is applicable here, but it includes modeling, which is a key additional step: show them what you are telling them. Of course, they should then practice the model before creating their own. Larry Ferlazzo also points out that speaking clearly and avoiding a lecture-style of teaching is essential to keeping the attention of ELLs and that is why I often utilize powerpoint and Prezis in my class. My own methodology is to quickly gauge the levels of the students by asking basic yes/no questions and then building vocabulary based on their responses. I would also add that a little knowledge of the students' native language can be very helpful if they are totally stuck on a word and the teacher can translate it on the fly, as long as translation does not become the primary method of explanation.

The Special Education Referral Process

In order to get a better understanding of the Special Education referral process, I watched a couple of videos made by parents/teachers who have gone through this process and I read Jamie Tardif's very informative blog post for further info that I could not have obtained here in South Korea. The first video was created by Ashlie Belnap (a parent of disabled children and a consultant for the IEP program) and it was titled Referral, Evaluation and Eligibility for Special Education Services (you can find it here: http://www.youtube.com/watch?v=V8eG66Mzo5M) She discusses several aspects to the Special Ed. process, starting with how a referral is made by teachers, principals, parents, social workers, doctors, or other friends or relatives closely associated with the child (eligibility ages from 3 to 22). An evaluation, at no cost to the parents, is then made. It is a "structured gathering process that leads to decisions and classification labels" for children. It also deals with educational placement, specific interventions, and a way to measure the progress of the student. Students are referred if they meet the criteria of the Individuals with Disabilities Education Act (IDEA), the school then has 45 days to complete the evaluation but only after a written request has been made and the parents have consented to the evaluation and the services it provides. Time and again, as I learned about this process, I was impressed that parents were at the center of most of the decision-making pertaining to their child's educational path. Some basic requirements involved in the evaluation process are that a written notice must be given to the parents, the test must be given in the child's native language (even if that is sign language, Braille, etc.). The test is a comprehensive assessment of all areas of a child's ability and behavior, not just the one that initially triggered the referral. Finally, the test must be given by trained and knowledgeable personnel. If the parents disagree with the results of the evaluation, I was again impressed that they have reasonable recourse: they can be provided with an Independent Educational Evaluation (IEE), which is also free, and it requires a separate evaluation by different professionals. An agency then holds a hearing to determine the findings of the IEE. if the Parents still disagree with those findings, they can get another IEE, but must pay for it. The second video (find it here: http://www.youtube.com/watch?v=n0H8uKJ3Ig0) deals with a real-life typical situation involving teachers discussing how to handle a student that they are considering for referral. I think it honestly portrays the teachers as concerned, but busy and somewhat uninformed as to how to handle the situation. It is easy to see that, before the IDEA and IEP were established, many conversations like this may have happened and nothing more was done to foster a disabled student's education. As far as identifying a child for Special Education, as Jamie's interview explains, teachers can identify the patterns of their students almost as much as parents can. If the pattern is one that is negative in the context of learning (just as squinting is an obvious sign that an eye exam is appropriate), the teachers then gather a team so that they can discuss their opinions and experiences regarding the performance of the student. A referral may then be made, with the parents approval. In summary, I found this to be a very reasonable approach to what is often a very difficult time in the lives of everyone concerned. As stated previously, I was happy to see so much involvement by the parents and that there was no financial burden placed upon them while they were trying to provide the best education possible for their children.